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Science - Conceptual Physics
Unit of Study: Wave Motion and Characteristics
CURRICULUM OVERVIEW
Third Grading Period – Weeks 1& 2 (10 Days)
Enduring Understandings (Big Idea)
Unit Rationale
Waves are caused by vibrations, and waves transmit energy from one location to another
without transmitting matter. Much of the information we gather about our world comes to
us through light and sound waves. All waves have common characteristics such as
amplitude, frequency, period and wavelength.
Both electromagnetic (light) waves and sound waves are used to make our lives better and
easier. For example, microwaves are used for cooking, ultrasound waves for medical
diagnosis, radio waves for communication, and infrared waves for finding natural
resources.
Essential Questions
Guiding Questions
How are the amplitude, period, frequency and velocity of waves measured and
calculated?
What types of waves require a material (medium) to travel through, and what types do
not need a medium?
Since sound travels slower than light, do you see the lightning before you hear the
thunder?
What are some examples of transverse and longitudinal waves?
TEKS (Standards)
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
(7) Science concepts. The student knows the characteristics and behavior of
waves. The student is expected to:
Concepts
(A) examine and describe oscillatory motion and wave propagation in various
types of media;
(B) investigate and analyze characteristics of waves, including velocity, frequency,
amplitude, and wavelength, and calculate using the relationship between
wavespeed, frequency, and wavelength;
(C) compare characteristics and behaviors of transverse waves, including
electromagnetic waves and the electromagnetic spectrum, and characteristics and
behaviors of longitudinal waves, including sound waves;
I can:
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(D) investigate behaviors of waves, including reflection, refraction, diffraction,
interference, resonance, and the Doppler effect;
Describe simple harmonic motion (7A)
Identify how waves are formed by vibrating objects (7A)
Describe how waves transmit energy without transmitting matter (7A)
Identify and describe the parts of a wave including amplitude, frequency, period
and wavelength (7B)
Demonstrate wave characteristics using a rope or a slinky (7B)
Calculate the frequency or period of a wave (7B)
Calculate the velocity of a wave using frequency and wavelength (7B)
Identify and compare longitudinal and transverse waves (7C)
Show how waves interfere with each other (7D)
Describe reflection, refraction, polarization, interference, and resonance and give
real world examples of each 7D)
Describe the roll of light and sound waves in everyday life including medicine and
industry (7F)
(E) describe and predict image formation as a consequence of reflection from a
plane mirror and refraction through a thin convex lens; and
(F) describe the role of wave characteristics and behaviors in medical and
industrial applications.
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 1 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Skills
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
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
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
apply technology to explore waves and their motion (2E)
plan and implement investigations into wave motion and wave characteristics (2E)
conduct investigations in a safe manner (2E)
manipulate equations to find a specific quantity (3F)
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including problems
requiring proportional reasoning and graphical vector addition
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary
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College Readiness Student Expectations
Science Standards
o VIII – G1: Understand basic oscillatory motion and
simple harmonic motion
o VIII – G2: Understand the differences between
transverse and longitudinal waves
o VIII – G3: Understand wave terminology: wavelength,
period, frequency, amplitude
o VIII – G4: Understand the properties and behavior of
sound waves
Use prior experiences to expand upon and to learn academic and social vocabulary related to the
motion of waves and their characteristics (1A,,2C)
Expresses and shares opinions, ideas, feelings, and information with others individually or in small
groups using appropriate vocabulary (3C)
Journal experiences using complete sentences and newly acquired vocabulary (5B)
Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new
vocabulary (1A)
Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)
College Readiness - Intended Outcome
o
o
o
o
Identify how vibrations cause waves to form and transfer energy
Identify sound as a longitudinal wave and light as a transverse wave
Calculate the speed of a wave when given its frequency and wavelength
Describe characteristics of sound waves including the Doppler Effect, echo location, interference and pitch
Evidence of Learning (Summative Assessment)
1. Given a picture of a transverse wave, students will accurately describe the frequency, amplitude, period, and wavelength at least 80% of the time or higher
2. Given the frequency and wavelength of a wave, students will accurately calculate the period and velocity of the wave at least 80% of the time or more.
3. Given a picture of a real world wave, students can accurately identify the wave as transverse or longitudinal 80% of the time or more.
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 2 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Wave Motion and Characteristics
CURRICULUM GUIDE
Week 1 – Lesson 1 – Harmonic Motion (2 days)
Guiding Questions
Essential Pre-requisite Skills
 What is harmonic motion and how is it formed?
 How is energy transformed during harmonic motion?
