CurriculumManagementSystem
MONROETOWNSHIPSCHOOLS
CourseName:APPHYSICS2Grade:12
Foradoptionbyallregulareducationprograms BoardApproved:July2016asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.
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TableofContents
MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3
Mission,Vision,Beliefs,andGoals Page4
CoreCurriculumContentStandards Page5
ScopeandSequence Page6‐9
Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page10‐65
QuarterlyBenchmarkAssessment Page66‐67
AppendixA:Rubrics Page68
AppendixB:Monitoringscales Page69
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MonroeTownshipSchoolsAdministration andBoardofEducationMembers
ADMINISTRATIONDr.MichaelKozak,Superintendent
Dr.DoriAlvich,AssistantSuperintendent
BOARDOFEDUCATIONMr.StevenRiback,BoardPresident
Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio
Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman
Ms.KathyKolupanowichMs.DawnQuarinoMrFrankRusso
JamesburgRepresentative
Mr.PaulRutsky
WRITER’SNAMESDr.RamaBasu
CURRICULUMSUPERVISOR
Ms.BonnieJ.Casaletto,DistrictK‐12SupervisorofSciencesandSocialStudies
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Mission,Vision,Beliefs,andGoals
MissionStatement
TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.
VisionStatement
TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.
Beliefs
1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.
BoardofEducationGoals
1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.
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CommonCoreStateStandards(CSSS]
TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.
Links:
1. CCSSHomePage:http://www.corestandards.org/ 2. CCSSFAQ:http://www.corestandards.org/about‐the‐standards/frequently‐asked‐questions/
3. CCSSTheStandards:http://www.corestandards.org/read‐the‐standards/
4. NJDOELinktoCCSS:http://www.state.nj.us/education/sca/
5. PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://www.parcconline.org/
6. NationalStandardsforFamilyandConsumerSciencesEducationhttp://www.nasafacs.org/national‐standards‐and‐competencies.html
7. NextGenerationScienceStandards: http://www.nextgenscience.org/new‐jersey
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ScopeandSequence
Quarter1
UNITTOPICS
I.ElectricalForcesandFields
a. NatureandoriginofElectricalFieldsandforces.b. Methodsofchargingandconstructionandinterpretationofchargediagramsc. Superpositionofelectricfields.d. Motionofchargesinelectricfields
II.ElectricalEnergyandPotential
a. Workdoneonmovingchargesinelectricalfieldsb. Energytransformationsforchargesmovinginelectricalfields.c. ElectricalPotentialandpotentialenergyd. CapacitorsandCapacitance
III.ElectricalCurrent,Resistance,Power&Circuits
a. Thenatureandcausesofelectricalcurrentflowb. Electricalpropertiesofmaterials(Conductors,insulatorsanddielectrics)c. Originofresistanceandresistivityd. Ohm’sLawe. Parallel,seriesandcomplexcircuitswithcapacitorsandresistorsf. Kirchoff’srulesappliedtoComplexcircuits
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Quarter2
UNITTOPICS
III.ElectricalCurrent,Resistance,Power&Circuits
a. Thenatureandcausesofelectricalcurrentflowb. Electricalpropertiesofmaterials(Conductors,insulatorsanddielectrics)c. Originofresistanceandresistivityd. Ohm’sLawe. Powerdissipatedincircuitsf. Parallel,seriesandcomplexcircuitswithcapacitorsandresistorsg. Kirchoff’srulesappliedtoComplexcircuits
IV.MagnetismandMagneticInductiona. Theoriginandnatureofmagneticfieldsb. Magneticforcesonmovingchargesandcurrentcarryingconductors,andtheirapplicationsc. Currentcarryingconductorsassourcesofmagneticfieldsd. Magneticfluxe. Inductionofemfinaloopduetochangingmagneticflux(causesofchangesinmagneticflux,generatorsetc.)
V.ElectromagneticWaves,ReflectionandRefraction
a. Natureofelectromagneticwavesb. Classificationoftypesofelectro‐magneticwavesc. Lawsofreflectiond. Snell’sLawe. Totalinternalreflectionf. Dispersionofpolychromaticlight
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Quarter3
UNITTOPICS
V.Light:GeometricalandPhysicalOpticsa. Mirrorsandthinlensesandtheirapplicationsb. Dispersionc. InterferenceandDiffraction
VI.ModernPhysicsa. WaveParticleDualityb. Photo‐electriceffectc. Atomicstructureandspectrad. Nuclearphysicsandnuclearreactions
VII.HeatandThermodynamics
a. HeatTransferbyConduction,Convection,andRadiationb. MechanicalEquivalentofheat
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Quarter4
UNITTOPICS
VII.HeatandThermodynamicsContinueda. KineticTheoryofgases.b. Idealgasesc. ThermodynamicsandHeatengines
VIII.FluidMechanics(Hydrostatics&Hydrodynamics)a. Pressureandvariationofpressurewithdepthb. Pascal’sPrinciplec. ArchimedesPrincipled. EquationofContinuitye. Bernoulli’sequation
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UNITI– ElectricalFieldsandForces
StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS1‐1.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthegravitationalandelectrostaticforcesbetweenobjects.HS‐PS2‐4.UnderstandthatNewton’slawofuniversalgravitationandCoulomb’slawprovidethemathematicalmodelstodescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweendistantobjects.HS‐PS24,HS‐PS2‐5.Argueandprovideevidencethatforcesatadistanceareexplainedbyfields(gravitational,electric,andmagnetic)permeatingspacethatcantransferenergythrough
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Analyzelongrangeinteractionsandstudytheeffectoffundamentalforceslikegravitationalandelectricalforcesinnatureandtheobservableuniverse,aswellasthesubatomicrealm.
Analyzescenariostocomparefieldforcesanddeterminethatdifferentforcesdominateatdifferentscales.
Utilizetheirunderstandingofelectrostaticstoexplaindiversephenomenasuchaslightning,gasstationfires,andwhytouchingtheinteriorofacomputerwithoutproperprecautionscanleadtolossofdata.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Electricchargeisapropertyofanobjectorsystemthataffectsitsinteractionswithotherobjectsorsystemscontainingcharge.
Theelectricchargeofasystemisconserved. Afieldassociatesavalueofsomephysical
quantitywitheverypointinspace.Fieldmodelsareusefulfordescribinginteractionsthatoccuratadistance(long‐rangeforces)aswellasavarietyofotherphysicalphenomena.
Anelectricfieldiscausedbyanobjectwithelectriccharge.
Theelectricpropertiesofasystemcanchangeinresponsetothepresenceof,orchangesin,otherobjectsorsystems
Classically,theaccelerationofachargedobjectinteractingwithotherobjectsviaacombinationofelectromagneticandotherforcescanbepredictedbyusing ∑ .
Theaccelerationofthecenterofmassofasystemofchargesisrelatedtothenetforceexertedonthesystem,where
ESSENTIALQUESTIONS: Whymusthospitalpersonnelwearspecial
conductingshoeswhileworkingaroundoxygeninanoperatingtheatre?Whatmighthappenifthepersonnelworeshoeswithrubbersoles?
Aballoonthathasbeennegativelychargedbyrubbingclingstoawall.Whatcanyouconcludeaboutthechargeonthewall?Whydoestheballooneventuallyfall?
Intheeventofathunderstorm,youaresafeifyouareinyourcar.Explain.
AnunchargedmetalliccoatedStyrofoamballissuspendedbetweentwooppositelychargedverticalmetallicplates.Describethemotionoftheballafteritisbroughtintocontactwithoneoftheplates.Explainthemotion.
Achargedcomboftenattractssmallbitsofdrypaperthatthenflyawaywhentheytouchthecomb.Explain.
Therearestrongsimilaritiesbetweenelectricandgravitationalfields.Aroomcanbeelectricallyshieldedsothattherearenoelectricfieldsinsidetheroom.Canaroombegravitationallyshielded?
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space.Massescausegravitationalfields;magnetsorelectriccurrentscausemagneticfields;electricchargesorchangingmagneticfieldscauseelectricfields.HS‐PS1‐1,HS‐PS1‐3,HSPS2‐6Explainthestructure,properties,andtransformationsofmatter,aswellasthecontactforcesbetweenmaterialobjectsastheconsequenceofattractionandrepulsionbetweenelectricchargesattheatomicscale.GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextual
∑ .
AcquisitionStudentswillknow…
Electricchargeisconserved.Thenetchargeofasystemisequaltothesumofthechargesofalltheobjectsinthesystem.
Thechargedistributioninasystemcanbealteredbytheeffectsofelectricforcesproducedbyachargedobject.
Chargingcantakeplacebyfrictionorbycontact.
Aninducedchargeseparationcancauseaneutralobjecttobecomepolarized.
Chargingbyinductioncanoccurwhenapolarizingconductingobjectistouchedbyanother.
Insolidconductors,someelectronsaremobile.Whennocurrentflows,mobilechargesareinstaticequilibrium,excesschargeresidesatthesurface,andtheinteriorfieldiszero.Insolidinsulators,excess(“fixed”)chargemayresideintheinterioraswellasatthesurface.
Avectorfieldgives,asafunctionofposition(andperhapstime),thevalueofaphysicalquantitythatisdescribedbyavector.
Electricfieldsarerepresentedbyfieldvectorsindicatingdirectionandmagnitude.
Whenmorethanonesourceobjectwithelectricchargeispresent,thefieldvaluecanbedeterminedbyvectoraddition.
Conversely,aknownelectricfieldcanbeusedtomakeinferencesaboutthenumber,relativesize,andlocationofsources.
ThemagnitudeoftheelectricforceFexertedonanobjectwithelectricchargeqbyanelectricfield is .Thedirectionofthe
Studentswillbeskilledat…
Makingclaimsaboutnaturalphenomenabasedonconservationofelectriccharge.
Makingpredictions,usingtheconservationofelectriccharge,aboutthesignandrelativequantityofnetchargeofobjectsorsystemsaftervariouschargingprocesses,includingconservationofchargeinsimplecircuits.
Constructinganexplanationofthetwo‐chargemodelofelectricchargebasedonevidenceproducedthroughscientificpractices.
Makingaqualitativepredictionaboutthedistributionofpositiveandnegativeelectricchargeswithinneutralsystemsastheyundergovariousprocesses.
Challengingclaimsthatthepolarizationofelectricchargeorseparationofchargemustresultinanetchargeontheobject.
Challengingtheclaimthatanelectricchargesmallerthantheelementarychargehasbeenisolated.
Makingpredictionsabouttheredistributionofchargeduringchargingbyfriction,conduction,andinduction.
Makingpredictionsabouttheredistributionofchargecausedbytheelectricfieldduetoothersystems,resultinginchargedorpolarizedobjects.
Constructingarepresentationofthedistributionoffixedandmobilechargeininsulatorsandconductors.
Constructingarepresentationofthe
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evidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.
forceisdeterminedbythedirectionofthefieldandthesignofthecharge,withpositivelychargedobjectsacceleratinginthedirectionofthefieldandnegativelychargedobjectsacceleratinginthedirectionoppositethefield.
TheelectricfieldcausedbyasphericallysymmetricchargeQisgivenby
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Theelectricfieldarounddipolesandothersystemsofelectricallychargedobjects(thatcanbemodeledaspointobjects)isfoundbyvectoradditionofthefieldofeachindividualobject.
Whenanobjectissmallcomparedtothedistancesinvolvedintheproblem,orwhenalargerobjectisbeingmodeledasalargenumberofverysmallconstituentparticles,thesecanbemodeledaschargedobjectsofnegligiblesize,or“pointcharges.”
Theexpressionfortheelectricfieldduetoapointchargecanbeusedtodeterminetheelectricfield,eitherqualitativelyorquantitatively,aroundasimple,highlysymmetricdistributionofpointcharges.
Betweentwooppositelychargedparallelplateswithuniformlydistributedelectriccharge,theelectricfieldisperpendiculartotheplatesandisconstantinbothmagnitudeanddirection,atpointsfarfromtheedgesoftheplates.
Electricforceresultsfromtheinteractionofoneobjectthathasanelectricchargewithanotherobjectthathasanelectriccharge.
Electricforcesdominatethepropertiesoftheobjectsinoureverydayexperiences.However,thelargenumberofparticleinteractionsthatoccurmakeitmoreconvenienttotreat
distributionoffixedandmobilechargeininsulatorsandconductorsthatpredictschargedistributioninprocessesinvolvinginductionorconduction.
Planningand/oranalyzingtheresultsofexperimentsinwhichelectricchargerearrangementoccursbyelectrostaticinduction.
Refiningascientificquestionrelatingtoelectrostaticinductionexperimentsbyidentifyinganomaliesinadatasetorprocedure.
Explainingtheinversesquaredependenceoftheelectricfieldsurroundingasphericallysymmetricelectricallychargedobject.
Predictingthedirectionandthemagnitudeoftheforceexertedonanobjectwithanelectricchargeqplacedinanelectricalfieldofstrength .Thestudentisabletoapplytocalculatetheelectricalforceonan
objectwithchargeqinanelectricalfieldofstrength inthecontextoftheeffectsofanetforceonobjectsandsystems.
Calculatinganyoneofthevariables—electricforce,electriccharge,andelectricfield—atapointgiventhevaluesandsignordirectionoftheothertwoquantities.
Makingclaimsabouttheforceonanobjectduetothepresenceofotherobjectswiththesameproperty:mass,electriccharge.
UsingCoulomb’slawqualitativelyandquantitativelytomakepredictionsabouttheinteractionbetweentwoelectricpointcharges.
Connectingtheconceptsofgravitationalforceandelectricforcetocomparesimilaritiesanddifferencesbetweentheforces.
Thestudentisabletoconnectthestrengthof
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MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
everydayforcesintermsofnon‐fundamentalforcescalledcontactforces,suchasnormalforce,friction,andtension.
Electromagneticforcesareexertedatallscalesandcandominateatthehumanscale.
Electricforcesmaybeattractiveorrepulsive,dependinguponthechargesontheobjectsinvolved.
Themagnitudeofforcebetweentwosphericallysymmetricobjectsofchargeq1andq2separatedbyadistancerisgivenbyCoulomb’slaw
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Ifanobjectofinterestinteractswithseveralotherobjects,thenetforceisthevectorsumoftheindividualforces.
Free‐bodydiagramsareusefultoolsforvisualizingforcesbeingexertedonasingleobject.
thegravitationalforcebetweentwoobjectstothespatialscaleofthesituationandthemassesoftheobjectsinvolvedandcomparethatstrengthtoelectricalforces.
Thestudentisabletoconnectthestrengthofelectromagneticforceswiththespatialscaleofthesituation,themagnitudeoftheelectriccharges,andthemotionoftheelectricallychargedobjectsinvolved.
Distinguishingthecharacteristicsthatdifferbetweenmonopolefields(gravitationalfieldofsphericalmassandelectricalfieldduetosinglepointcharge)anddipolefields(electricdipolefieldandmagneticfield).
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidence
SUGGESTEDPERFORMANCERUBRICManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.PleasefollowtheLinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportant
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:AssessmentModel#1:Students will investigate static electricity by performing experiments at various stations utilizing commonhouseholdmaterials.Forexample,
i. Studentswillsuspendtwoinflatedballoonsbystringsfromadoorandobservewhathappenswhentheballoonsarechargedbyrubbingeachballoonwithwoolcloth.
ii. Studentswillrubaninflatedballoonwithapieceofwoolandpressitagainstawall,thenobservewhathappens.
iii. StudentswilltearsomepaperintoverysmallbitsandobservewhathappenswhenachargedPVCpipeisbroughtnearthem.
iv. Seeminglymagical meter‐stick: Students will attempt tomove ameter‐stick which is balanced on apetri‐dish,byusingonlyachargedPVCpipe.
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componentoftheperformancetasksforanAdvancedplacementclass.ExamplesofanofficiallyreleasedAPPhysics2FreeResponseexamandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:2015ReleasedAPPhysics2Exam:https://secure‐media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_physics_2.pdf2015FreeResponseScoringguidelines:https://secure‐
media.collegeboard.org/digitalServices/pdf/ap/ap15_physics_2_sg.pdf
Studentswillpresenttheirobservationsandexplanationsusingdetailedchargediagramsandelectrontransferdiagramsinpower‐pointpresentations.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofelectrostatics.Studentswillformteams(teamsizewillbedeterminedbyclasssize,butshouldnotexceed4members).Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,bytheendofwhichtimewhichtime,everymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#3:Usingtwochargedpiecesoftape,studentswillverifyCoulomb’slaw.Studentswillpresenttheirresultsinawrittenreport.AssessmentModel#4:StudentswillperformvariousexperimentswithaVan‐de‐Graffgenerator.Eachgroupofstudentswillmakeanoralpresentationoftheirexperimentalobservationsandexplanations.
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCETASKS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto
everydayscenarios
StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
LecturesandPowerPointpresentationsonElectrostaticstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. StudentswillperformtheactivitiesdescribedintheAssessmentmodels#1‐4
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Demo–AttractionandRepulsion:Demonstrateattractionandrepulsionbetweenglassandplasticrodsbyapproachingachargedrod(glassor
plastic)toanotherrod(glassorplastic)hangingfromaringstand.Theplasticandglassrodsarechargedbyusingfurandsilk.
JigsawActivity–LightningandElectrostatics:Distributeresearchtopicsdealingwithvariousaspectsoflightningorelectrostaticstostudentgroups‐onetopicpergroup.ThestudentswillresearchtheirtopicandcreateaPowerPointtopresenttotheclass.Sampletopicsinclude:lightningsafety,lightningmechanisms,Faradaycages,VandeGraaffgenerators,safetyduringlightningstorms,gas‐pumpfires.SuggestedVideo:MythbustersCellPhoneDestroysGasStation,Top‐GearCarLightning
Demo–VandeGraaffGenerator:Astudentvolunteerwillstandonaplasticmilkcrateandplacetheirhandsonthegenerator.Thestudent’shairwillbegintorisewhenthegeneratorisactivated,demonstratingabuildupofcharge.Theclassroomlightsshouldbeturned‐offandtheblindsshouldbeclosedpriortoaskingthevolunteerstudenttopointonehandinadirectionawayfromthegeneratorextendingonefinger.Abuzzingsoundandbluelightwillemanatefromthestudent’sfingerdemonstratingareleaseofchargeatasharppoint.Thegeneratorwillbedeactivatedandthestudentwillthenbeaskedtoreleasetheirhandsfromthegeneratorandtostepdownontothefloor.Studentsmaynotparticipateiftheyhaveaheartcondition.
