Download Unit 2 - Currituck County Schools

Subject: Physical Science
Timeframe Needed for Completion: 20 days
Grade Level: 9-12
Grading Period: 1st 9 weeks
Unit Title: Energy
Big Idea/Theme: Energy
Understandings:
 Understand types of energy, conservation of energy and energy transfer.
 Understand the nature of waves.
Essential Questions:
Essential Standards:
PSc.3.1.1 Explain thermal energy and its transfer.
 How do you know something has
PSc.3.1.2 Explain the law of conservation of energy in a
energy?
mechanical system in terms of kinetic energy,
 How can one form of energy change
potential energy and heat.
into another?
PSc.3.1.3 Explain work in terms of the relationship among
 How do humans use energy
the applied force to an object, the resulting
transformations for their daily lives?
displacement of the object, and the energy
 How is the world around us connected
transferred to an object.
to energy?
PSc.3.1.4 Explain the relationship among work, power and
 Explain how the understanding of
simple machines both qualitatively and
waves helps use to improve our lives?
quantitatively.
 How do machines make our lives
PSc.3.2.1 Explain the relationships among wave frequency,
easier?
wave period, wave velocity, amplitude, and
wavelength through calculation and investigation.
PSc.3.2.2 Compare waves (mechanical, electromagnetic,
and surface) using their characteristics.
PSc.3.2.3 Classify waves as transverse or compressional
(longitudinal).
PSc.3.2.4 Illustrate the wave interactions of reflection,
refraction, diffraction, and interference.
Essential Skills/Vocabulary:
Assessment/Updated Resources:
 Familiar Phenomenon Probe: Thermometer
PSc.3.1.1
 Thermal energy “Heat” Lab
• Infer the ability of various materials to
 Specific Heat Podcast http://www.youtube.com/watch?v=dA3ePiwSyGY
absorb or release
 Specific Heat Calculations
thermal energy in order to conceptually
 Specific Heat of Metals Lab (lab manual p.43)
relate mass,
 Methods of Heat Transfer: Learn 360
specific heat capacity, and temperature of
 Balloon in a Candle Flame experiment
 Quickwrite: How is the most powerful person in the room? Why?
materials to
 Work and Power calculations
the amount of heat transferred. (Calculations
 Power Lab
with
 Simple Machines Song-http://www.youtube.com/watch?v=jiLI6q5wsw0
q=mCp∆T be used to aid in conceptual
 Mechanical Advantage and Efficiency ppt
development
 Mechanical advantage lab
through laboratory investigation and
 Simple Machines video http://www.youtube.com/watch?v=jAPxALm9fZA
analysis, not as
 Rube Goldberg “Simple Machine” - Hammer a Nail http://2.bp.blogspot.com/problem-solving exercises.)
KsdIvJUd5wQ/UBgcpxgAbiI/AAAAAAAAHQE/BGTUkEJBg3Y/s1600/Rube+Goldberg+Self
• Compare thermal energy, heat, and
+Operating+Napkin+original+art+2.jpg
temperature.
 Teacher Domain Roller Coaster Video
http://www.teachersdomain.org/resource/hew06.sci.phys.maf.rollercoaster/
• Relate phase changes to latent heat that
PE & KE Youtube tutorial http://www.youtube.com/watch?v=BSWl_Zj-CZs
changes the
 PE & KE Calculations
potential energy of particles while the
 The energy of a pendulum ( p.25 lab manual)
average kinetic
 Properties of Waves Interactive lesson
energy of particles (temperature) remains
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwavesrev2.shtml
the same. (Link
 Properties of Waves Notes http://www.slideshare.net/hmsoh/longitudinal-and-transverseto PSc.2.1.2)
waves-5212253
• Compare conduction, convection, and
 Review & Quiz
radiation as
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwaves
methods of energy transfer.
act.shtml
PSc.3.1.2
• Exemplify the relationship between kinetic
energy,
potential energy, and heat to illustrate that
total energy is
conserved in mechanical systems such as a
http://video.nationalgeographic.com/video/news/environmentnews/us-ocean-floor-mapping-vin/
Sonar Video

AIM-reflection

AIM-refraction

Now you see it! Now you don’t!
http://www.youtube.com/watch?feature=player_embedded&v=blEvcGWMUss
pendulum,
roller coaster, cars/balls on ramps, etc.
• Relate types of friction in a system to the
transformation
of mechanical energy to heat.
PSc.3.1.3
• Explain scenarios in which work is done,
identifying the
force, displacement, and energy transferwork requires
energy; when work is done on an object, the
result is an
increase in its energy and is accompanied by
a decrease in
energy somewhere else.
• Compare scenarios in which work is done
and
conceptually explain the differences in
magnitude of work
done using the relationship . W=Fd
PSc.3.1.4
• Infer the work and power relationship:
P=
w Fd
= =F v
 t t
• Determine the component simple machines
present in
complex machines – categorize a wedge and
screw as
variations of an inclined plane; a pulley and
wheel & axle
as variations of a lever.
• Explain the relationship between work input
and work

Waves concept map
output for simple machines using the law of
conservation
of energy.
• Define and determine ideal and actual
mechanical
advantage: IMA=
• Define
machines:
and
Efficiency=
dE
dR
AMA=
determine
FR
FE
efficiency
Wout
X 100
Win
• Explain why no machine can be 100%
efficient.
PSc.3.2.1
• Identify the basic characteristics of a
longitudinal
(compressional) wave: amplitude,
rarefaction, and
compression.
• Recognize the relationship between period
and frequency
(focus on conceptual understanding of this
inverse
relationship).
• Explain the relationship among velocity,
frequency, and
wavelength and use it to solve wave
problems: vw=fλ
• Exemplify wave energy as related to its
amplitude and
independent of velocity, frequency or
wavelength.
of
PSc.3.2.2
• Classify waves as one of three types:
mechanical,
electromagnetic or surface waves based on
their
characteristics.
• Compare different wave types based on how
they are
produced, wave speed, type of material
(medium)
required, and motion of particles.
PSc.3.2.3
 Compare compressional (longitudinal)
and transverse waves in terms of
particle motion relative to wave
direction.
PSc.3.2.4
• Illustrate reflection and refraction of waves
at
boundaries: reflection of a transverse pulse at
the fixed-end
of a spring or rope; reflection of sound
(SONAR) and
radio waves (RADAR); reflection of water
(surface)
waves; refraction of water waves as the depth
of the water
changes; sound as it changes media;
refraction of light as it
passes from air into water, glass, oil etc.
• Illustrate the effects of wave interference
(superposition)–constructive and
destructive
interference of surface waves,
mechanical waves (sound, pulses in
springs/ropes, etc.),
light (soap bubbles/thin films, diffraction
gratings).
Emphasis is on conceptual understanding –
not
mathematical relationships.
Materials Suggestions:
 NCSCOS Support Documents
 Computer lab
 AVID Science resources
 Art paper
 Lab supplies