 How are the amplitude, period and frequency of harmonic motion measured and
calculated?
The student can:
 Explore the characteristics of waves (IPC 5G)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Demonstrate simple harmonic motion (motion that repeats itself) using a large
pendulum in the front of the class (a basketball hanging from the ceiling works well).
What is happening to the energy in the pendulum as it swings back and forth?
When does potential energy change to kinetic energy and back to potential again?
What force causes the pendulum to swing back and forth? Does the motion of the
pendulum repeat over time? (7A)
 Or use a spring with a mass attached that bounces up and down to show harmonic
motion. What energy transformations occur as the mass bounces up and down?
Does the motion repeat over a period of time? (7A)
 Vibrations (such as those that come from simple harmonic motion) can cause waves
to form (7A)
 Note to teacher – only present simple harmonic motion as an introduction to wave
characteristics (do not cover Hooke’s law or harmonic motion in detail)
Explore
 Use the lab activity “Tick Tock”, p. 221 of the lab manual to explore harmonic
motion. What defines simple harmonic motion? What is the restoring force for a
pendulum? (7A, 2E)
 Or use Vernier: Physics with Calculators – “Simple Harmonic Motion”, p. 15-1 to
explore harmonic motion (7A, 2E)
 Measure the period of harmonic motion and convert the period into the frequency of
the motion. How are the period and frequency related? (7A, 7B)
 Use the Promethean Interactive White Board Flip Chart - “Waves Introduction”
Explain
 How does the length of the pendulum string affect the period or time of motion? (7A)
 How does the mass of affect the harmonic motion of a spring? (7A)
 What are some other forms of harmonic motion (motion that repeats itself) that we
see in everyday life? (7A)
 Does all harmonic motion have the similar characteristics (amplitude, period,
frequency)? (7A)
 Waves also have amplitude, period, and frequency because periodic vibrations of
matter or electrons cause them. (7A)
 What are the units for measuring period and frequency? (7A)
SAISD © 2010-11 – Third Grading Period
 Identify when the motion of an object repeats itself (the pendulum on a grandfather
clock, a student bouncing up and down on a trampoline, etc.)
 Describe the transformation of energy from potential to kinetic and back again in a
swinging pendulum
 Identify the forces that keeps a child on a swing moving back and forth in harmonic
motion
Work together in cooperative groups to explore harmonic motion
 Describe amplitude, period and frequency of harmonic motion
 Identify the restoring force that causes simple harmonic motion in a pendulum
(gravitation force)
 Use Marzano’s 6 steps for learning vocabulary to define the words associated with
harmonic motion and wave motion such as period, frequency, and amplitude.
 Define period, frequency, and amplitude in your science journal
 Describe some amusement park rides that demonstrate harmonic motion
 Identify the units used for period (seconds), frequency (Hertz), and amplitude
(meters)
Science – Conceptual Physics
Page 3 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
What do you do for students who need additional support?
Use the web site “Simple Harmonic Motion” to reinforce how frequency, period and
amplitude can be changed for a pendulum or spring in harmonic motion.
What do you do for students who master the learning quickly?
Allow students to further explore harmonic motion using springs and masses to identify
how the frequency and amplitude of an object in harmonic motion changes with spring
constant and the mass of the object. How is this reflected in the period of the oscillation
and the amplitude?
√ Check for student understanding
Elaborate
 Describe how the potential and kinetic energy of a pendulum or spring and mass
system change as the mass moves back and forth or up and down. Is this harmonic
motion? What is the restoring force in each situation? Where is the equilibrium
position? Why doe the motion not continue forever? What happened to the initial
energy of the system? Is energy conserved in harmonic motion? (7A)
 Does the length of the string affect the period and frequency of the pendulum? (7A)
Evaluate
 Define period, frequency and amplitude for an object in harmonic motion (7A)
 Measure or calculate frequency and period (7A, 3F)
 Calculate the length of a pendulum to give a specific period (7A, 3F)
 Describe how to adjust a Grandfather clock if it is running two fast or two slow (7A)
 Review conservation of energy and energy transformations
 Identify restoring forces and equilibrium positions
 Calculate the period when given frequency, or the frequency when given period
 Apply knowledge of harmonic motion to real world situations
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concepts
Content Vocabulary:
Vocabulary Card
 vibration
 harmonic motion
 periodic motion
 frequency
 amplitude
 period
 equilibrium position
 restoring force
Academic Vocabulary:
 examine
 identify
 propagate
 describe
 interpret
 demonstrate
 interactions
 implement
 express
 employ
SAISD © 2010-11 – Third Grading Period
Conceptual Physics
Chapter 25 (pp. 372-375)
 Section 25.1-25.2
Laboratories:
Lab Manual
“Tick Tock”, p. 221
Key Formulas
f=1
T
T=1
f
Period of a pendulum = 2 π √L/g
Vernier: Physics with Calculators – “Simple Harmonic
Motion”, p. 15-1
Problem Solving Exercises
11-1, 11-2
Science – Conceptual Physics
Page 4 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about the concept of vibrations to describe how it is related to the harmonic motion of an
object.