AdditionalrecommendeddemosusingtheVandeGraaffgeneratorinclude(butnotlimitedto): Severalpieplatesmaybeplacedontopofthegenerator.Activatingthegeneratorwillresultintheplatesflyingoffoneatatime. Astudentmayplaceonehandonthegeneratorandplaceapieplateontheotherhand.Thepieplatewillbefullofpackingpeanuts.Activatingthe
generatorwillresultinthepeanutsflyingout. Apieceofrabbitfurcanbeplacedontopofthegenerator.Activatingthegeneratorwillresultinthefurstandingonendandthefur“leaping‐off”
thegenerator. https://phet.colorado.edu/sims/html/balloons‐and‐static‐electricity/latest/balloons‐and‐static‐electricity_en.html.Inquiryactivityusingthe
simulationtodrawmodelsforcommonstaticelectricityconcepts(transferofcharge,induction,attraction,repulsion,andgrounding)andmakepredictionsaboutforcesandfieldsatadistancefordiverseconfigurationsofcharge.Averyusefulactivityforflippingtheclassroom,asanintroductoryactivitytoencouragestudentstoengagewiththefundamentalconcepts.
http://www.physicsclassroom.com/Physics‐Interactives/Static‐Electricity/Coulomb‐s‐Law/Coulomb‐s‐Law‐Interactive.Anenquirybasedactivitywhichstudentscanusein“Practice”or“Play”modestoexplorethevariouswaysinwhichobjectscanbecharged.Asstudents’understandingsolidifies,theycanchallengethemselvesbyattemptingtimedtaskswhichrequireprecisemanipulationtoplacedefinedquantitiesofchargeonobjects.
https://phet.colorado.edu/sims/charges‐and‐fields/charges‐and‐fields_en.html:Avirtuallaboratoryexerciseinwhichstudentscanexploreandpredictthevariablesthataffecthowchargedbodiesinteract.Varioustoolsareprovidedtodescribethestrengthanddirectionoftheelectricfieldaroundachargeorconfigurationsofmultiplecharges.Theelectricfieldsensortoolisparticularlyeffectivetodeterminethedirectionandmagnitudeoftheelectricalfield.Studentscanmakepredictionsforthemagnitudeanddirectionsofelectricfieldsusingvectoradditionandtesttheirpredictionsusingthefieldsensor.
https://academo.org/demos/electric‐field‐line‐simulator/:AninquirybasedactivityinwhichstudentscanexploreavisualrepresentationofelectricfieldusingElectricFieldlines.Studentscanchangethenumber,typeandmagnitudeofcharges,andchangetheirpositionswhilestudyingtheeffectsofthechangesontheelectricfield.
http://phet.colorado.edu/en/simulation/legacy/electric‐hockey:Anenquirybasedactivitythatstudentscanusetoobservehowplacement,initial
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velocityandtheeffectsofsurroundingchargesmodifythetrajectoryofamovingchargeinanelectricalfield.Studentscan interactwiththesimulationatvaryinglevelsofcomplexitytodevelopdeeperintuitionaboutthemotionofchargedparticlesinthepresenceofotherchargesandtheassociatedelectricfields.
SUGGESTEDMETHODSOFDIFFERENTIATION:
Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999.
UNITII– ElectricalEnergyandPotential
StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS1‐1.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthe
Transfer Studentswillbeabletoindependentlyusetheirlearningto…
Utilizetheunderstandingthatenergycanbetransformedfromoneformtoanothertoexplorevariouswaysinwhichdifferentformsofenergycanbeconvertedtoelectricalenergy.
Analyzethefunctionofcapacitorsasthestorehouseofenergyincircuitsandthepracticalapplicationsofcapacitors.
Predicthowenergystoredinelectricalfieldscanbetransformedintokineticenergyofchargedparticlesandhowthisprincipleisusedinscientificapplicationssuchasparticleaccelerators.(Example:LargeHadronColliderinSwitzerland)
MeaningUNDERSTANDINGSStudentswillunderstandthat…Studentswillunderstandthat…
Electricalenergyisconserved. Physicistsoftenconstructamapofiso‐
linesconnectingpointsofequalvalueforsomequantityrelatedtoafieldandusethesemapstohelpvisualizethefield.
ESSENTIALQUESTIONS Aprotonandelectronaresimultaneously
releasedbetweentheplatesofaparallelplatecapacitor.Ignoringtheirmutualinteraction,whichparticlewillreachoneoftheplatesfirst?
Theelectricfieldatacertainlocationiszero.Doesthatnecessarilyindicatethatthepotentialiszero
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gravitationalandelectrostaticforcesbetweenobjects.HS‐PS2‐4.UnderstandthatNewton’slawofuniversalgravitationandCoulomb’slawprovidethemathematicalmodelstodescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweendistantobjects.HS‐PS24,HS‐PS2‐5.Argueandprovideevidencethatforcesatadistanceareexplainedbyfields(gravitational,electric,andmagnetic)permeatingspacethatcantransferenergythroughspace.Massescausegravitationalfields;magnetsorelectriccurrentscausemagneticfields;electricchargesorchangingmagneticfieldscauseelectricfields.HS‐PS1‐1,HS‐PS1‐3,HSPS2‐6Explainthestructure,properties,andtransformationsofmatter,aswellasthecontactforcesbetweenmaterialobjectsastheconsequenceofattractionandrepulsionbetweenelectricchargesattheatomicscale.GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationson
ExamplesofthiswouldbeElectricPotentialandgravitationalpotential.
atthislocation?Giveanexampletojustifyyouranswer.
Supposeyouaresittinginacaranda20kVpowerlinedropsacrossthecar.Shouldyoustayinthecarorclimbout?Justifyyouranswer.Ifyouwereaskedtodesignacapacitorforwhichsmallsizeandlargecapacitancewererequired,whatfactorswouldbeimportantinyourdesign?
AcquisitionStudentswillknow…
Ascalarfieldgives,asafunctionofposition(andperhapstime),thevalueofaphysicalquantitythatisdescribedbyascalar.InPhysics2,thisshouldincludeelectricpotential.
Electricpotentialfieldsarerepresentedbyelectricpotentialvalues.
Whenmorethanonesourceobjectwithchargeispresent,thepotentialvaluecanbedeterminedbyscalaraddition.
Conversely,aknownpotentialfieldcanbeusedtomakeinferencesaboutthenumber,relativesize,andlocationofsourcecharges.
Iso‐linesonatopographic(elevation)mapdescribelinesofapproximatelyequalgravitationalpotentialenergyperunitmass(gravitationalequipotential).Asthedistancebetweentwodifferentiso‐linesdecreases,thesteepnessofthesurfaceincreases.[Contourlinesontopographicmapsareusefulteachingtoolsforintroducingtheconceptofequipotentiallines.Studentsareencouragedtousetheanalogyintheiranswerswhenexplaininggravitationalandelectricalpotentialandpotentialdifferences.]
Isolinesinaregionwhereanelectricfieldexistsrepresentlinesofequalelectric
Studentswillbeskilledat…
Determiningthestructureofisolinesofelectricpotentialbyconstructingtheminagivenelectricfield.
Constructingorinterpretingvisualrepresentationsoftheiso‐linesofequalgravitationalpotentialenergyperunitmassandrefertoeachlineasagravitationalequipotential.Describingandmakingpredictionsabouttheinternalenergyofsystemsofcharges.
Predictingthestructureofisolinesofelectricpotentialbyconstructingtheminagivenelectricfieldandmakingconnectionsbetweentheseisolinesandthosefoundinagravitationalfield.
Qualitativelyusingtheconceptofisolinestoconstructisolinesofelectricpotentialinanelectricfieldanddeterminingtheeffectofthatfieldonelectricallychargedobjects.
Applyingmathematicalroutinestocalculatetheaveragevalueofthemagnitudeoftheelectricfieldinaregionfromadescriptionoftheelectricpotentialinthatregionusingthedisplacementalongthelineonwhichthedifferenceinpotentialisevaluated.
Applyingtheconceptoftheisolinerepresentationofelectricpotentialforagivenelectricchargedistributiontopredicttheaveragevalueoftheelectricfieldinthe
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theprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations. RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,
potential,referredtoasequipotentiallines.
Anisolinemapofelectricpotentialcanbeconstructedfromanelectricfieldvectormap,usingthefactthattheisolinesareperpendiculartotheelectricfieldvectors.
Sincetheelectricpotentialhasthesamevaluealonganisoline,therecanbenocomponentoftheelectricfieldalongtheisoline.
Theaveragevalueoftheelectricfieldinaregionequalsthechangeinelectricpotentialacrossthatregiondividedbythechangeinposition(displacement)intherelevantdirection.
Theinternalenergyofasystemincludesthekineticenergyoftheobjectsthatmakeupthesystemandthepotentialenergyoftheconfigurationoftheobjectsthatmakeupthesystem.
Sinceenergyisconstantinaclosedsystem,changesinasystem’spotentialenergycanresultinchangestothesystem’skineticenergy.
Thechangesinpotentialandkineticenergiesinasystemmaybefurtherconstrainedbytheconstructionofthesystem.
Energycanbetransferredbyanexternalforceexertedonanobjectorsystemthatmovestheobjectorsystemthroughadistance;thisenergytransferiscalledwork.
Energytransferinmechanicalorelectricalsystemsmayoccuratdifferentrates.
Powerisdefinedastherateofenergytransferinto,outof,orwithinasystem.
Thecapacitanceofacapacitor,canbeunderstoodfromthebasicpropertiesofelectricfieldsandforces,aswellasthe
region. Calculatingchangesinkineticenergyand
potentialenergyofasystemofcharges,usinginformationfromrepresentationsofthatsystem.[
Makingpredictionsaboutthepropertiesofcapacitorswhenplacedinasimplecircuit,basedonthegeometryofthecircuitelementandsupportedbyscientifictheoriesandmathematicalrelationships.
Designingaplanforthecollectionofdatatodeterminetheeffectofchangingthegeometryand/ormaterialsonthecapacitanceofacircuitelementandrelateresultstothebasicpropertiesofcapacitors.
Analyzingdatatodeterminetheeffectofchangingthegeometryand/ormaterialsonthecapacitanceofacircuitelementandrelateresultstothebasicpropertiesofcapacitors.
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reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
propertiesof materialsandtheirgeometry.
Thecapacitanceofaparallelplatecapacitorisproportionaltotheareaofoneofitsplatesandinverselyproportionaltotheseparationbetweenitsplates.Theconstantofproportionalityistheproductofthedielectricconstant,κ,ofthematerialbetweentheplatesandtheelectricpermittivity,εo.
Themagnitudeofchargeofoneoftheplatesofaparallelplatecapacitorisdirectlyproportionaltotheproductofthepotentialdifferenceacrossthecapacitorandthecapacitance.Theplateshaveequalamountsofchargeofoppositesign.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.PleasefollowtheLinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.Examplesofan
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofelectricalenergy,potentialandcapacitance.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#2:
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officiallyreleasedAPPhysics2FreeResponseexamandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:2015ReleasedAPPhysics2Exam:https://secure‐media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_physics_2.pdf2015FreeResponseScoringguidelines:https://secure‐
media.collegeboard.org/digitalServices/pdf/ap/ap15_physics_2_sg.pdf
Studentswillmakepredictionsaboutthe electricalfieldsandelectricpotentialscreatedbyvariousconfigurationsofcharges.Studentswilluseconductingpaperwithvariousconfigurationsdrawnincolloidalsilverandconnectedtoapowersupplytosimulatethesechargeconfigurations.Studentswillusemulti‐meterstomeasurevoltagesandconstructequipotentiallinesforthevariousconfigurationsandtesttheirpredictions.Studentswillpresenttheirresultsinaformallabreport.
Extension:Studentswillusetheequipotentiallinesandtherelationshipbetweenelectricfieldsandpotentialstodetermineelectricfieldstrength.Studentscancomparetheirresultswithsimilarresultsforgravitationalfieldsandtopographicalmaps.
AssessmentModel#3:
Studentswilldevelopanexperimenttoobservethecharginganddischargingofacapacitorwitharesistorinseries.Studentswillpresenttheirresultsgraphicallyaspartofawrittenformallabreport.
AssessmentModel#4:
Studentswilldesignacircuitforacameraflash.Studentswillbeprovidedwithabattery,capacitor,twoswitchesandalightbulb.Thecircuitmustperformthefollowingfunctions:
Theclosingofoneswitchresultsinthechargingofthecapacitor,butdoesnotlightthelightbulb.Theclosingofthesecondswitchcausesthelightbulbtoflashmomentarily.Studentswillpresenttheircircuitdiagramandtheunderlyingtheoryinawrittenreport,whichwillincludedata,observationsandsuggestionsforimprovementoftheexperimentaldesign.
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCETASKS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto
everydayscenarios.
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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
LecturesandPowerPointpresentationsonelectrostaticenergyandpotentialandtherelationshiptoelectrostaticfieldsandforces. Discussionofthemotionofchargesinelectricfieldsfromtheperspectiveofelectricalenergy. Introductiontocapacitorsasthestoreofenergyinelectricalcircuits,andthevariouspracticalapplicationsofcapacitors. Discussionandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. StudentswillperformtheactivitiesdescribedintheAssessmentmodels#1‐4 http://glencoe.com/sec/science/physics/ppp_09/animation/Chapter%2021/Electric%20Potential%20Difference.swf:Ashortintroductory
videowhichstudentscanviewasananticipatorysetintroducingtheabstractconceptofelectricalpotentialasthepotentialenergyperunitcharge.
http://physics.bu.edu/~duffy/Ejs/EP_chapter17/EField_and_Potential_2D_v2.html:Inquirybasedactivity:Inthissimulation,studentscanexploretheveryabstractconceptsoftheelectricfieldandtheelectricpotentialinaveryvisualandconcreteway,foratwo‐dimensionalsituation.Studentscanturnon1to5chargedparticles,andmoveatestchargearoundtheplanenearthesechargedparticlestosampleboththeelectricfieldandtheelectricpotential,producedbythechargedparticles,atvariouspoints.Studentscanalsoturnonagridoffieldvectors,whichshowthedirectionand,qualitatively,themagnitudeofthefieldatagridofequallyspacedpointsintheplaneinwhichthechargedparticlesarelocated
https://phet.colorado.edu/sims/charges‐and‐fields/charges‐and‐fields_en.html:Avirtuallaboratoryexerciseinwhichstudentscanexploreandpredictthevariablesthataffecthowchargedbodiesinteract.Varioustoolsareprovidedtodescribethestrengthanddirectionoftheelectricfieldanddrawequipotentiallinesaroundachargeorconfigurationsofmultiplecharges.
https://phet.colorado.edu/en/simulation/capacitor‐lab:Inquirybasedactivityinwhichstudentscanexplorehowacapacitorworks,bymanipulatingthevariablesthataffectcapacitanceinawaythatwouldnotbepossiblewithaphysicalcapacitorinalab.Studentscanusethissimulationtochangethephysicalpropertiesofaparallelplatecapacitororaddadielectrictoseehowitaffectscapacitance.Studentscanchangethevoltageandseehowchargesbuiltupontheplatesandvisualizetheelectricfieldbetweentheplatesofthecapacitorandmeasurevoltageandelectricfield.
SUGGESTEDMETHODSOFDIFFERENTIATION:Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999
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UNITIII–ElectricalCurrent,Resistance,Power&DCCircuits
StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS1‐1.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthegravitationalandelectrostaticforcesbetweenobjects.HS‐PS2‐4.UnderstandthatNewton’slawofuniversalgravitationandCoulomb’slawprovidethemathematicalmodelstodescribeandpredicttheeffectsofgravitationalandelectrostaticforcesbetweendistantobjects.HS‐PS24,HS‐PS2‐5.Argueandprovideevidencethatforcesatadistanceareexplainedbyfields(gravitational,electric,andmagnetic)permeatingspacethatcan
TransferStudentswillbeabletoindependentlyusetheirlearningto…
AnalyzeandbuildDCcircuitswithsourcesofenergysuchasbatteriesandloadssuchasresistorsandcapacitors.
Analyzehouseholdcircuitsandunderstandenergyusageandconsumptionbycommonelectricalappliances.
Analyzecomplexcircuits Designandbuildcircuitstoperformspecificfunctions
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Theelectricpropertiesofasystemcanchangeinresponsetothepresenceof,orchangesin,otherobjectsorsystems
Theelectricenergyofasystemisconserved.
Theelectricchargeofasystemisconserved
ESSENTIALQUESTIONS Newspapersoftenhavestatementssuchas“10,000
voltsofelectricitysurgedthroughthevictim’sbody”.Whatiswrongwiththisstatement?
Somehomeshavelightdimmersthatareoperatedbyrotatingaknob.Whatisbeingchangedintheelectriccircuitwhentheknobisrotated?
Inananalogybetweentrafficflowandelectriccurrent,whatwouldcorrespondtochargeQandcurrentI?
Oneofthecircuitbreakersinyourhouseisfrequentlytripped.Whatsuggestioncouldyoumaketoyourparentstoalleviatethisproblem?
Whyisitpossibleforabirdtositonahigh‐voltagewirewithoutbeingelectrocuted?
EmbodiedinKirchhoff’sruesaretwoconservationlaws.Whatarethey?
Wouldafuseorcircuitbreakerworksuccessfullyifitwereplacedinparallelwiththedeviceitwassupposedtoprotect?
AcquisitionStudentswillknow…
TheresistanceofaresistorcanbeStudentswillbeskilledat…
Makingpredictionsaboutthepropertiesof
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transferenergythroughspace.Massescausegravitationalfields;magnetsorelectriccurrentscausemagneticfields;electricchargesorchangingmagneticfieldscauseelectricfields.HS‐PS1‐1,HS‐PS1‐3,HSPS2‐6Explainthestructure,properties,andtransformationsofmatter,aswellasthecontactforcesbetweenmaterialobjectsastheconsequenceofattractionandrepulsionbetweenelectricchargesattheatomicscale.GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextualevidence
understoodfromthebasicpropertiesofelectricfieldsandforces,aswellasthepropertiesofmaterialsandtheirgeometry.
Theresistanceofaresistorisproportionaltoitslengthandinverselyproportionaltoitscross‐sectionalarea.Theconstantofproportionalityistheresistivityofthematerial.
Thecurrentthrougharesistorisequaltothepotentialdifferenceacrosstheresistordividedbyitsresistance.
Thevaluesofcurrentsandelectricpotentialdifferencesinanelectriccircuitaredeterminedbythepropertiesandarrangementoftheindividualcircuitelementssuchassourcesofemf,resistors,andcapacitors.
Kirchhoff’sloopruledescribesconservationofenergyinelectricalcircuits.TheapplicationofKirchhoff’slawstocircuitsisintroducedinPhysics1andfurtherdevelopedinPhysics2inthecontextofmorecomplexcircuits,includingthosewithcapacitors.
Energychangesinsimpleelectricalcircuitsareconvenientlyrepresentedintermsofenergychangeperchargemovingthroughabatteryandaresistor.
Sinceelectricpotentialdifferencetimeschargeisenergy,andenergyisconserved,thesumofthepotentialdifferencesaboutanyclosedloopmustaddtozero.
Theelectricpotentialdifferenceacrossaresistorisgivenbytheproductofthecurrentandtheresistance.
Therateatwhichenergyistransferredfromaresistorisequaltotheproductoftheelectricpotentialdifferenceacross
resistorswhenplacedinasimplecircuit,basedonthegeometryofthecircuitelementandsupportedbyscientifictheoriesandmathematicalrelationships.
Designingaplanforthecollectionofdatatodeterminetheeffectofchangingthegeometryand/ormaterialsontheresistanceofacircuitelementandrelateresultstothebasicpropertiesofresistors.
Analyzingdatatodeterminetheeffectofchangingthegeometryand/ormaterialsontheresistanceofacircuitelementandrelateresultstothebasicpropertiesofresistors.
Makingandjustifyingaquantitativeorqualitativepredictionoftheeffectofachangeinvaluesorarrangementsofoneortwocircuitelementsonthecurrentsandpotentialdifferencesinacircuitcontainingasmallnumberofsourcesofemf,resistors,capacitors,andswitchesinseriesand/orparallel.
Planningdatacollectionstrategiesandperformingdataanalysistoexaminethevaluesofcurrentsandpotentialdifferencesinanelectriccircuitthatismodifiedbychangingorrearrangingcircuitelements,includingsourcesofemf,resistors,andcapacitors.
AnalyzingexperimentaldataincludingananalysisofexperimentaluncertaintythatwilldemonstratethevalidityofKirchhoff’slooprule(∑∆V=0).
Usingconservationofenergyprinciples(Kirchhoff’slooprule)todescribeandmakepredictionsregardingelectricalpotentialdifference,charge,andcurrentinsteady‐statecircuitscomposedofvariouscombinationsofresistorsandcapacitors.
Mathematicallyexpressingthechangesinelectricpotentialenergyofaloopinamulti‐loopelectricalcircuitandjustifyingthisexpressionusingtheprincipleofthe
24
tosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.
theresistorandthecurrentthroughtheresistor.
Energyconservationcanbeappliedtocombinationsofresistorsandcapacitorsinseriesandparallelcircuits.
Kirchhoff’sjunctionruledescribestheconservationofelectricchargeinelectricalcircuits.Sincechargeisconserved,currentmustbeconservedateachjunctioninthecircuit.Examplesshouldincludecircuitsthatcombineresistorsinseriesandparallelandincludescapacitorsinsteady‐statesituations.Forcircuitswithcapacitors,situationsshouldbelimitedtoopencircuit,justaftercircuitisclosed,andalongtimeafterthecircuitisclosed
conservationofenergy. Refiningandanalyzingascientificquestionfor
anexperimentusingKirchhoff’sLoopruleforcircuitsthatincludesdeterminationofinternalresistanceofthebatteryandanalysisofanon‐ohmicresistor.
Translatingbetweengraphicalandsymbolicrepresentationsofexperimentaldatadescribingrelationshipsamongpower,current,andpotentialdifferenceacrossaresistor.
PredictingorexplainingcurrentvaluesinseriesandparallelarrangementsofresistorsandotherbranchingcircuitsusingKirchhoff’sjunctionruleandrelatetheruletothelawofchargeconservation.
DeterminingmissingvaluesanddirectionofelectriccurrentinbranchesofacircuitwithresistorsandNOcapacitorsfromvaluesanddirectionsofcurrentinotherbranchesofthecircuitthroughappropriateselectionofnodesandapplicationofthejunctionrule.
Determiningmissingvaluesanddirectionofelectriccurrentinbranchesofacircuitwithbothresistorsandcapacitorsfromvaluesanddirectionsofcurrentinotherbranchesofthecircuitthroughappropriateselectionofnodesandapplicationofthejunctionrule.
Determiningmissingvalues,directionofelectriccurrent,chargeofcapacitorsatsteadystate,andpotentialdifferenceswithinacircuitwithresistorsandcapacitorsfromvaluesanddirectionsofcurrentinotherbranchesofthecircuit.
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HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:AskyourstudentstodesignastringofChristmaslights.Asaprototypeaskthemtoconstructacircuitwithfivelightsandapowersource.Studentswillpresenttheirdesigninposterformanddemonstratetheefficacyoftheircircuitdesignbyputtingtheirprototypeintoaction.AssessmentModel#2:Ohm’sLawStudentswillimaginetheyworkatacompanythatbuildselectronicdevices.Resistorsareusedinthesedevicestocontroltheflowofcurrent.Studentswilldeterminetheresistanceofoneoftheresistorsthatmaybeusedinadevice.Measurementscanbetakenusingapowersupply,aPASCOvoltmeterandaPASCOammeterandvoltagewillbeplottedagainstcurrentwiththeslopeproportionaltotheresistance.Studentswillsubmittheirdata,calculations,graph,analysis,andconclusion.AssessmentModel#3:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofcircuitsandtheirapplicationstohouseholds.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.(Analysis,Synthesis)AssessmentModel#4:Studentswilldevelopanexperimenttodeterminetheequivalentresistanceofa
26
http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html
combinationofresistors.Studentswillpredicttheresistanceofthecombinationasdeterminedbycircuitanalysis,andcompareittotheexperimentalobservations.Studentswillpresenttheirresultsinaformallabreport,includingadetailederroranalysis.
AssessmentModel#5:ElectricityintheHome:Studentswillimaginetheyaremakinganinformativevideoforyoungadults,whoareabouttoliveontheirown,aboutelectricityinthehome.Caremustbetakentoassuretheaccuracyandrelevanceoftheinformationprovided.Theteachermaychoosethemediumthatstudentsusetosubmittheirpresentation‐avideoisonlyarecommendation.
Suggestedtopicsforstudentstoresearchandpresent: Circuitbreakers. Groundfaultinterrupters. Electric‐billcostcomputations. Electricmeters.
StudentswillanalyzeamonthlyelectricbillandlearnwhytheunitofKwhisnecessarytodescribemonthlyhouseholdenergyconsumption.
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCEASSESSMENTS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto
everydayscenarios.
StageThree:LearningPlan
27
SummaryofKeyLearningEventsandInstructionSUGGESTEDLEARNINGEVENTS: LecturesandPowerPointpresentationsonElectricalCircuitrytermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. IntroductiontoVoltage(PotentialDifference):InquiryActivity–StudentswillbegivenD‐cellbatteries,wireandresistorssotheymaylearnto
createacircuit.Voltageshouldbemeasuredwhenbatteriesareplacedinseriesandinparallel.Therelationshipbetweenenergy,voltage,andchargemustbediscussed.Studentswillbemadeawarethatasingle9VbatteryisequivalenttosixD‐cellbatteriesbyshowingtheinternalsofa9Vbatterywhere6smaller1.5Vbatteriesreside.Theconversionofchemicalenergytoelectricalenergywillbediscussed.
IntroductiontoCurrent:InquiryActivity–StudentgroupswillbegivenaD‐cellbattery,asmalllightbulb(withouttheholder),andtwowires.Studentswillbeaskedtoidentifyfourdistinctwaystomakethebulbilluminate.Eachofthesewayswillberepresentedbyasketch.Studentsmustexplaintherequirementstoilluminateabulbthroughtheconceptofconductivepaths.Theroleofelectronsandtheneedforapowersourcemustalsobeconsidered.Theanatomyofalightbulbmustbeusedtoexplainthefunctionofvariouspartsofthebulb(tipofthebaseversusthesideofthebulb‐base).Typesofcircuits(closed,open,andshort)shouldalsobedeliberated.
IntroductiontoResistance:InquiryActivityorDemo–Studentgroupswillbegiven2batteries,3wires,andalightbulbandaskedtobuildacircuitthatwillmakethebulbilluminate.Thegroupswillthenbeaskedtoaddaresistortothecircuitinthesameloopasthebulb.Thebrightnessofthebulbwilldim.Thecurrentinthecircuitandthevoltageacrosseachcomponentshouldbemeasuredandthisinformationwillbeusedtoexplainthephenomenaobserved.
LoopRuleandJunctionRule:InquiryActivity–Studentswillimaginetheyarescientistswhowanttounderstandanypatternsthatexistforcurrentandvoltageinseriescomparedwithpatternsinparallelcircuits.Threeseriesandthreeparallelcircuitsusingawires,lightbulbs,andbatterieswillbeusedforthisexamination.Amulti‐meterwillbeusedtomeasurecurrentandvoltageatvariouspointsineachcircuit(guidedinquiry)andthedatawillbeanalyzedexplainingthepatternsobserved.
http://media.pearsoncmg.com/bc/aw_young_physics_11/pt2a/Media/DCCircuits/1203CircuitPuzzles/Main.html:Activity–LightBulbBrightness:Studentswilldeveloptherelationshipbetweenlight‐bulbbrightnessandelectricalcurrent.Thehigherthecurrentthebrighterthebulb.Eachpuzzlewithinthewebsitewillbeopenedandstudentswillbeaskedtopredicttheorderofbulbbrightness.Thepredictionswillbecomparedwiththeresultsofthesimulationandstudentswillbeaskedtoexplaintheoutcomes.
https://phet.colorado.edu/en/simulation/legacy/battery‐voltage:inquiryactivity‐Studentscanvisuallyobservehowchargesareenergizedinabattery.
https://phet.colorado.edu/en/simulation/resistance‐in‐a‐wire;https://phet.colorado.edu/en/simulation/legacy/conductivity:Activity‐Studentswillinteractwiththefirstsimulationtounderstandtheoriginofresistanceinaconductorandbeabletomanipulatedimensionsoftheconductorandobservetheeffectsofthechangesontheresistanceoftheconductor.Theconductivitysimulationallowsstudentstoexplorewhysome
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materialsareconductorsandsomeareinsulators,orconductorsonlyundercertainconditions.
https://phet.colorado.edu/en/simulation/legacy/battery‐resistor‐circuit:Activity–Studentswilllookinsidearesistortoseehowitworks.Theyabletovarythebatteryvoltageandtheresistancetomodifyelectronflowthoughtheresistorandobservechangesinthecurrentandthetemperatureoftheresistor.
https://phet.colorado.edu/en/simulation/ohms‐law:Activity‐Studentscantesttherelationshipbetweenvoltage,resistanceandcurrentanddevelopamathematicalmodelleadingtotheequationforOhm’sLaw.
https://phet.colorado.edu/en/simulation/legacy/circuit‐construction‐kit‐dc;https://phet.colorado.edu/en/simulation/legacy/circuit‐construction‐kit‐dc‐virtual‐lab:Activity‐Studentscanbuildcircuitswithresistors,lightbulbs,batteries,andswitchesandtakemeasurementswiththeammeterandvoltmeter.Studentscantogglebetweenviewingthecircuitasaschematicdiagram,orswitchingtoalife‐likeview.
SUGGESTEDMETHODSOFDIFFERENTIATION:
Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999.
UNITIV– MagnetismandMagneticInductionStageOne:DesiredResults
ESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS2‐5.Planandconductaninvestigationtoprovideevidencethatanelectriccurrentcanproduceamagneticfieldandthatachanging
TransferStudentswillbeabletoindependentlyusetheirlearningto…
UtilizetheirunderstandingofthewaysinwhichchargedparticlesinteractwithmagneticfieldstoexplainnaturalphenomenasuchastheNorthernlights.
Useelectricalandmagneticfieldstoanalyzepracticalapplicationssuchasthemassspectrometertoseparateisotopesofanelement.
Designandbuildmotorsusingthetorquesexertedbymagnetsoncurrentcarryingloops.
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magneticfieldcanproduceanelectriccurrent.HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.(Magneticforcesonmovingchargesorcurrentcarryingconductors).HS‐PS3‐3.Design,build,andrefineadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Generators,motionalemf.andelectricmotors)HS‐PS3‐2.Demonstratethatenergycannotbecreatedordestroyed—onlymovesbetweenoneplaceandanotherplace,betweenobjectsand/orfields,orbetweensystems.(Lenz’sLaw‐Ifaninducedcurrentflows,itsdirectionisalwayssuchthatitwillopposethechangewhichproducedit.)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,based
Usetheirunderstandingoftheprinciplesofelectromagneticinductiontoanalyzetheoperationofgenerators.
Buildanelectromagnetusingtheirunderstandingthatelectriccurrentsgeneratemagneticfields.
MeaningUNDERSTANDINGS Studentswillunderstandthat…
Amagneticfieldiscausedbyamagnetoramovingelectricallychargedobject.Magneticfieldsobservedinnaturealwaysseemtobeproducedeitherbymovingchargedobjectsorbymagneticdipolesorcombinationsofdipolesandneverbysinglepoles.
Themagneticpropertiesofasystemcanchangeinresponsetothepresenceof,orchangesin,otherobjectsorsystems.
ESSENTIALQUESTIONS Canaconstantmagneticfieldsetaproton
atrestintomotion?Explainyouranswer. Howcanthemotionofachargedparticle
beusedtodistinguishbetweenanelectricandmagneticfieldinacertainregion?
Howcanacurrentloopbeusedtoindicatethepresenceofamagneticfieldinacertainregionofspace?
WhydoesthepictureonaTVscreenbecomedistortedwhenamagnetisbroughtnearthescreen?
ThetwoendsofahangingSlinkyareattachedtoapowerfulbatteryandaswitch.Whentheswitchisclosedsothatitnowcarriescurrent,doestheSlinkyexpandorcontract?
Explainhowtheearth’smagneticfieldcausestheNorthernlights.
Acircularloopislocatedinauniformandconstantmagneticfield.Describehowacurrentcanbeinducedintheloopunderthesecircumstances.
Wearingametalbraceletinaregionofstrongmagneticfieldscanbehazardous.Explain.
Amagnetoisusedtocausethesparkinasparkpluginmanylawnmowers.Amagnetoconsistsofapermanentmagnetmountedonaflywheel,sothatitspinspastacoil.Explainhowthisarrangementgeneratesenoughpotentialdifferencetoproduceaspark.
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onscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations. RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.
Abarmagnetisdroppedtowardaconductingringlyingonthefloor.Asthemagnetfallstowardthering,isitinfreefall?
Describehowawindturbinegenerateselectricityforusebyconsumers.
AcquisitionStudentswillknow…
Themagneticfieldexertsaforceonamovingelectricallychargedobject.Thatmagneticforceisperpendiculartothedirectionofvelocityoftheobjectandtothemagneticfieldandisproportionaltothemagnitudeofthecharge,themagnitudeofthevelocityandthemagnitudeofthemagneticfield.Italsodependsontheanglebetweenthevelocity,andthemagneticfieldvectors.Treatmentisquantitativeforanglesof0°,90°,or180°andqualitativeforotherangles.
Themagneticfieldvectorsaroundastraightwirethatcarrieselectriccurrentaretangenttoconcentriccirclescenteredonthatwire.Thefieldhasnocomponenttowardthecurrent‐carryingwire.
Themagnitudeofthemagneticfieldisproportionaltothemagnitudeofthecurrentinalongstraightwire.
Themagnitudeofthefieldvariesinverselywithdistancefromthewire,andthedirectionofthefieldcanbedeterminedbyaright‐handrule.
Amagneticdipoleplacedinamagneticfield,suchastheonescreatedbyamagnetortheEarth,willtendtoalignwiththemagneticfieldvector.
Asimplemagneticdipolecanbemodeledbyacurrentinaloop.The
Studentswillbeskilledat… Applyingmathematicalroutinesto
expresstheforceexertedonamovingchargedobjectbyamagneticfield.
Creatingaverbalorvisualrepresentationofamagneticfieldaroundalongstraightwireorapairofparallelwires.
DescribingtheorientationofamagneticdipoleplacedinamagneticfieldingeneralandtheparticularcasesofacompassinthemagneticfieldoftheEarthandironfilingssurroundingabarmagnet.
Usingtherepresentationofmagneticdomainstoqualitativelyanalyzethemagneticbehaviorofabarmagnetcomposedofferromagneticmaterial.
Utilizingright‐handrulestoanalyzeasituationinvolvingacurrent‐carryingconductorandamovingelectricallychargedobjecttodeterminethedirectionofthemagneticforceexertedonthechargedobjectduetothemagneticfieldcreatedbythecurrent‐carryingconductor.
Usingrepresentationsandmodelstoqualitativelydescribethemagneticpropertiesofsomematerialsthatcanbeaffectedbymagneticpropertiesofotherobjectsinthesystem.