Identify words and phrases heard in a discussion about the vibration of various objects.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
A pendulum (Grandfather) clock is not keeping accurate time.
The clock is running too slow so the time keeps falling behind
the true time. The length of the pendulum can be adjusted on
the clock to make it run faster or slower. What adjustment
should be made to make this clock run faster?
None
A.
B.
C.
D.
Shorten the pendulum
Lengthen the pendulum
Increase the weight on the end of the pendulum
Decrease the weight on the end of the pendulum.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
An object of mass m is attached to a vertically mounted
spring that has a spring constant k. The object is
displaced from its equilibrium position and allowed to
oscillate. Assume that air resistance and friction are
negligible. To increase the frequency of the motion, one
could
A.
B.
C.
D.
E.
Answer - A
increase the amplitude of the motion
change to a spring with a greater spring constant
mount the spring horizontally
attach an object of greater mass
attach an object of the same mass but greater
density
Answer - B
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 5 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Wave Motion and Characteristics
CURRICULUM GUIDE
Week 1 – Lesson 2 – Wave Characteristics (3 days)
Guiding Questions
Essential Pre-requisite Skills
 What types of waves require a material (medium) to travel through, and what types
do not need a medium?
 How is the energy in a wave displayed in its amplitude?
 How do the vibrations of transverse and longitudinal waves differ?
 How are the speed, frequency and wavelength of a wave related and calculated?
The student can:
 Explore the characteristics of waves (IPC 5G)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 What is your favorite radio station? What frequency is that station? Radio waves
are an example of wave motion. Like harmonic motion, waves frequencies, periods,
and amplitude. (7B)
 Clap your hands together loudly. What type of wave did that create? Like radio
waves, can sound waves also have different frequencies (pitch)? (7B)
 Drop a marble in a tank or bowl of water. The waves created go out in all directions.
Water waves have the same characteristics that sound and radio waves have. (7B)
 All waves are caused by a disturbance or vibration of some type. (7A)
Explore
 Use a slinky or a rope to explore the characteristics of transverse waves including
amplitude, wavelength, period and frequency. What direction did the rope or slinky
vibrate compared to the direction that the wave moved? How could you measure
the wavelength, frequency and amplitude? (7B, 2E)
 Or use Active Physics, Communications, “Making Waves”, p. C4 to explore
transverse waves with a Slinky. (7B, 2E)
 Or use the web site “Transverse Waves” to explore the characteristics of waves.
(7B, 2E)
 Demonstrate the differences between transverse and longitudinal (compression)
waves using a slinky. How do the directions of the vibrations differ? How do we
measure the wavelength of each type or wave? (7C)
 Demonstrate how to measure wavelength and amplitude on both a transverse and
longitudinal waves. (7C)
 Calculate the velocity of waves given the frequency and wavelength. (7B, 3F)
 Use a slinky or a rope to explore interference between waves and reflection of
waves off of a boundary between two media. (7D)
Explain
 Discuss transverse and longitudinal (compression) waves? Light is a good example
of a transverse wave and sound is a good example of a longitudinal wave. How are
these types of wave different and the same? How do we measure wavelength and
amplitude on each type of wave? (7C)
 What are some real life examples of transverse and longitudinal waves? (7C)
SAISD © 2010-11 – Third Grading Period
 Describe the use of waves in everyday life (music, light, thunder, radio and TV,
telephones, etc)
 Think-pair-share about how waves are created by a vibration (the marble hitting the
water, the air vibrating from your clap)
 Review the concepts of period, frequency and amplitude from harmonic motion
 Use the Reading Comprehension process to read about wave characteristics in
Active Physics, Predictions, p. P128, “Describing Waves”
Work in groups to explore wave motion and characteristics
 Investigate and describe the period, frequency, wavelength, and amplitude of various
waves
 Discuss and identify the characteristics of transverse and longitudinal waves
 Demonstrate wave interference and the relationship between velocity, frequency and
wavelength
 Describe the affect of interference between waves
 Calculate the velocity of various waves using frequency, period and wavelength
 Identify examples of transverse and longitudinal waves
 Compare and contrast similarities and difference between transverse and longitudinal
waves
Science – Conceptual Physics
Page 6 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
What do you do for students who need additional support?