Constructinganexplanationofthefunctionofasimpleelectromagneticdeviceinwhichaninducedemfis
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HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
dipoleisrepresentedbyavectorpointingthroughtheloopinthedirectionofthefieldproducedbythecurrentasgivenbytheright‐handrule.
Acompassneedleisapermanentmagneticdipole.Ironfilingsinamagneticfieldbecomeinducedmagneticdipoles.
Allmagnetsproduceamagneticfield.Examplesshouldincludemagneticfieldpatternofabarmagnetasdetectedbyironfilingsorsmallcompasses.
TheEarthhasamagneticfield. Magneticdipoleshave“north”and
“south”polarity. Themagneticdipolemomentofan
objecthasthetailofthemagneticdipolemomentvectoratthesouthendoftheobjectandtheheadofthevectoratthenorthendoftheobject.
Ferromagneticmaterialscontainmagneticdomainsthatarethemselvesmagnets.
Magneticdomainscanbealignedbyexternalmagneticfieldsorcanspontaneouslyalign.
Eachmagneticdomainhasitsowninternalmagneticfield,sothereisnobeginningorendtothemagneticfield—itisacontinuousloop.
Ifabarmagnetisbrokeninhalf,bothhalvesaremagneticdipolesinthemselves;thereisnomagneticnorthpolefoundisolatedfromasouthpole.
Amagneticforceresultsfromtheinteractionofamovingchargedobjectoramagnetwithothermovingchargedobjectsoranothermagnet.
Theforceexertedonamovingchargedobjectisperpendiculartoboththe
producedbyachangingmagneticfluxthroughanareadefinedbyacurrentloop(i.e.,asimplemicrophoneorgenerator)oroftheeffectonbehaviorofadeviceinwhichaninducedemfisproducedbyaconstantmagneticfieldthroughachangingarea.
Analyzingtheconceptofmagneticfluxandcalculatethefluxofauniformmagneticfieldthroughaloopofarbitraryorientation
UtilizingFaraday’sLawandLenz’sLawtorecognizesituationsinwhichchangingfluxthoughaloopwillcauseaninducedemforcurrentintheloop
Determiningthemagnitudeanddirectionoftheinducedemfandcurrentinsquareloopofwirepulledataconstantvelocityintooroutofauniformmagneticfield.
Calculatingthemagnitudeanddirectionoftheinducedemfandcurrentinaloopofwireplacedinaspatiallyuniformmagneticfieldwhosemagnitudeischangingatachangingatconstantrate.
Determiningthemagnitudeanddirectionoftheinducedemfandcurrentinaloopofwirethatrotatesataconstantrateaboutanaxisperpendiculartoauniformmagneticfield.
Determiningthemagnitudeanddirectionoftheinducedemfandcurrentinaconductingbarmovingperpendiculartoauniformmagneticfield.
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magneticfieldandthevelocityofthechargeandisdescribedbyaright‐handrule.
Themagneticpropertiesofsomematerialscanbeaffectedbymagneticfieldsatthesystem.Studentsshouldfocusontheunderlyingconceptsandnottheuseofthevocabulary.
Ferromagneticmaterialscanbepermanentlymagnetizedbyanexternalfieldthatcausesthealignmentofmagneticdomainsoratomicmagneticdipoles.
Paramagneticmaterialsinteractweaklywithanexternalmagneticfieldinthatthemagneticdipolemomentsofthematerialdonotremainalignedaftertheexternalfieldisremoved.
Allmaterialshavethepropertyofdiamagnetisminthattheirelectronicstructurecreatesa(usually)weakalignmentofthedipolemomentsofthematerialoppositetotheexternalmagneticfield.
Changingmagneticfluxinducesanelectricfieldthatcanestablishaninducedemfinasystem.
Changingmagneticfluxinducesanemfinasystem,withthemagnitudeoftheinducedemfequaltotherateofchangeinmagneticflux.
Whentheareaofthesurfacebeingconsideredisconstant,theinducedemfistheareamultipliedbytherateofchangeinthecomponentofthemagneticfieldperpendiculartothesurface.
Whenthemagneticfieldisconstant,theinducedemfisthemagneticfieldmultipliedbytherateofchangeinarea
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perpendiculartothemagneticfield. Theconservationofenergydetermines
thedirectionoftheinducedemfrelativetothechangeinthemagneticflux.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:AssessmentModel#1:Studentswillcirculateamongseveralstationswheretheywillinvestigatevariousmagneto‐staticphenomena.Forexample:i. Studentswillobservetheorientationofafreelysuspendedmagnettodeterminethedirectionofthe
earth’smagneticfieldinthelabii. Constructanelectromagnetconstructedbywrappingcoilsaroundanailanddeterminethestrength
ofthegeneratedmagneticfield.Investigatehowtostrengthenorweakenthefield.Studentswillpresenttheirobservationsandexplanationsverballyandonwhiteboards.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofthemagneticforcesonchargesandcurrentloops,andthemagneticfieldsproducedbythesame.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.(Analysis,Synthesis)AssessmentModel#3:Studentswillconstructmagneticfieldlinediagramsutilizingbarmagnets,paperandironfilings.Studentswillpresenttheirfindingsinashortreportthatincludesthefieldlinediagram.AssessmentModel#4:Studentswillexperimentwithacurrentloopofmanyturnsinachangingmagneticfieldandgenerateenoughelectromotiveforcetolightupasmalllightbulbconnectedtothecircuit.Studentswilldemonstratetheirexperimentalresultstotheclassandexplaintheunderlyingprinciplesofmagnetisminanoralpresentation.
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(Analysis,Synthesis,Evaluation)AssessmentModel#5:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofcurrentsproducedinconductingloopsbychangingmagneticflux.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCETASKS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysics
appliedtoeverydayscenarios.
StageThree: LearningPlan
SummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
LecturesandPowerPointpresentationsonmagnetismtermsandmodels. Discussionandpracticeofproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. https://www.youtube.com/watch?v=fwiKRis145E:Thisisavideowhichwillhelpstudentstovisualizetheforcesexperiencedbychargesin
magneticfields,andtheconsequentmotionofthechargesinthefields,includingdemonstrationsoftherighthandrules.
http://www.thephysicsaviary.com/Physics/Programs/Labs/ChargeinMagFieldLab/index.html:Activity‐Studentswillinteractwithasimulationwhichwillenablethemtounderstandhowchangesincharge,mass,anddirectionofthemagneticfieldaffectsthemagneticforceexperiencedbychargesandtheirtrajectories.
http://www.walter‐fendt.de/html5/phen/magneticfieldbar_en.htm:Activity‐Studentswillexplorethefieldofabarmagnet,usingavirtual
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compassneedle.
https://phet.colorado.edu/en/simulation/legacy/magnet‐and‐compass:Activity‐Studentscansxploretheinteractionsbetweenacompassandbarmagnet,andthenaddtheearthandobservetheeffectoftheearth’smagneticfield.Studentswillbeabletovarythemagnet'sstrength,andseehowthefieldschangebothinsideandoutsidethemagnet.Thefieldmetercanbeturnedontomeasurechangesinthemagneticfield.
https://phet.colorado.edu/en/simulation/legacy/magnets‐and‐electromagnets:Activity‐Studentswillbeabletopredictthedirectionofthemagneticfieldfordifferentlocationsaroundabarmagnetandelectromagnet;compareandcontrastbarmagnetsandelectromagnets;identifythecharacteristicsofelectromagnetsthatarevariableandwhateffectseachvariablehasonthemagneticfield'sstrengthanddirection;relatemagneticfieldstrengthtodistancequantitativelyandqualitatively.
http://www.walter‐fendt.de/html5/phen/magneticfieldwire_en.htm:Activity‐Studentswillbeabletodiscoverthatanelectriccurrentproducesamagneticfield.Thisappletsimulatesanexperimentshowingthemagneticfieldofastraightcurrent‐carryingwire.Alargecurrentpassesthroughaverticalwire.Acompassneedlewhichcanbemovedshowsthedirectionofthemagneticfieldatagivenposition.
http://www.walter‐fendt.de/html5/phen/lorentzforce_en.htm:Activity‐Studentswillbeabletovaryvariousparametersandobservetheeffectsofchangingmagneticfieldsandcurrentsontheforceactingonacurrentcarryingconductor.
https://phet.colorado.edu/en/simulation/faradays‐law:Activity‐StudentscanInvestigateFaraday'slawandhowachangingmagneticfluxthroughaconductingcoilcanproduceanemfandflowofelectricalcurrent.
https://phet.colorado.edu/en/simulation/legacy/faraday:Activity‐StudentswillbeabletointeractwithabarmagnetandcoilstolearnaboutFaraday'slaw.Theywillmoveabarmagnetnearoneortwocoilstomakealightbulbglow.Ametershowsthedirectionandmagnitudeofthecurrent.Electromagnets,generatorsandtransformersaresomeofthedevicesavailableforfurtherexploration.
http://www.walter‐fendt.de/html5/phen/electricmotor_en.htm:Activity‐Thissimulationshowsadirectcurrentelectricalmotor.Studentscanchangethecurrentorreversethedirectionofcurrentinthearmatureandobservethechangesintherotationofthemotor.
http://www.walter‐fendt.de/html5/phen/generator_en.htm:Activity‐Thissimulationallowsstudentstoinvestigatetheoperationofagenerator.StudentshavetheoptiontochooseDCorACgeneratorsandvarytherateofrotationofthecoiltoobservethechangestothevoltagegenerated.
https://phet.colorado.edu/en/simulation/legacy/generator:Activity‐Thissimulationallowsstudentstogenerateelectricitywithabarmagnet.Studentscandiscoverthephysicsbehindthephenomenabyexploringmagnetsandutilizingthemtomakeabulblightup.
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SUGGESTEDMETHODSOFDIFFERENTIATION:
Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999.
UNITV:ElectromagneticWavesandLight
StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS2‐5.Planandconductaninvestigationtoprovideevidencethatanelectriccurrentcanproduceamagneticfieldandthatachangingmagneticfieldcanproduceanelectriccurrent.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Explainhowwavescantransferenergyandmomentumfromonelocationtoanotherwithoutthepermanenttransferofmassandserveasamathematicalmodelforthedescriptionofvariousphenomena.
Applytheirunderstandingofthelawsofreflectionandrefractionoflightwavestothevariousapplicationsinthedesignofopticalinstrumentslikemicroscopes,telescopes,andcameras.
Explainthecausesofnaturalphenomenaliketheappearanceofcolorsinanoilslickorsoapbubble. Explainthedispersionoflighttoformarainbow. Applytheprinciplesofinterferenceinthinfilmstodesignnon‐reflectivecoatingsforglasses.
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HS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.(Magneticforcesonmovingchargesorcurrentcarryingconductors).HS‐PS3‐3.Design,build,andrefineadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Generators,motionalemf.andelectricmotors)HS‐PS3‐2.Demonstratethatenergycannotbecreatedordestroyed—onlymovesbetweenoneplaceandanotherplace,betweenobjectsand/orfields,orbetweensystems.(Lenz’sLaw‐Ifaninducedcurrentflows,itsdirectionisalwayssuchthatitwillopposethechangewhichproducedit.)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata
Explainhowpolarizingglassescanreduceglare.
MeaningUNDERSTANDINGSStudentswillunderstandthat…Studentswillunderstandthat…
Awaveisatravelingdisturbancethattransfersenergyandmomentum.
Aperiodicwaveisonethatrepeatsasafunctionofbothtimeandpositionandcanbedescribedbyitsamplitude,frequency,wavelength,speed,andenergy.
Onlywavesexhibitinterferenceanddiffraction.
Electromagneticradiationcanbemodeledaswaves.
Thedirectionofpropagationofawavesuchaslightmaybechangedwhenthewaveencountersaninterfacebetweentwomedia.
ESSENTIALQUESTIONS Inalaboratoryaccidentyouspilltwoliquids
ontowater.Astheliquidsspreadandformthinfilms,onefilmreflectslightwhiletheotherappearsblack.Whymightthisoccur?
Ifyoung’sdoubleslitexperimentwereperformedunderwater,howwouldtheobservedinterferencepatternbeaffected?
Oftenfingerprintsleftonglassshowcoloredspectraasinadiffractiongrating.Explainwhythismightoccur?
Woulditbepossibletoplaceanon‐reflectivecoatingonafighterjettocancelradarwavesofwavelength3cm
AcquisitionStudentswillknow…
Wavescanpropagateviadifferentoscillationmodessuchastransverseandlongitudinal.
Electromagneticwavesaretransversewaves.
Typesofelectromagneticradiationarecharacterizedbytheirwavelengths,andcertainrangesofwavelengthhavebeengivenspecificnames.Theseinclude(inorderofincreasingwavelengthspanningarangefrompico‐meterstokilometers)gammarays,x‐rays,ultraviolet,visiblelight,infrared,microwaves,andradiowaves.
Electromagneticwavescantransmitenergythroughamediumandthroughavacuum.
Electromagneticwavesaretransversewavescomposedofmutuallyperpendicular
Studentswillbeskilledat… Usingavisualrepresentationtoconstructan
explanationofthedistinctionbetweentransverseandlongitudinalwavesbyfocusingonthevibrationthatgeneratesthewave.
Describingrepresentationsoftransverseandlongitudinalwaves.
Analyzingdata(oravisualrepresentation)toidentifypatternsthatindicatethataparticularmechanicalwaveispolarizedandconstructanexplanationofthefactthatthewavemusthaveavibrationperpendiculartothedirectionofenergypropagation.
Makingqualitativecomparisonsofthewavelengthsoftypesofelectromagneticradiation.
Describingrepresentationsandmodelsofelectromagneticwavesthatexplainthe
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(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigital
electricandmagneticfieldsthatcanpropagatethroughavacuum.
Theplanesofthesetransversewavesarebothperpendiculartothedirectionofpropagation.
Transversewavesmaybepolarized. Mechanicalwavesrequireamediumfor
propagation,whileelectromagneticwavesdonotrequireaphysicalmedium.Examplesincludelighttravelingthroughavacuumandsoundnottravelingthroughavacuum.
Asimplewavecanbedescribedbyanequationinvolvingonesineorcosinefunctioninvolvingthewavelength,amplitude,andfrequencyofthewave.
Foraperiodicwave,wavelengthistheratioofspeedoverfrequency.
Whentwowavescross,theytravelthrougheachother;theydonotbounceoffeachother.Wherethewavesoverlap,theresultingdisplacementcanbedeterminedbyaddingthedisplacementsofthetwowaves.Thisiscalledsuperposition.
Whenwavespassthroughanopeningwhosedimensionsarecomparabletothewavelength,adiffractionpatterncanbeobserved.
Whenwavespassthroughasetofopeningswhosespacingiscomparabletothewavelength,aninterferencepatterncanbeobserved.Examplesincludemonochromaticdouble‐slitinterference,diffractiongratingsandthinfilms.
Whenwavespassbyanedge,theycandiffractintothe“shadowregion”behindtheedge.Examplesshouldincludehearingaroundcorners,butnotseeingaroundthem,andwaterwavesbendingaroundobstacles.
transmissionofenergywhennomediumispresent.
Contrastingmechanicalandelectromagneticwavesintermsoftheneedforamediuminwavepropagation.
Constructinganequationrelatingthewavelengthandamplitudeorfrequency/periodandamplitudeofawavefromagraphicalrepresentationoftheelectricormagneticfieldvalueasafunctionofpositionatagiventimeinstantandviceversa.
Makingclaimsandpredictionsaboutthenetdisturbancethatoccurswhentwowavesoverlap.Examplesshouldincludestandingwaves.
Constructingrepresentationstographicallyanalyzesituationsinwhichtwowavesoverlapovertimeusingtheprincipleofsuperposition.
Makingclaimsaboutthediffractionpatternproducedwhenawavepassesthroughasmallopening,andtoqualitativelyapplythewavemodeltoquantitiesthatdescribethegenerationofadiffractionpatternwhenawavepassesthroughanopeningwhosedimensionsarecomparabletothewavelengthofthewave.
Qualitativelyapplyingthewavemodeltoquantitiesthatdescribethegenerationofinterferencepatternstomakepredictionsaboutinterferencepatternsthatformwhenwavespassthroughasetofopeningswhosespacingandwidthsaresmallcomparedtothewavelengthofthewaves.
Predictingandexplaining,usingrepresentationsandmodels,theabilityorinabilityofwavestotransferenergyaroundcornersandbehindobstaclesintermsofthediffractionpropertyofwavesinsituations
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media(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
Whenlighttravelsfromonemediumtoanother,someofthelightistransmitted,someisreflected,andsomeisabsorbed.
Whenlighthitsasmoothreflectingsurfaceatanangle,itreflectsatthesameangleontheothersideofthelineperpendiculartothesurface(specularreflection);andthislawofreflectionaccountsforthesizeandlocationofimagesseeninplanemirrors.
Whenlighttravelsacrossaboundaryfromonetransparentmaterialtoanother,thespeedofpropagationchanges.Atanon‐normalincidentangle,thepathofthelightraybendsclosertotheperpendicularintheopticallyslowersubstance.Thisiscalledrefraction.
Snell’slawrelatestheanglesofincidenceandrefractiontotheindicesofrefraction,withtheratiooftheindicesofrefractioninverselyproportionaltotheratioofthespeedsofpropagationinthetwomedia.
Whenlighttravelsfromanopticallyslowersubstanceintoanopticallyfastersubstance,itbendsawayfromtheperpendicular.
Atthecriticalangle,thelightbendsfarenoughawayfromtheperpendicularthatitskimsthesurfaceofthematerial.
Beyondthecriticalangle,allofthelightisinternallyreflected.
Thereflectionoflightfromsurfacescanbeusedtoformimages.
Raydiagramsareveryusefulforshowinghowandwhereimagesofobjectsareformedfordifferentmirrors,andhowthisdependsupontheplacementoftheobject.Concaveandconvexmirrorexamplesshouldbeincluded.
Theyarealsousefulfordeterminingthesizeoftheresultingimagecomparedtothe
involvingvariouskindsofwavephenomena,includingsoundandlight.
Makingclaimsusingconnectionsacrossconceptsaboutthebehavioroflightasthewavetravelsfromonemediumintoanother,assomeistransmitted,someisreflected,andsomeisabsorbed.
Makingpredictionsaboutthelocationsofobjectandimagerelativetothelocationofareflectingsurface.Thepredictionshouldbebasedonthemodelofspecularreflectionwithallanglesmeasuredrelativetothenormaltothesurface.
Describingmodelsoflighttravelingacrossaboundaryfromonetransparentmaterialtoanotherwhenthespeedofpropagationchanges,causingachangeinthepathofthelightrayattheboundaryofthetwomedia.
Planningdatacollectionstrategiesaswellasperformingdataanalysisandevaluationoftheevidenceforfindingtherelationshipbetweentheangleofincidenceandtheangleofrefractionforlightcrossingboundariesfromonetransparentmaterialtoanother(Snell’slaw).
Makingclaimsandpredictionsaboutpathchangesforlighttravelingacrossaboundaryfromonetransparentmaterialtoanotheratnon‐normalanglesresultingfromchangesinthespeedofpropagation.
Planningdatacollectionstrategies,andperformingdataanalysisandevaluationofevidenceabouttheformationofimagesduetoreflectionoflightfromcurvedsphericalmirrors.
Usingquantitativeandqualitativerepresentationsandmodelstoanalyzesituationsandsolveproblemsaboutimageformationoccurringduetothereflectionoflightfromsurfaces.
40
sizeoftheobject.c.Planemirrors,convexsphericalmirrors,andconcavesphericalmirrorsarepartofthiscourse.Theconstructionoftheseraydiagramsandcomparisonwithdirectexperiencesarenecessary.
Therefractionoflightasittravelsfromonetransparentmediumtoanothercanbeusedtoformimages.a.Raydiagramsareusedtodeterminetherelativesizeofobjectandimage,thelocationofobjectandimagerelativetothelens,thefocallength,andtherealorvirtualnatureoftheimage.Converginganddiverginglensesareexamples.
Usingquantitativeandqualitativerepresentationsandmodelstoanalyzesituationsandsolveproblemsaboutimageformationoccurringduetotherefractionoflightthroughthinlenses.
Planningdatacollectionstrategies,performingdataanalysisandevaluationofevidence,andrefiningscientificquestionsabouttheformationofimagesduetorefractionforthinlenses.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:
SUGGESTEDPERFORMANCEASSESSMENT: Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Studentswilldevelopanexperimenttoverifythelawsofreflectionutilizingplanemirrors,pinsandpaper.Studentswillsubmitashortwrittenreport,includingtheraydiagramconstructedwiththepins.AssessmentModel#2:Studentswillexplorethenatureoflightraysandvariouspropertiesbyperformingopticalexperimentsatvariousstations.Studentswillpresenttheirexplanationsoftheopticalphenomenautilizingraydiagramsonawhiteboard.AssessmentModel#3:Studentswilldeterminetherefractiveindexofwaterusingtwodifferentmethodologies.i. Studentswillvarytheangleofincidenceandlocatethecorrespondingangleofrefraction,andgraphically
determinetheindexofrefraction.ii. Determinethecriticalanglefortotalinternalreflectionandcalculatetheindexofrefractionfromthe
criticalangle.iii. Studentswillpresenttheirresultsinaformalwrittenlabreportwitherroranalysis.Materialsprovidedwillincludesemi‐circularwatercontainerandlightraybox.AssessmentModel#4:Studentswilldeterminethefocallengthofaconverginglensusinganopticalbench,byvaryingtheobjectdistanceandlocatingthecorrespondingimage.Studentswillsubmitawrittenlabreportdetailingthetheoryunderlyingtheexperiment,calculationsanderroranalysis.
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ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html
AssessmentModel#5:Students,workingingroupsof3‐4,willutilizepenlasersandsingleslitsofknownwidthtoobservethesingleslitdiffractionpatternonascreen,andcalculatethewavelengthofthepenlaser.Withthecalculatedwavelength,studentswillthenutilizeadoubleslitarrangement(Young’sdoubleslitexperiment)todeterminetheslitspacing.Studentswillpresenttheirresultsinaformalwrittenreport,witherroranalysisandthetheorybehindtheformationofthepattern.AssessmentModel#6:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingoflightwaves,interferenceanddiffractioneffects.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCETASKS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto
everydayscenarios.
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstructionSUGGESTEDLEARNINGEVENTS:LecturesandPowerPointpresentationsonOpticstermsandmodels.
Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. http://www.walter‐fendt.de/html5/phen/electromagneticwave_en.htm:Activity‐Studentswillbeabletovisualizethenatureoflightwaves
usingthisanimationwhichshowsanelectromagneticwave,(aplanepolarizedwave),whichpropagatesinpositivexdirection.
http://www.walter‐fendt.de/html5/phen/refraction_en.htm;https://phet.colorado.edu/en/simulation/bending‐light:Activity‐Studentswillexplorechangesinthedirectionofpropagationwhenalightwavetravelsacrossaninterfacebetweentwomediawithdifferentrefractiveindices.Studentswillbeabletovarytherefractiveindices,coloroflightandotherparametersanddiscovertheeffectsoftheseparametersonthebendingoflightataninterface.
http://physics.bu.edu/~duffy/HTML5/Mirrors.html:Activity‐Studentswillbeabletoinvestigateimagesformedbycurvedandplanemirrors.
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Studentswillbeabletochangetheobjectdistanceandobservethechangesinthepositionandnatureoftheimagesformed.Studentswillbeabletoviewtheprincipalrayscommonlyusedtolocatethepositionofimages.
http://physics.bu.edu/~duffy/HTML5/Lenses.html:Activity‐Studentswillbeabletoinvestigateimagesformedbylenses.Studentswillbeabletochangetheobjectdistanceandobservethechangesinthepositionandnatureoftheimagesformed.Studentswillbeabletoviewtheprincipalrayscommonlyusedtolocatethepositionofimages.
https://terpconnect.umd.edu/~toh/models/DiffractionGrating.html:Activity‐Studentswillbeabletoinvestigatethemaximaproducedbyadiffractiongratingwhenpolychromaticlightisincidentonthegrating.Optionsincludechangingtheslitspacing,anglesofincidenceandordersofthegratingspectra.
http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/young_intro.swf;http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/youngexpt4.htm:Activity‐Studentswillbeabletoutilizethisvirtualexperimenttovisualizetheinterferencepatterncreatedbylightwavespassingthroughsdoubleslit.Studentswillbeabletovaryslitseparation,slittoscreendistance,andcolorofthelightincidentontheslits,andinvestigatethechangestothepatternscausedbyeachofthesemodifications.
http://www.walter‐fendt.de/html5/phen/singleslit_en.htm:Activity‐Studentswillbeabletoinvestigatethediffractionpatterncreatedbylight
passingthroughasingleslit.Studentswillbeabletovaryvariousparameterssuchaswavelength,slitwidthandslittoscreendistanceandinvestigatetheeffectsonthediffractionpattern.
http://www.walter‐fendt.de/html5/phen/doubleslit_en.htm:Activity‐Studentswillbeabletoinvestigatetheinterferencepatterncreatedbylightpassingthroughasingleslit.Studentswillbeabletovaryvariousparameterssuchaswavelength,slitwidthandseparationandslittoscreendistanceandinvestigatetheeffectsontheinterferencepattern.
http://physics.bu.edu/~duffy/Ejs/EP_chapter25/ThinFilm.html:Activity‐Studentswillbeabletoinvestigatetheinterferencepatterncreatedbylightpassingthroughathinfilm.Studentswillbeabletovaryvariousparameterssuchaswavelength,filmthicknessandrefractiveindexandinvestigatetheeffectsontheinterferencepattern.
SUGGESTEDMETHODSOFDIFFERENTIATION:Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999.
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UNITVI– MODERNPHYSICSStageOne:DesiredResults
ESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS4‐3.Evaluatetheclaims,evidence,andreasoningbehindtheideathatelectromagneticradiationcanbedescribedeitherbyawavemodeloraparticlemodel,andthatforsomesituationsonemodelismoreusefulthantheother.(Photo‐electriceffect,evidencethatelectromagneticradiationcanbethoughtofasphotons)HS‐PS4‐4.Evaluatethevalidityandreliabilityofclaimsinpublishedmaterialsoftheeffectsthatdifferentfrequenciesofelectromagneticradiationhavewhenabsorbedbymatter.(Photo‐electriceffectandtheeffectsofchangingtheincidentradiationonthephotoelectronsemitted‐includingtheexistenceofathresholdfrequency)HS‐PS3‐3.Design,build,andrefineadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Solarcellsconvertelectromagneticradiationtoelectricalenergy)HS‐PS1‐1.Usetheperiodictableasa
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Describehowexperimentalevidencewasusedtodevelopthecurrentlyestablishedmodelsofthestructureofanatom.
Applytheirunderstandingofatomicspectratoanalyzelightemittedbycelestialobjectswhicharelight‐yearsawayanddeterminesomeoftheelementspresentinthestarsbyrecognizingtheircharacteristicspectra.
Analyzethephoto–electriceffectandunderstandhowthisphenomenonisusedinsolarcellsandsolarpanelstogenerateenergybyusingtheSun’sradiation.
Understandthedualnatureofmatterandwavestorealizethatlightandparticlescanbothexhibitbothwave‐likeandparticle‐likeproperties.
Analyzetheenergyleveldiagramforanelementtopredictthefrequenciesofelectromagneticradiationswhichwouldbeobservedintheemissionspectrumoftheelement.
Understandwhyenergyisreleasedduringnuclearfissionorfusion;thiscanthenbeharnessedtogenerateenergyforconsumption.
Applytheirunderstandingofradioactivedecayratestoradiometricdatingtodeterminetheageofgeologicalspecimensandhistoricalartifacts.
Applytheprincipleofnucleonnumberconservationtopredicttheproductsofanuclearreactionordecay.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Electromagneticradiationcanbemodeledaswavesorasfundamentalparticles.
Allmattercanbemodeledaswavesorasparticles.
Atthequantumscale,matterisdescribedbyawavefunction,whichleadstoaprobabilisticdescriptionofthemicroscopicworld.
Theinternalstructureofasystemsuchasanatomdeterminesmanypropertiesof
ESSENTIALQUESTIONS Doesaphotonemittedbyahigherwattagered
lightbulbhavemoreenergythanaphotonemittedbyalowerwattageredbulb?
Sciencefictionnovelsdescribeamethodforpropulsionofinterstellarspaceshipsusesalargesail.Photonsstrikingthesailwouldpropelthespaceshipmuchaswindwouldpropelasailboat.Shouldthesurfaceofthesailfacingthelightsourcebeshinyorblacktoproducethegreatestpropulsion?
AstoneisdroppedfromthetopofMt.Everest.DoesitsdeBrogliewavelengthchangeasit
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modeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms.(Characteristicatomicenergylevelsandabsorptionandemissionspectrafordifferentelements)HS‐PS2‐4.UsemathematicalrepresentationsofNewton’sLawofGravitationandCoulomb’sLawtodescribeandpredictthegravitationalandelectrostaticforcesbetweenobjects.(Electrostaticattractionbetweenelectronsandnucleusofanatom)HS‐PS1‐8.Developmodelstoillustratethechangesinthecompositionofthenucleusoftheatomandtheenergyreleasedduringtheprocessesoffission,fusion,andradioactivedecay.(alpha,betaandgammadecay)MP.4Modelwithmathematics.(HS‐PS1‐8)(ModelRadioactivedecay,anddeterminehalf‐life)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproduce
thesystem. Theinternalstructureofasystemsuchas
thenucleusofanatomdeterminesmanypropertiesofthesystem.
NucleonNumberisconserved. Thespontaneousradioactivedecayofan
individualnucleusisdescribedbyprobability.
falls? Radiationofacertainwavelengthcauses
electronstobeemittedfromonemetallictargetbutnotfromthesurfaceofanother.Explainwhythiscouldbe.
TheBohrtheoryoftheatomisbaseduponseveralassumptions.Discusstheseassumptionsandtheirsignificance.Doanyofthemcontradictclassicalphysics?
Ifmatterhasawavenature,whyisitthatwedonotobserveitinourdailyexperience?
Doesthelightemittedbyaneonsignconstituteacontinuousspectrumoronlyafewcolors?Defendyouranswer
Twonucleihavedifferentnucleonnumbers.Aretheynecessarilyisotopesofthesameelement?Defendyouranswer.
Whydoalphaandbetadecayproducenewelementswhilegammadecaydoesnot?
Towhichofthefollowingobjects,eachabout1000yearsold,cantheradiocarbondatingtechniquenotbeapplied:Awoodenbox,agoldstatueandsomeplantseeds?Explain.
Astudentclaimsthataheavyformofhydrogendecaysbyalphaemission.Howwouldyourespond?
Isotopesofagivenelementhavedifferentphysicalpropertiesbutthesamechemicalproperties.Explain.
AcquisitionStudentswillknow…
Photonsareindividualenergypacketsofelectromagneticwaves,withEphoton=hf,wherehisPlanck’sconstantandfisthefrequencyoftheassociatedlightwave.
Inthequantummodelofelectromagneticradiation,theenergyisemittedor
Studentswillbeskilledat… Supportingthephotonmodelofradiantenergy
withevidenceprovidedbythephotoelectriceffect.
Thestudentisabletoselectamodelofradiantenergythatisappropriatetothespatialortemporalscaleofaninteractionwithmatter.
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reliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthe
absorbedindiscreteenergypacketscalledphotons.Discretespectrallinesshouldbeincludedasanexample.
Fortheshort‐wavelengthportionoftheelectromagneticspectrum,theenergyperphotoncanbeobservedbydirectmeasurementwhenelectronemissionsfrommatterresultfromtheabsorptionofradiantenergy.
Evidencefordiscreteenergypacketsisprovidedbyafrequencythresholdforelectronemission.Abovethethreshold,emissionincreaseswiththefrequencyandnottheintensityofabsorbedradiation.Thephotoelectriceffectshouldbeincludedasanexample.
Thenatureoflightrequiresthatdifferentmodelsoflightaremostappropriateatdifferentscales.
Theparticle‐likepropertiesofelectromagneticradiationaremorereadilyobservedwhentheenergytransportedduringthetimeofthemeasurementiscomparabletoEphoton.
Thewavelikepropertiesofelectromagneticradiationaremorereadilyobservedwhenthescaleoftheobjectsitinteractswithiscomparabletoorlargerthanthewavelengthoftheradiation.
Undercertainregimesofenergyordistance,mattercanbemodeledasaclassicalparticle.
Undercertainregimesofenergyordistance,mattercanbemodeledasawave.Thebehaviorintheseregimesisdescribedbyquantummechanics.
AwavemodelofmatterisquantifiedbythedeBrogliewavelengththatincreasesasthemomentumoftheparticle
Makingpredictionsaboutusingthescaleoftheproblemtodetermineatwhatregimesaparticleorwavemodelismoreappropriate.
Articulatingtheevidencesupportingtheclaimthatawavemodelofmatterisappropriatetoexplainthediffractionofmatterinteractingwithacrystal,givenconditionswhereaparticleofmatterhasmomentumcorrespondingtoadeBrogliewavelengthsmallerthantheseparationbetweenadjacentatomsinthecrystal.
Predictingthedependenceofmajorfeaturesofadiffractionpattern(e.g.,spacingbetweeninterferencemaxima),basedupontheparticlespeedanddeBrogliewavelengthofelectronsinanelectronbeaminteractingwithacrystal.
Usingagraphicalwavefunctionrepresentationofaparticletopredictqualitativelytheprobabilityoffindingaparticleinaspecificspatialregion.
UsingastandingwavemodelinwhichanelectronorbitcircumferenceisanintegermultipleofthedeBrogliewavelengthtogiveaqualitativeexplanationthataccountsfortheexistenceofspecificallowedenergystatesofanelectroninanatom
AnalyzingRutherford’sScatteringexperimentandexplainhowitprovidesevidencefortheexistenceoftheatomicnucleus
Analyzingthepropertiesofphotonsandthephotoelectriceffect.
Relatingtheenergyofaphotoninjoulesorelectron‐voltstoitswavelengthorfrequency.
Relatingthelinearmomentumofaphotontoitsenergyorwavelength,andapplyinglinearmomentumconservationtosimpleprocessesinvolvingtheemission,absorption,orreflectionofphotons.
Determiningthenumberofphotonspersecond
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subjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
decreases. Thewavepropertyofmatterwas
experimentallyconfirmedbythediffractionofelectronsintheexperimentsofClintonJosephDavisson,LesterGermer,andGeorgePagetThomson.
Theprobabilisticdescriptionofmatterismodeledbyawavefunction,whichcanbeassignedtoanobjectandusedtodescribeitsmotionandinteractions.Theabsolutevalueofthewavefunctionisrelatedtotheprobabilityoffindingaparticleinsomespatialregion.(Qualitativetreatmentonly,usinggraphicalanalysis.)
Atomshaveinternalstructuresthatdeterminetheirproperties.
Thenumberofprotonsinthenucleusdeterminesthenumberofelectronsinaneutralatom.
Thenumberandarrangementsofelectronscauseelementstohavedifferentproperties.
TheBohrmodelbasedonclassicalfoundationswasthehistoricalrepresentationoftheatomthatledtothedescriptionofthehydrogenatomintermsofdiscreteenergystates(representedinenergydiagramsbydiscreteenergylevels).
Discreteenergystatetransitionsleadtospectra.
Theallowedstatesforanelectroninanatomcanbecalculatedfromthewavemodelofanelectron.
Theallowedelectronenergystatesofanatomaremodeledasstandingwaves.Transitionsbetweentheselevels,duetoemissionorabsorptionofphotons,are
emittedbyamonochromaticsourceofspecificwavelengthandpower.
Describingatypicalphotoelectriceffectexperiment,andexplainwhatexperimentalobservationsprovideevidenceforthephotonnatureoflight.
Explainingqualitativelyhowthenumberofphotoelectronsandtheirmaximumkineticenergydependonthewavelengthandintensityifthelightstrikingthesurface,andaccountingforthisdependenceintermsofaphotonmodeloflight.
Constructingrepresentationsoftheenergylevelstructureofanelectroninanatomandtorelatethistothepropertiesandscalesofthesystemsbeinginvestigated.
Describingemissionorabsorptionspectraassociatedwithelectronicornucleartransitionsastransitionsbetweenallowedenergystatesoftheatomintermsoftheprincipleofenergyconservation,includingcharacterizationofthefrequencyofradiationemittedorabsorbed.
Determinethemaximumkineticenergyofphotoelectronsforadifferentphotonenergyorwavelength,whengiventhemaximumkineticenergyofphotoelectronsejectedbyphotonsofoneenergy.
Constructorinterpretagraphofstoppingpotentialversesfrequencyforaphotoelectriceffectexperiment,anddeterminefromsuchagraphthethresholdfrequencyandworkfunction,andcalculateanapproximatevalueofh/e.
Visualizethepermittedenergylevelswithinanatom.
Determinetheenergyorwavelengthofthephotonemittedorabsorbedinatransition
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observableasdiscretespectrallines. ThedeBrogliewavelengthofanelectron
canbecalculatedfromitsmomentum,andawaverepresentationcanbeusedtomodeldiscretetransitionsbetweenenergystatesastransitionsbetweenstandingwaves.
Energytransferoccurswhenphotonsareabsorbedoremitted,forexample,byatomsornuclei.
Transitionsbetweentwogivenenergystatesofanatomcorrespondtotheabsorptionoremissionofaphotonofagivenfrequency(andhence,agivenwavelength).
Anemissionspectrumcanbeusedtodeterminetheelementsinasourceoflight.
Photonemissionandabsorptionprocessesaredescribedbyprobability.
Anatominagivenenergystatemayabsorbaphotonoftherightenergyandmovetoahigherenergystate(stimulatedabsorption.
Anatominanexcitedenergystatemayjumpspontaneouslytoalowerenergystatewiththeemissionofaphoton(spontaneousemission).
Spontaneoustransitionstohigherenergystateshaveaverylowprobabilitybutcanbestimulatedtooccur.Spontaneoustransitionstolowerenergystatesarehighlyprobable.
Whenaphotonoftherightenergyinteractswithanatominanexcitedenergystate,itmaystimulatetheatomtomakeatransitiontoalowerenergystatewiththeemissionofaphoton(stimulatedemission).Inthiscase,bothphotonshavethesameenergyandareinphaseand
betweenspecifiedlevels,ortheenergyorwavelengthrequiredtoionizeanatom.
Explaintheoriginofemissionorabsorptionspectraofgases.
Determinethewavelengthorenergyforasingle‐steptransitionbetweenthesamelevels,giventhewavelengthsorfrequenciesofphotonsemittedorabsorbedinatwo‐steptransitionbetweenlevels.
Expresstheenergylevelsofhydrogenintermsoftheground‐stateenergy,constructadiagramtodepicttheselevels,andexplainhowthisdiagramaccountsforthevarious‘series’inthehydrogenspectrum.
AnalyzetheassumptionsandconclusionsfortheBohrModelforthehydrogenatom.
UtilizetheconceptoftheDeBrogliewavelengthtocalculatethewavelengthofaparticleasafunctionofitsmomentum.
AnalyzetheDavisson‐Germerexperiment,andexplainhowitprovidesevidenceforthewavenatureofelectrons
Determinetheshortestwavelengthofx‐raysthatmaybeproducedbyelectronsacceleratedthroughaspecifiedvoltage.
AnalyzethemethodologyandresultsofCompton’sScatteringexperiment.
Explaintheincreaseofphotonwavelengththatisobserved,andthesignificanceoftheComptonwavelength.
Constructingorinterpretingrepresentationsoftransitionsbetweenatomicenergystatesinvolvingtheemissionandabsorptionofphotons.[Forquestionsaddressingstimulatedemission,studentswillnotbeexpectedtorecallthedetailsoftheprocess,suchasthefactthattheemittedphotonshavethesamefrequencyandphaseastheincidentphoton;butgivena
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movinginthesamedirection. Asystemisanobjectoracollectionof
objects.Objectsaretreatedashavingnointernalstructure.
Someelementaryparticlesarefundamentalparticles(e.g.,electrons).
Protonsandneutronsarecomposedoffundamentalparticles(i.e.,quarks)andmightbetreatedaseithersystemsorobjects,dependingonthequestionbeingaddressed.
Theelectricchargesonneutronsandprotonsresultfromtheirquarkcompositions.
Fundamentalparticleshavenointernalstructure.
Electrons,neutrinos,photons,andquarksareexamplesoffundamentalparticles.
Neutronsandprotonsarecomposedofquarks.
Allquarkshaveelectriccharges,whicharefractionsoftheelementarychargeoftheelectron.Studentswillnotbeexpectedtoknowspecificsofquarkchargeorquarkcompositionofnucleons.
Nucleihaveinternalstructuresthatdeterminetheirproperties.
Thenumberofprotonsidentifiestheelement.
Thenumberofneutronstogetherwiththenumberofprotonsidentifiestheisotope.
Therearedifferenttypesofradioactiveemissionsfromthenucleus.
Therateofdecayofanyradioactiveisotopeisspecifiedbyitshalf‐life.
Incertainprocesses,masscanbeconvertedtoenergyandenergycanbeconvertedtomassaccordingto
,theequationderivedfromthe
representationoftheprocess,studentsareexpectedtomakeinferencessuchasfiguringoutfromenergyconservationthatsincetheatomlosesenergyintheprocess,theemittedphotonstakentogethermustcarrymoreenergythantheincidentphoton.
Constructingrepresentationsofthedifferencesbetweenafundamentalparticleandasystemcomposedoffundamentalparticlesandtorelatethistothepropertiesandscalesofthesystemsbeinginvestigated.
Articulatingthereasonsthatthetheoryofconservationofmasswasreplacedbythetheoryofconservationofmass‐energy.
Applyingmathematicalroutinestodescribetherelationshipbetweenmassandenergyandapplyingthisconcept.
Articulatingthereasonsthatclassicalmechanicsmustbereplacedbyspecialrelativitytodescribetheexperimentalresultsandtheoreticalpredictionsthatshowthatthepropertiesofspaceandtimearenotabsolute.[Studentswillbeexpectedtorecognizesituationsinwhichnonrelativisticclassicalphysicsbreaksdownandtoexplainhowrelativityaddressesthatbreakdown,butstudentswillnotbeexpectedtoknowinwhichoftworeferenceframesagivenseriesofeventscorrespondstoagreaterorlessertimeinterval,oragreaterorlesserspatialdistance;theywilljustneedtoknowthatobserversinthetworeferenceframescan“disagree”aboutsometimeanddistanceintervals.]
Identifyingthestrongforceastheforcethatisresponsibleforholdingthenucleustogether.
Describingemissionorabsorptionspectraassociatedwithnucleartransitionsastransitionsbetweenallowedenergystatesofthenucleusintermsoftheprincipleofenergyconservation,includingcharacterizationofthe
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at: 0.25" + Indent at: 0.5"
49
theoryofspecialrelativity. Significantamountsofenergycanbe
releasedinnuclearprocesses. Propertiesofspaceandtimecannot
alwaysbetreatedasabsolute. Relativisticmass–energyequivalenceisa
reconceptualizationofmatterandenergyastwomanifestationsofthesameunderlyingentity,fullyinter‐convertible,therebyrenderinginvalidtheclassicallyseparatelawsofconservationofmassandconservationofenergy.
Measurementsoflengthandtimedependonspeed.
Thestrongforceisexertedatnuclearscalesanddominatestheinteractionsofnucleons.
Energytransferoccurswhenphotonsareabsorbedoremittedbynuclei.
Thepossiblenuclearreactionsareconstrainedbythelawofconservationofnucleonnumber.
Thespontaneousradioactivedecayofanindividualnucleusisdescribedbyprobability.
Inradioactivedecayprocesses,wecannotpredictwhenanyonenucleuswillundergoachange;wecanonlypredictwhathappensontheaveragetoalargenumberofidenticalnuclei.
Inradioactivedecay,massandenergyareinterrelated,andenergyisreleasedinnuclearprocessesaskineticenergyoftheproductsoraselectromagneticenergy.
Thetimeforhalfofagivennumberofradioactivenucleitodecayiscalledthehalf‐life.
Differentunstableelementsandisotopeshavevastlydifferenthalf‐lives,rangingfromsmallfractionsofasecondto
frequencyofradiationemittedorabsorbed. Applyingconservationofnucleonnumberand
conservationofelectricchargetomakepredictionsaboutnuclearreactionsanddecayssuchasfission,fusion,alphadecay,betadecay,orgammadecay.
Predictingthenumberofradioactivenucleiremaininginasampleafteracertainperiodoftime,andalsopredictingthemissingspecies(alpha,beta,gamma)inaradioactivedecay.
50
billionsofyears.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Studentswillformgroupsoftwo.Onepartnershouldusemodelingclaytoformoneormoremounds,andplaceapieceofcardboardonthemound.Theremainingmemberwillnowattempttofindthesizesandnumberofthemoundsbyrollingmarblesatthetargetmounds.ThisexperimentsimulatestheRutherfordscatteringexperiment.Theteamwillmakeawhiteboardpresentationoftheirresults.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofthenatureofphotons,matterwavesandthestructureofatoms.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#3:Studentswillobservethespectraofvariouslightsourcesutilizingagratingspectroscope.Studentswillmeasurethecharacteristicwavelengthsemittedbyvarioussources.Studentswillpresenttheirobservationsinawrittenreportdetailingthetheoryunderlyingthecharacteristicspectrathattheyobserve.AssessmentModel#4:Theteacherwillaskstudentstoimaginethattheyarepaleontologiststryingtodeterminetheantiquityofadinosaurfossil.StudentswillperformasimulationofradioactivedecayandcalculatehalflifeutilizingM&Ms.Studentswillpresenttheirresultsgraphicallyaspartofawrittenreport,andextrapolatetheirresultstoradiocarbondating.AssessmentModel#5:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofnucleardecayandnuclearreactions.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidethe
51
answer.Iftheteamisunable toprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCETASKS:
WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto
everydayscenarios.
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
LecturesandPowerPointpresentationsonModernPhysicstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills.
https://phet.colorado.edu/en/simulation/legacy/hydrogen‐atom:Activity‐Studentswillusethesimulationtoexperiencehowscientistswere
abletodrawinferencesaboutthestructureofatomswithoutlookingatthem.Studentscantestdifferentmodelsbyshootinglightattheatomandcheckhowthepredictionofthemodelmatchestheexperimentalresults.
https://phet.colorado.edu/en/simulation/legacy/rutherford‐scattering:Activity‐StudentswillbeabletosimulatethefamousexperimentinwhichRutherforddisprovedthePlumPuddingmodeloftheatombyobservingalphaparticlesbouncingoffatomsanddeterminingthattheymusthaveasmallpositivelychargedcore.
http://astro.unl.edu/naap/hydrogen/animations/hydrogen_atom.html:Activity‐Studentswillbeabletoseehowonlyphotonswithspecificenergiescanbeabsorbedbyanatom,whichthentransitionstoanexcitedstate.Theywillalsobeabletoexperiencehowanatomcanreturntoitsgroundstatethroughaseriesofrandomcombinationsoftransitionsfromhigherenergylevelstolowerlevels,resultinginthecharacteristicspectrumfortheparticularatom.
https://phet.colorado.edu/en/simulation/legacy/photoelectric:Activity‐Studentswillvisualizeanddescribethephotoelectriceffect
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experimentandbeabletopredicthowchangingtheintensityoflightwillaffectthecurrentandtheenergyofelectronsand howchangingthewavelengthoflightorvoltageorchangingthematerialofthetargetwillaffectthecurrentandtheenergyofelectrons.Studentswillbeabletoarguehowtheseresultsleadtothephotonmodeloflight:e.g.arguethatonlyaphotonmodeloflightcanexplainwhy,whenlightisshiningonthemetalbutthereisnocurrent,increasingthefrequencywillleadtoacurrent,butincreasingtheintensityoflightorthevoltagebetweentheplateswillnot.
http://astro.unl.edu/naap/blackbody/animations/blackbody.html;https://phet.colorado.edu/sims/blackbody‐spectrum/blackbody‐spectrum_en.htmlActivity‐Studentswilldiscoverhowtheblackbodyspectrumofthesuncomparestovisiblelight.Studentswilladjustthetemperaturetoseethewavelengthandintensityofthespectrumchangeanddescribewhathappenstotheblackbodyspectrumwithanincreaseinthetemperature.Studentswillbeabletoexaminehowthepeakandshapeofthespectrumchangeswithchangesintemperature
http://www.walter‐fendt.de/html5/phen/lawdecay_en.htm:Activity‐Studentscanusethissimulationtoseehowalarge(relatively!)sampleof
radioactivenucleigraduallydecaysexponentially.Studentswillbeabletoseethatwhileastatisticaltrendexists,itisnotpossibletopredictwhenanyparticularnucleuswilldecay.Studentswillbeabletodeterminethehalf‐lifeoftheradioactivesample.
https://phet.colorado.edu/en/simulation/radioactive‐dating‐game:Activity‐Studentswilllearnaboutdifferenttypesofradiometricdating,suchascarbondatingandunderstandhowdecayandhalf‐lifeworktoenableradiometricdating.Studentscanplayagamethatteststheirabilitytomatchthepercentageofthedatingelementthatremainstotheageofthesamplethatisbeingdated.
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E18/E18.html:Activity‐Studentscanusethissimulationtoseehowasampleofradioactivenucleigraduallydecaysexponentially.Thissimulationallowsstudentstochoosedifferentelementsandobservethattherateofdecaydiffersfromelementtoelement.
https://phet.colorado.edu/en/simulation/legacy/beta‐decay:Activity‐Studentswillobservebetadecayoccurforacollectionofnucleiorforanindividualnucleusinordertounderstandhowaradioactivenucleusdecaysbythebeta‐decayprocess.
https://phet.colorado.edu/en/simulation/legacy/alpha‐decay:Activity‐StudentswillobservealphadecayoccurforPoloniumnucleiinordertounderstandhowaradioactivenucleusdecaysbythealpha‐decayprocess.
http://www.walter‐fendt.de/ph6en/decayseries_en.htm:Activity‐Studentswillrealizethatradioactivenucleiusuallydecaytostablenucleithroughaseriesofdecays.Studentscanexplorevariousdecayseries(Thoriumseries,Neptuniumseries,Uranium‐Radiumseries,Uranium‐Actiniumseries)andthesequenceofdecays(alphaandbetadecays)leadingfinallytostablenuclei.
SUGGESTEDMETHODSOFDIFFERENTIATION:
Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999.
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UNITVII– HeatandThermodynamics
StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS3‐2.Developandusemodelstoillustratethatenergyatthemacroscopicscalecanbeaccountedforasacombinationofenergyassociatedwiththemotionsofparticles(objects)andenergyassociatedwiththerelativepositionofparticles(objects).(KineticTheoryofgases)(HS‐PS2‐2),(HS‐PS2‐3)Analyzetheconsequencesifasysteminteractswithobjectsoutsideitself,thetotalmomentumofthesystemcanchange;however,anysuchchangeisbalancedbychangesinthemomentumofobjectsoutsidethesystem.(KineticTheoryofgasesandthemicroscopicdescriptionofpressureexertedbygases)HS‐PS3‐1.Createacomputationalmodeltocalculatethechangeintheenergyofonecomponentinasystemwhenthechangeinenergyoftheothercomponent(s)andenergyflowsinandoutofthesystemareknown.(FirstLawofThermodynamics)HS‐PS3‐4.Planandconductan
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Analyzethemicroscopicinteractionsofthemoleculesofanidealgastoexplainitsmacroscopicpropertiessuchasthepressurethegasexertsonthewallsofacontainer,anditsinternalenergyandderivetheidealgaslaw.
Applytheirknowledgeofthefactorsaffectingthetransferofheatenergytodesignenergyefficientwaysofinsulatingahomeorcommercialbuilding.
Developanunderstandingoftheengineeringchallengespresentedbythermalexpansionandcontractioninthedesignoftransportationinfrastructuresuchasbridgesandrailroadtracks.
Relatetheirunderstandingofidealizedheatenginesandheatpumpstotheoperationofrealdevicessuchasautomobileengines,refrigeratorsandairconditioners.
MeaningUNDERSTANDINGS Studentswillunderstandthat…
Interactionswithotherobjectsorsystemscanchangethetotalenergyofasystem.
Thepropertiesofanidealgascanbeexplainedintermsofasmallnumberofmacroscopicvariablesincludingtemperatureandpressure.
Thetendencyofisolatedsystemstomovetowardstateswithhigherdisorderisdescribedbyprobability.
ESSENTIALQUESTIONS Whydoglasscontainerssometimescrack
whenhotliquidsarepouredintothem?WhatcharacteristicofPyrexpreventssuchbreakage?
Asteelwheelbearingis1mmsmallerindiameterthananaxle.Howcanthebearingbefitontotheaxlewithoutremovinganymaterialfromtheaxle?
Whenacarengineoverheats,youarewarnednottoremovetheradiatorcaptoaddcoldwateruntiltheenginecoolsdown.Isthisgoodadvice?Whyorwhynot?
Whydosmallplanetstendtohavelittleornoatmosphere?
Thermostatsoftenusebimetallicstripstoregulatetemperature.Describehowabimetallicstripmightwork.
Awarningsignoftenseenonhighwaysjustbeforeabridgeis“Caution–Bridgefreezesbeforeroad”.Explainwhythishappens.
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investigationtoprovideevidencethatthetransferofthermalenergywhentwocomponentsofdifferenttemperaturearecombinedwithinaclosedsystemresultsinamoreuniformenergydistributionamongthecomponentsinthesystem(secondlawofthermodynamics).HS‐PS3‐3.Designoranalyzeadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.(Heatenginesandheatpumps)GENERALGOALS:HS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andinthedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations.
Tohelplowerthetemperatureofapatientwithafever,analcoholrubissometimesused.Whydoestheprocedurework?
Atightlysealedhousehasalargeceilingfanthatblowsairoutofthehouseandintotheattic.Iftheownersforgettoopenthewindowswhilethefanison,whathappenstothepressureinthehouseafterthefanhasbeenonforawhile?Doesitbecomeeasierorharderforthefantodoitsjob?Explain.
Abovetheliquidinacanofhairspray,thereisagasatarelativelyhighpressure.Thelabelonthecanincludesthewarning“Donotstoreathightemperatures”.Explainwhythewarningisgiven.
Atmosphericpressuredecreasewithincreasingaltitude.Explainwhyheliumfilledweatherballoonsareunder‐inflatedwhenlaunchedfromtheearth.
Acommonlyusedpackingmaterialconsistsofbubblesofairtrappedbetweenbondedlayersofplastic.Explainwhythispackingmaterialofferslessprotectiononcolddaysthanonwarmdays.
Whenaplanetakesoffyoureardrumspopoutwardastheairpressuredecreases,andviceversaastheplanecomeinforlanding.Attheseacoastthereisacavethatcanonlybeenteredbyswimmingthroughacompletelysubmergedpassageandenteringanairpocketwithinthecave.Thisairpocketisnotventedtotheatmosphere.Asthetidecomesintothecaveandthewaterlevelrises,youreardrumspop.Dotheypopoutwardorinward?Explain.
Theplungerofabicyclepumpisrapidlypusheddownwiththeendofthepumpsealedsonoairescapesandthereislittle
55
RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–
timeforheattoflowthroughthecylinderwall.Explainwhythecylinderofthepumpbecomeswarmtothetouch.
Ifyousawanadvertisementforacarthatclaimedthesamegasmileagewithandwithouttheair‐conditioningoperating,wouldyoubesuspicious?Explain,usingtheprinciplesofthermodynamics.
Onasummerday,awindowair‐conditionercyclesonandoff.Areyoumorelikelytobeabletofryaneggontheoutsideoftheunitwhenitisonoroff?
InsolarpondsconstructedinIsrael,theSun’senergyisconcentratednearthebottomofasaltypond.Withproperlayeringtemperaturesashighas1000Ccanbereached.Whatisthemaximumefficiencywithwhichmechanicalworkcanbeextractedfromthepond?
AcquisitionStudentswillknow…
Theenergyofasystemincludesitskineticenergy,potentialenergy,andmicroscopicinternalenergy.Examplesshouldincludegravitationalpotentialenergy,elasticpotentialenergy,andkineticenergy.
Energyistransferredspontaneouslyfromahighertemperaturesystemtoalowertemperaturesystem.Theprocessthroughwhichenergyistransferredbetweensystemsatdifferenttemperaturesiscalledheat.
Conduction,convection,andradiationaremechanismsforthisenergytransfer.
Atamicroscopicscalethemechanismofconductionisthetransferofkineticenergybetweenparticles.
Duringaveragecollisionsbetweenmolecules,kineticenergyistransferredfromfaster
Studentswillbeskilledat…
Makingpredictionsaboutthedirectionofenergytransferduetotemperaturedifferencesbasedoninteractionsatthemicroscopiclevel.
Makingclaimsabouttheinteractionbetweenasystemanditsenvironmentinwhichtheenvironmentexertsaforceonthesystem,thusdoingworkonthesystemandchangingtheenergyofthesystem(kineticenergypluspotentialenergy).
Predictingandcalculatingtheenergytransferto(i.e.,theworkdoneon)anobjectorsystemfrominformationaboutaforceexertedontheobjectorsystemthroughadistance.
Designinganexperimentandanalyzingdatafromittoexaminethermalconductivity.
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MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawayto
understandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
moleculestoslowermolecules. Matterhasapropertycalledthermal
conductivity. Thethermalconductivityisthemeasureofa
material’sabilitytotransferthermalenergy. Energycanbetransferredbyanexternal
forceexertedonanobjectorsystemthatmovestheobjectorsystemthroughadistance;thisenergytransferiscalledwork.
Powerisdefinedastherateofenergytransferinto,outof,orwithinasystem.
Thepressureofasystemdeterminestheforcethatthesystemexertsonthewallsofitscontainerandisameasureoftheaveragechangeinthemomentumorimpulseofthemoleculescollidingwiththewallsofthecontainer.Thepressurealsoexistsinsidethesystemitself,notjustatthewallsofthecontainer.
Thetemperatureofasystemcharacterizestheaveragekineticenergyofitsmolecules.
Theaveragekineticenergyofthesystemisanaverageoverthemanydifferentspeedsofthemoleculesinthesystemthatcanbedescribedbyadistributioncurve.
Therootmeansquarespeedcorrespondingtotheaveragekineticenergyforaspecificgasatagiventemperaturecanbeobtainedfromthisdistribution.
Inanidealgas,themacroscopic(average)pressure(P),temperature(T),andvolume(V),arerelatedbytheequationPV=nRT
Thefirstlawofthermodynamicsisaspecificcaseofthelawofconservationofenergyinvolvingtheinternalenergyofasystemandthepossibletransferofenergythroughworkand/orheat.ExamplesincludeP‐Vdiagrams—iso‐volumetricprocess,isothermalprocess,isobaricprocess,adiabaticprocess.
Theapproachtothermalequilibriumisa
Designinganexperimentandanalyzinggraphicaldatainwhichinterpretationsoftheareaunderapressure‐volumecurveareneededtodeterminetheworkdoneonorbytheobjectorsystem.
Predictingqualitativechangesintheinternalenergyofathermodynamicsysteminvolvingtransferofenergyduetoheatorworkdoneandjustifyingthosepredictionsintermsofconservationofenergyprinciples.
Makingclaimsabouthowthepressureofanidealgasisconnectedtotheforceexertedbymoleculesonthewallsofthecontainer,andhowchangesinpressureaffectthethermalequilibriumofthesystem.
Analyzingqualitativelythecollisionswithacontainerwall(bytreatingagasmoleculeasanobject)anddeterminingthecauseofpressure,andatthermalequilibrium,toquantitativelycalculatethepressure,force,orareaforathermodynamicproblemgiventwoofthevariables.
Qualitativelyconnectingtheaverageofallkineticenergiesofmoleculesinasystemtothetemperatureofthesystem.
Connectingthestatisticaldistributionofmicroscopickineticenergiesofmoleculestothemacroscopictemperatureofthesystemandtorelatethistothermodynamicprocesses.
Extrapolatingfrompressureandtemperatureorvolumeandtemperaturedatatomakethepredictionthatthereisatemperatureatwhichthepressureorvolumeextrapolatestozero.
Designingaplanforcollectingdatatodeterminetherelationshipsbetweenpressure,volume,andtemperature,and
57
probabilityprocess. Theamountofthermalenergyneededto
changethetemperatureofasystemofparticlesdependsbothonthemassofthesystemandonthetemperaturechangeofthesystem.
Thedetailsoftheenergytransferdependuponinteractionsatthemolecularlevel.
Sincehighermomentumparticleswillbeinvolvedinmorecollisions,energyismostlikelytobetransferredfromhighertolowerenergyparticles.Themostlikelystateaftermanycollisionsisthatbothsystemsofparticleshavethesametemperature.
Thesecondlawofthermodynamicsdescribesthechangeinentropyforreversibleandirreversibleprocesses.
Entropy,liketemperature,pressure,andinternalenergy,isastatefunction,whosevaluedependsonlyontheconfigurationofthesystemataparticularinstantandnotonhowthesystemarrivedatthatconfiguration.
Entropycanbedescribedasameasureofthedisorderofasystem,oroftheunavailabilityofsomesystemenergytodowork.
Theentropyofaclosedsystemneverdecreases,i.e.,itcanstaythesameorincrease.
Thetotalentropyoftheuniverseisalwaysincreasing.
amountofanidealgas,andrefiningascientificquestionconcerningaproposedincorrectrelationshipbetweenthevariables.
AnalyzinggraphicalrepresentationsofmacroscopicvariablesforanidealgastodeterminetherelationshipsbetweenthesevariablesandtoultimatelydeterminetheidealgaslawPV=nRT.
Creatingaplotofpressureversusvolumeforathermodynamicprocessfromgivendata.
Usingaplotofpressureversusvolumeforathermodynamicprocesstomakecalculationsofinternalenergychanges,heat,orwork,baseduponconservationofenergyprinciples(i.e.,thefirstlawofthermodynamics).
Constructinganexplanation,basedonatomicscaleinteractionsandprobability,ofhowasystemapproachesthermalequilibriumwhenenergyistransferredtoitorfromitinathermalprocess.
Connecting,qualitatively,thesecondlawofthermodynamicsintermsofthestatefunctioncalledentropyandhowentropybehavesinreversibleandirreversibleprocesses.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconducted
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingofheattransfer,thermalexpansion.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsin
58
bystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinkbelowtoviewtheformallabreportrubric.Appendix_AAPTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html
turn,given20secondstodiscussthe concept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#2:Studentswillbeprovidedwitheverydaymaterialstoexploretheeffectsofheatexpansionandheattransfer.Studentswillworkingroupsandmakeanoralpresentationonanexploratoryactivityoftheteacher’schoice.
AssessmentModel#3:Askstudentstoimaginebeingpartofapioneeringgroupofscientists(Dalton,Boyleet.Al.)studyingtheeffectsofvariationinpressure,temperatureandvolumeofanidealgas.Studentswillutilizelabequipmentprovidedtogatherempiricaldataandconfirmgraphicallythatthevalueoftheabsolutezeroisindeed‐2730C.Studentswillpresenttheirexperimentalresultsinascientificreport,withgraphicalandmathematicalanalysistothescientificcommunity.
AssessmentModel#4:Studentswillstudyentropybytossingcoinsanddeterminethattheorderedresulthasmuchlowerprobabilityofoccurrence,indicatingthatprocessesinnaturetendtooccurinsuchawayastomaximizeentropyordisorder.Studentswillpresenttheirobservationsorally.
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCETASKS: WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysicsappliedto
everydayscenarios.
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
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LecturesandPowerPointpresentationsonThermalPhysicstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. https://phet.colorado.edu/en/simulation/legacy/gas‐properties:Activity‐Studentswillintroducegasmoleculesintoacontainerandseewhat
happensastheychangethevolume,addorremoveheat,changegravity,andmore.Optionsincludetheabilitytomeasurethetemperatureandpressure,anddiscoverhowthepropertiesofthegasvaryinrelationtoeachother.
http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::100%::100%::/sites/dl/free/0023654666/117354/Ideal_Nav.swf::Ideal%20Gas%20Law%20Simulation:Activity‐Studentswillinvestigatetherelationshipofvariousstatevariableswhichareusedtodescribeanidealgas.
http://ch301.cm.utexas.edu/simulations/gas‐laws/GasLawSimulator.swf:Activity‐Studentswillbeabletostudytheidealgaslaws.
http://physics.bu.edu/~duffy/HTML5/ideal_gas.html:Activity‐Studentswillusethissimulationtoinvestigatethedistributionofvelocitiesforthemoleculesofanidealgassample.Thedistributionisshownasahistogramofmolecularspeeds,andstudentscanvaryparameterslikethenumberofmolecules,temperatureetc.andobservetheeffects:onthehistogram.
http://www.walter‐fendt.de/ph6en/gasprocesses_en.htm:Studentswillbeabletoinvestigatethegraphsgeneratedbyisobaric,isochoricandisothermalprocesses,
http://galileoandeinstein.physics.virginia.edu/more_stuff/Applets/OneDGas/oneDGas.html:Thisisasimulationwhichshowstheincreaseininternalenergyofasampleofagascontainingasinglemoleculeincreasesasthegasmolecule’skineticenergyincreases.
http://physics‐animations.com/Physics/English/thermo.htm:Studentscanobservethechangesintemperatureofagasasitexpandsandcontracts.
http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/carnot.htm:StudentswillbeabletoinvestigatethestagesofanreversibleCarnotengine.
MultimediaResources:
http://www.youtube.com/watch?v=wTi3Hn09OBs http://www.learnthermo.com/T1‐tutorial/ch04/lesson‐B/pg01.php http://www.youtube.com/watch?v=B6hAwZH2mmA http://www.youtube.com/watch?v=OBVbV5dpCCA&ebc=ANyPxKqqf9t_41mIFFtaKd4OnB7lOPnuiC5zW1i1vJsVfptWBVu1CodFJgTXa0S7XCex
WtxvCdBUt56eG69ptyFj7TBZJxMOA http://www.youtube.com/watch?v=bMsKIfxliA4&list=PLgW3wRv4yHhtpbl5ujwbKtd62J9_qHw2b http://www.youtube.com/watch?v=LmN8bybyQY8
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http://www.youtube.com/watch?v=gzy4YFuKg9A http://www.youtube.com/watch?v=j‐enxYaQMdA http://www.youtube.com/watch?v=DQBQQaku6Js http://www.youtube.com/watch?v=FmOwRmW83dY http://www.youtube.com/watch?v=BxUS1K7xu30 http://preparatorychemistry.com/Bishop_Boyles_Law_audio.htm http://preparatorychemistry.com/Bishop_Gay_Lussac_Law_audio.htm http://preparatorychemistry.com/Bishop_Charles_Law_audio.htm http://preparatorychemistry.com/Bishop_Moles_Pressure_Law_audio.htm http://preparatorychemistry.com/Bishop_Avogadros_Law_audio.htm http://www.youtube.com/watch?v=iMFwuHDu8dA http://www.youtube.com/watch?v=Qsa4aAdpHfY&ebc=ANyPxKoFcVfRDK3Ah336vmdHmbnzb_8K_qPG4JwOqN3mO3krtD9w6NIWk8OVAvGP
WhgrmfQgoEkeKXWohOdWVyS‐CJf0baL6lw http://www.youtube.com/watch?v=D3XRvoq4UF4 http://www.youtube.com/watch?v=u4‐HYwo0Gsc
SUGGESTEDMETHODSOFDIFFERENTIATION:Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999.
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UNITVIII– FluidMechanics
StageOne:DesiredResultsESTABLISHEDGOALSStudentswhodemonstrateunderstandingcanHS‐PS2‐1.AnalyzedatatosupporttheclaimthatNewton’ssecondlawofmotiondescribesthemathematicalrelationshipamongthenetforceonamacroscopicobject,itsmass,anditsacceleration.(Examples:BuoyantForcesandhydrostatics)HS‐PS1‐4.Analyzescenariostosupporttheclaimthatchangesofenergyandmatterinasystemcanbedescribedintermsofenergyandmatterflowsinto,outof,andwithinthatsystem.(Equationofcontinuity;Bernoulli’sequation)HS‐PS3‐2.Developandusemodelstoillustratethatenergyatthemacroscopicscalecanbeaccountedforasacombinationofenergyassociatedwiththemotionsofparticles(objects)andenergyassociatedwiththerelativepositionofparticles(objects).(Bernoulli’sequation)GENERALGOALSHS‐PS3‐2,HSPS3‐5Developanduseamodelbasedonevidencetoillustratetherelationshipsbetweensystemsorbetweencomponentsofasystem.HS‐PS3‐4Planandconductaninvestigationindividuallyandcollaborativelytoproducedatatoserveasthebasisforevidence,andin
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Utilizetheirunderstandingofbuoyantforcestoexplainwhyshipsfloat,andhowsubmarinesaredesignedsothattheycanfloatorremainsubmergedasneeded.
ExplainhowPascal’sprinciplecanbeusedtodesignhydraulicbrakes,hydraulicpressesandhydrauliclifts.
Utilizethevariationofpressurewithdepthtoexplainwhyscubadiversneedtoexercisecautionastheysurfaceafteradeepdive.
ExplainhowArchimedesprinciplecanbeusedtofindthevolumeofirregularlyshapedobjects.
Utilizetheequationofcontinuitytoexplainwhythestreamofwaterfromafaucetbecomesnarrowerasitfalls.
UseBernoulli’sequationtoexplaintheliftforceonthewingsofanaircraftMeaning
UNDERSTANDINGSStudentswillunderstandthat…
Atthemacroscopiclevel,forcescanbecategorizedaseitherlong‐range(action‐at‐a‐distance)forcesorcontactforces.
Classically,themassofasystemisconserved(EquationofContinuity).
Theenergyofasystemisconserved.(Appliedtofluidsinmotion:Bernoulli’sequation).
ESSENTIALQUESTIONS Awomanwearingstilettoheeledshoesis
invitedintoakitchenwithhardwoodfloors.Whyshouldthehomeownerbeconcerned?
ApoundofleadandapoundofStyrofoamhavethesameweight.Iftheyareplacedonasensitiveequalarmbalance,willthescalesbalance?
UsePascal’sprincipletoexplainhowhydraulicbrakeswork.
Whenyouaredrivingasmallcaronahighwayandatruckpassesyouathighspeed,whydoyoufeelpulledtowardsthetruck?
Tornadosandhurricanesoftenlifttheroofsoffhouses.UsetheBernoulliEffecttoexplainwhy.Whyshouldyoukeepyourwindowsopenunderthesecircumstances?
Abargecarriesaloadofgravelalongariver.Itapproachesalowbridgeandthecaptain
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thedesign:decideontypes,howmuch,andaccuracyofdataneededtoproducereliablemeasurementsandconsiderlimitationsontheprecisionofthedata(e.g.,numberoftrials,cost,risk,time),andrefinethedesignaccordingly.HS‐PS3‐3Design,evaluate,and/orrefineasolutiontoacomplexreal‐worldproblem,basedonscientificknowledge,student‐generatedsourcesofevidence,prioritizedcriteria,andtradeoffconsiderations. RST.11‐12.1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.WHST.9‐12.2Writeinformative/explanatorytexts,includingthenarrationofscientificprocedures/experiments,ortechnicalprocesses.WHST.9‐12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.WHST.9‐12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself‐generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.SL.11‐12.5Makestrategicuseofdigital
realizesthatthetopofthepileofgravelwillnotmakeitunderthebridge.Thecaptainordershiscrewtoshovelgravelfromthetopofthepileintothewater.Isthisagooddecision?
AcquisitionStudentswillknow…
Matterhasapropertycalleddensity. Contactforcesresultfromthe
interactionofoneobjecttouchinganotherobjectandtheyarisefrominteratomicelectricforces.Theseincludebuoyantforces.
Afluidexertspressureinalldirections.
Afluidatrestexertspressureperpendiculartoanysurfacethatitcontacts.
Pressureistransmittedundiminishedinastaticfluid.(Pascal’sprinciple)
Thebuoyantforceonasubmergedobjectisequaltotheweightofthefluiditdisplaces.(ArchimedesPrinciple).
Thecontinuityequationdescribesconservationofmassflowrateinfluids.Examplesshouldincludevolumerateofflow,massflowrate.
Bernoulli’sequationdescribestheconservationofenergyinfluidflow
Studentswillbeskilledat… Predictingthedensities,differencesin
densities,orchangesindensitiesunderdifferentconditionsfornaturalphenomenaanddesigninganinvestigationtoverifytheprediction.
Selectingfromexperimentaldatatheinformationnecessarytodeterminethedensityofanobjectand/orcomparedensitiesofseveralobjects.
Reasoningthatpressureincreaseswithdepthinfluids.
Derivingandusingtherelationshipbetweenpressureanddepthinafluid.
Deducingthatthedifferenceinthepressurebetweentheupperandlowersurfacesofanobjectimmersedinliquidresultsinanupwardforceontheobject.
AnalyzingandapplyingArchimedes’principle:thebuoyantforceonasubmergedobjectisequaltotheweightofthefluiditdisplaces.
Constructingandinterpretingafree‐bodydiagramofforcesaffectinganobjectimmersedinafluidanddeducewhethertheobjectwillsinkorfloat.
Makingclaimsaboutbuoyantforcesbetweenobjectsbasedonthemicroscopiccauseofthoseforces.
Explainingcontactforces(tension,friction,normal,buoyant,spring)asarisingfrominteratomicelectricforcesandthattheythereforehavecertaindirections.
Makingcalculationsofquantitiesrelatedto
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media(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.Mathematics–MP.2Reasonabstractlyandquantitatively.MP.4Modelwithmathematics.HSN‐Q.A.1Useunitsasawaytounderstandproblemsandtoguidethesolutionofmulti‐stepproblems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.HSN‐Q.A.2Defineappropriatequantitiesforthepurposeofdescriptivemodeling.HSN‐Q.A.3Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreportingquantities.
flowofafluid,usingmassconservationprinciples(thecontinuityequation).
UsingBernoulli’sequationtomakecalculationsrelatedtoamovingfluid.
UsingBernoulli’sequationand/ortherelationshipbetweenforceandpressuretomakecalculationsrelatedtoamovingfluid.
UsingBernoulli’sequationandthecontinuityequationtomakecalculationsrelatedtoamovingfluid.
ConstructinganexplanationofBernoulli’sequationintermsoftheconservationofenergy.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.ManyofthePerformancetasksareExperimentsdesignedandconductedbystudentsingroups;studentsarerequiredtocompleteindividualformallabreportsaspartoftheassessments.Pleasefollowthelinktoviewtheformallabreportrubric.Appendix_A
SUGGESTEDPERFORMANCEASSESSMENT: Studentswillengageinthefollowingperformancetasks:AssessmentModel#1:Theteachershouldpresentthefollowingscenariototheclass.Awomanpurchasesagoldbraceletatafleamarket.Shecomeshomeandwonderswhetherthebraceletisreallymadeofgold.Thestudentswilldevelopanexperimenttohelpthiswomandeterminewhetherthebraceletisgoldorotherwise.Materialsprovidedwillincludeirregularlyshapedobjects,springscales,beakers,scalesetc.Studentswillpresentresultsinawrittenreportdetailingthetheorybehindtheirexperimentaldesign,data,anderroranalysis.Eachgroupwillsummarizetheirresultsonwhiteboardsandmakeanoralpresentationtotheclass.AssessmentModel#2:Theclasswillplayaquizgamethatteststhestudents’essentialconceptualunderstandingoffluid
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APTestsandquizzesformanimportantcomponentoftheperformancetasksforanAdvancedplacementclass.ExamplesofofficiallyreleasedAPPhysics2FreeResponseexamsandtheScoringguidelinescanbefoundbyclickingonthelinksprovidedbelow:ReleasedAPPhysics2Exams&AccompanyingScoringguidelines:http://apcentral.collegeboard.com/apc/members/exam/exam_information/225439.html
mechanics.Studentswillformteamsconsistingoffourmembers.Eachteamwillbeaskedquestionsinturn,given20secondstodiscusstheconcept,inwhichtimeeverymemberoftheteammustbepreparedtoanswerthequestion.Theteacherwillaskarandomlyselectedteammembertoprovidetheanswer.Iftheteamisunabletoprovideasatisfactoryanswer,theotherteamsareallowedto‘steal’thequestionforbonuspoints.Teammemberswillbeassessedonmasteryoftheconcepts,cohesivenessofthegroup,andparticipation.AssessmentModel#3:Atwolitersodabottleisplacedonthelabtableandfilledtoagivenheightwithwater.Aholeispunchedinthesideofthebottlenearthebottomandthewaterisallowedtoflowoutofthehole.Studentswillpredictwherethewaterwilllandandplaceacupatthelocationwheretheypredictthewaterwillland,ifitspraysovertheedgeofthetable
SUGGESTEDMONITORINGSCALE:Whenappropriate,useoneofthescales(orsimilar)locatedinAppendix_Btomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts.
OTHERSUGGESTEDPERFORMANCETASKS:
WebAssignhomework,includingvirtuallaboratoryactivitiesandActiveFigures. Inclassproblemsolving,individuallyandincooperativegroups Classdiscussions FormalLabReportsincludingdetailedanalysisofdata,andcomprehensiveconclusions. AP‐leveltestsandquizzesdrawingonconceptsfrommultiplecontentareasinPhysics
appliedtoeverydayscenarios.
StageThree:LearningPlan
SummaryofKeyLearningEventsandInstructionSUGGESTEDLEARNINGEVENTS:
LecturesandPowerPointpresentationsonFluidMechanicstermsandmodels. Discussionofandpracticeproblemsolvingtechniques. Analyzedata,graphs,andwriteconclusions. Usetextbookandotherwebsitestoimprovereadingskills. http://phet.colorado.edu/sims/html/under‐pressure/latest/under‐pressure_en.html:Activity‐Studentswillexplorepressureunderandabove
waterandinvestigatehowpressurechangesastheychangefluids(differentdensities),gravity,containershapes,andvolume.
https://phet.colorado.edu/en/simulation/legacy/density:Acivity:Studentswillinvestigatewhysomeobjectsfloatinwaterwhileotherssink.Studentscanexploretheeffectsofmassandvolumeondensityandtrytodiscovertherelationship.
https://phet.colorado.edu/en/simulation/legacy/buoyancy:Activity‐Studentswillbeabletoexperimentwithblocksandfluidsofvariousmaterialsanddensitiestolearnhowbuoyancyworkswithblocks.Arrowsshowtheappliedforces,andstudentscanmodifythepropertiesoftheblocksandthefluid.
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https://phet.colorado.edu/en/simulation/legacy/fluid‐pressure‐and‐flow:Activity‐Studentswillexplorepressureintheatmosphereand
underwater.Studentscanchangetheshapeofapipetoseehowitchangesfluidflowspeedandexperimentwithaleakywatertowertoseehowtheheightandwaterleveldeterminethewatertrajectory.
Multimediaresources:
http://www.youtube.com/watch?v=7m7J5T7c6ig http://www.youtube.com/watch?v=GI2tiSElHk4 http://www.youtube.com/watch?v=9y9Kn5qOc‐E http://www.youtube.com/watch?v=5rTVo_eb10o http://www.youtube.com/watch?v=YKkYAPA04ZY
SUGGESTEDMETHODSOFDIFFERENTIATION:Thefollowingframeworkisdesignedforhelpingteachersdifferentiateintheclassroombyprovidingarangeofinstructionalstrategies.
MultipleIntelligences Jigsaws TapedMaterial Anchoractivities Graphicorganizers
Variedtexts,materials Literaturecircles Tieredlessons Tieredcenters Tieredproducts
Learningcontracts Groupingactivities OrbitalStudies Independentstudies Questioningstrategies
Interestcenters Interestgroups VariedHomework Compacting JournalPrompts
Source:Tomlinson,CarolAnn.TheDifferentiatedClassroom:RespondingtotheNeedsofAllLearners.Alexandria,VA:ASCD,1999
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BenchmarkAssessment:QuarterOne
1. Studentswillbeabletovisualizeandcalculateelectricalfieldsandforces,andtheireffectonthemotionofchargedparticles.2. Studentswillbeabletoanalyzetheenergytransformationswhichaccompanythemotionofchargesinelectricalfields.3. Studentswillbeabletodrawequipotentialmapsandmakeinferencesaboutelectricfieldstrengthfromequipotentialmaps.4. StudentswillbeabletoconstructandanalyzecomplexdirectcurrentcircuitswithDCpowersupplies,andcombinationsofresistors
andcapacitors.5. Studentswillbeabletodeterminetheelectricalenergylossesinresistivecircuitelements,andenergystoredincapacitorsinacircuit.
BenchmarkAssessment: QuarterTwo
1. Studentswillbeabletodeterminetheconditionsunderwhichmagneticfieldsexertforcesonmovingchargesandcurrentcarryingconductors
andcalculatetherelevantforcesandtorques.2. StudentswillbeabletoapplytheirunderstandingtopracticalapplicationsofmagneticforcessuchasDCmotors,massspectrometersand
velocityselectors.3. Studentswillbeabletorealizethatmovingchargesandcurrentscausemagneticfields,andcalculatethesefieldsincertaincases.4. Studentswillbeabletodeterminethatchangingmagneticfluxcangenerateemf,andapplythistoanalyzethephysicsofgenerators,magnetic
railgunsetc.
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BenchmarkAssessment:QuarterThree
1. Studentswillbeabletodescribethepropertiesofelectromagneticradiation,includingfrequency,wavelengthsetcwithanemphasisonvisible
light.2. Studentswillbeabletoapplythelawsofreflectionandrefractionanddrawraydiagramstoanalyzeopticalinstrumentscomposedoflensesand
mirrors.3. Studentswillbeabletoprovethewavenatureoflightbyanalyzinginterferenceanddiffractionphenomena.4. Studentswillbeabletoprovetheparticlenatureoflightbyanalyzingthephoto‐electriceffect.5. Studentswillbeabletoanalyzetheenergylevelstructureofatomsanddeterminethecharacteristicenergies,frequencyandwavelengthsof
photonsabsorbedandemittedbyatomsastheytransitionbetweendifferentenergylevels.6. Studentswillbeabletousenucleonconservationtopredicttheproductsofanuclearinteractionordecay.7. Studentswillbeabletodeterminethehalf‐lifeofasampleofradioactivematerialandapplytheconcepttoradiometricdating.8. Studentswillabletodeterminethebindingenergyofanucleus,aswellasdeterminetheenergyreleasedduringanuclearreaction.9. Studentswillbeabletocalculatethethermalexpansionofobjectswhentheyareheated.10. Studentswillbeabletodescribethewaysinwhichheatistransferredandperformsimplecalculationsrelatedtothetransferofheat.
BenchmarkAssessment:QuarterFour
1. StudentswillbeabletostateandapplytheidealgasLaws.2. Studentswillbeabletousestatisticalmechanicalprinciplestodevelopthemicroscopicdescriptionofagasandrelatingthemicroscopic
descriptionofthegastothemacroscopicstateofthegas(Kinetictheoryofgases).3. StudentswillbeabletodescribeandanalyzevarioustypesofthermodynamicprocessesanddrawP‐Vdiagramsfortheprocesses.4. StudentswillbeabletocalculatetheheattransferandworkdoneonasystembyanalyzingprocessesonP‐Vdiagrams.5. StudentswillbeabletodeterminetheefficiencyofheatenginesandanalyzetheidealizedCarnotEngine.6. StudentswillbeabletostateandapplytheLawsofThermodynamics.7. Studentswillbeabletodescribetheconceptofentropy.8. Studentswillbeabletostateandapplytheprinciplesoffluidmechanicstovariousreallifescenariosspanninghydrostaticsandhydrodynamics.
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AppendixA:FormalLabReportRubric: CATEGORY 4 3 2 1
OBJECTIVE: Thepurposeofthelaborthequestiontobeansweredduringthelabisclearlyidentifiedandstated.
Thepurposeofthelaborthequestiontobeansweredduringthelabisidentified,butisstatedinasomewhatunclearmanner.
Thepurposeofthelaborthequestiontobeansweredduringthelabispartiallyidentified,andisstatedinasomewhatunclearmanner.
Thepurposeofthelaborthequestiontobeansweredduringthelabiserroneousorirrelevant.
THEORY: Reportillustratesanaccurateandthoroughunderstandingofscientificconceptsunderlyingthelab.Allconceptsandequationsusedarederivedfromfirstprinciples.
Reportillustratesanaccurateunderstandingofmostscientificconceptsunderlyingthelab,andsomeoftheequationsusedarederivedandsomeareassumed.
Reportillustratesalimitedunderstandingofscientificconceptsunderlyingthelab.Notallequationsarestated,andnonearederived.
Reportillustratesinaccurateunderstandingofscientificconceptsunderlyingthelab.
EXPERIMENTALDIAGRAMSANDFREEBODYDIAGRAMS:
Clear,accuratediagramsareincludedandmaketheexperimenteasiertounderstand.Diagramsarelabeledneatlyandaccurately.
Diagramsareincludedandarelabeledneatlyandaccurately.
Diagramsareincludedandarelabeled.
NeededdiagramsaremissingORaremissingimportantlabels.
MATERIALS: Allmaterialsandsetupusedintheexperimentareclearlyandaccuratelydescribed.
Almostallmaterialsandthesetupuusedintheexperimentareclearlyandaccuratelydescribed.
Mostofthematerialsandthesetupusedintheexperimentareaccuratelydescribed.
ManymaterialsaredescribedinaccuratelyORarenotdescribedatall.
DATA: Professionallooking,detailedandaccuraterepresentationofthedataintables.Tablesarelabeledandtitled,withproperunitsandheadingsforeachcolumn.
Accuraterepresentationofthedataintables.Tablesarelabeledandtitled.
Accuraterepresentationofthedatainwrittenform,butnotablesarepresented.
DataarenotshownORareinaccurate.
ANALYSIS Therelationshipbetweenthevariablesisdiscussedandtrends/patternslogicallyanalyzed.Professionallookinggraph,properlylabeledandtitled,withappropriatetrend‐linesareincluded.Graphsareappropriatelylinearizedandrequiredinformationcalculatedfromthegraphs.Acompletesamplecalculationisincludedforanyonecompletedtrial.
Therelationshipbetweenthevariablesisdiscussedandtrends/patternslogicallyanalyzed.Graphsareincluded,butmaynotbelinearized.Acceptableattemptsaremadetoextractinformationfromthegraphs,andcalculationsareshown.
Therelationshipbetweenthevariablesisdiscussedbutnopatterns,trendsorpredictionsaremadebasedonthedata.Thegraphsareimproperlytitledand/orlabeled.Calculationsareshown.
Therelationshipbetweenthevariablesisnotdiscussed.Graphsareincorrectormissing.Calculationsareincompleteormissing.
CONCLUSION: Conclusionincludesarestatementoftheobjectives;ashortsummaryoftheexperiment,;statementoftheresultswithnumericalvaluesincludedwhereindicated;statementofpercenterrorsanderroranalysisincludingatleastthreecrediblesourcesofexperimentalerror.
Atleastfour ofthe requiredelementspreviouslylistedarepresent.
Three oftherequiredelementsarepresent.
Noconclusionwas includedinthereportORtwoorfeweroftherequiredelementsarepresent.
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AppendixB:MonitoringScalesScale1:ScaleforLearningGoalsandFormativeAssessmentsScore4.0 InadditiontoScore3.0performance,in‐depthinferencesandapplicationsthatgobeyondwhatwastaught.
Score3.0 Nomajorerrorsoromissionsregardinganyoftheinformationandprocesses(simpleorcomplex)thatwereexplicitlytaught.
Score2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsandprocessesbutmajorerrorsoromissionsregardingthemorecomplexideasandprocesses.(Score3.0content)
Score1.0 Withhelp,apartialunderstandingofsomeofthesimplerdetailsandprocesses(Score2.0content)andsomeofthemorecomplexideasandprocesses(Score3.0)
Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.
Scale2:ContentSpecificScore4.0 InadditiontoScore3.0performance,in‐depthinferencesandapplicationsthatgobeyondwhatwastaught.
Score3.0 Whileengagedintasksthataddressstructureandproperties,thestudentdemonstratesanunderstandingofimportantinformation.Thestudentmakesnomajorerrorsoromissions.
Score2.0 Nomajorerrorsoromissionsregardingthesimplerdetailsandprocesses,suchas
Recognizingandrecallingspecificterminology Recognizingandrecallingisolateddetails.
However,thestudentexhibitsmajorerrorsoromissionswithScore3.0elements.
Score1.0 Withhelp,apartialunderstandingofsomeoftheScore2.0elementsandsomeoftheScore3.0elements.
Score0.0 Evenwithhelp,nounderstandingorskilldemonstrated.
Source:AdaptedfromMarzano,R.,Brown,J.AHandbookfortheArtandScienceofTeaching:Alexandria,VA:ASCD,2009.