Use the web site Transverse Waves to review transverse waves. Draw and label the parts
of a transverse wave including amplitude, wavelength and frequency.
What do you do for students who master the learning quickly?
Allow students to explore standing waves (section 25.8 of the textbook, or the web site
“Standing Waves”. Journal about how standing waves are used to make sounds in
various musical instruments.
√ Check for student understanding
Elaborate
 Show how a marble dropped in a tub of water creates a wave. How is a pulse
different from a series of waves? (7A)
 Show the video clip “Superposition of waves” to demonstrate how waves interfere.
When two waves interfere, are the waves changed in any way? (7D)
 Use the web site “Earthquakes – Seismic Waves” to discuss the two part of an
earthquake wave. What kind of wave is the “S” wave? What kind of wave is the “P
wave? (7C)
Evaluate
 How are period, frequency and velocity related and calculated for waves? (7C, 3F)
 What are some examples of transverse and longitudinal waves? (7C)
 How do you measure the amplitude and wavelength on a transverse or longitudinal
wave? (7C)
How does the direction of the vibrations on a transverse wave differ from those on a
longitudinal wave? (7C)
 Discuss interference of radio or sound waves
Journal about how earthquakes form waves and how the different types of waves (S
and P Waves) travel at different speeds. How can scientists determine the epicenter of
an earthquake using the S and P waves?
 Demonstrate wave characteristics using a slinky and measure the amplitude,
frequency and wavelength of the waves they create.
 Calculate the velocity of waves given different information about the wave
 Describe the differences between transverse and longitudinal waves and give real life
examples of each
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concepts
Content Vocabulary:
Vocabulary Card
 wave speed
 frequency
 amplitude
 wavelength
 period
 interference
 constructive interference
 destructive interference
 transverse wave
 longitudinal wave
 pulse
 trough
 crest
 P waves
 S waves
SAISD © 2010-11 – Third Grading Period
Academic Vocabulary:
 examine
 identify
 propagate
 describe
 interpret
 demonstrate
 interactions
 implement
 express
 employ
Conceptual Physics
Chapter 25 (pp. 375-380)
 Section 25.3-25.7
Laboratories:
Active Physics
- Communication, p. C4, “Making Waves”
- Predictions, p. P128, “Describing Waves”
Key Formulas
f=1
T
T=1
f
V=fλ
Problem Solving Exercises
12-1
Science – Conceptual Physics
Page 7 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to understand
meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about sound waves to describe the characteristics of a wave.
Identify words and phrases heard in a discussion about motion of water waves.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
None Available
Answer J
Answer F
Additional TAKS Questions
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 8 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Wave Motion and Characteristics
Week 2 – Lesson 3 – Sound Waves, Resonance, and the Doppler Effect (5 days)
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills

 What type of wave is a sound wave (transverse or longitudinal)?
 Describe how the Doppler Effect causes a change in frequency when a train
passes by while blowing its whistle.
How does the speed of sound change in different materials like air, water, and
steel?
 What are ways that sound waves can be generated?
 What is resonance and how can it cause a wave to have a large amplitude?
The student can:
 Explore the characteristics of waves (IPC 5G)
 Explore the uses of energy including sound energy (5.6A)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Demonstrate how vibrations cause sound waves by clapping or shouting loudly.
What vibrates when a sound wave is made in the air? What material (medium)
does the sound travel through? Would the sound travel across the room if the air
was removed from the room? (7C)
 Show the video clip Sound Waves to introduce the concept. What are some
ways that sound waves are experienced in everyday life? (7C)
Explore
 Explore sound waves at different frequencies using tuning forks. (7C, 2E)
 Or Explore sound waves using Active Physics, Communication, p. C18, “Sounds
from Vibrating Air”. (7C, 2E)
 Take the front off of a stereo speaker to show students how the speaker vibrates
in and out to make sound waves. Can the speaker vibrate at different speeds to
create different sound waves? (7C, 2E)
 Open and close the classroom door to show how the air in the room can be
compressed and expanded like the speaker does. (7C, 2E)
 Use the web site Sound Waves to show how sound waves compare to a
transverse wave (like light). What direction do the vibrations of sound wave
occur? How is the sound transmitted to our ears? (7C)
 Read about the use of sound waves for medical procedures in Active Physics,
Medicine, p. M160. How has the use of ultrasound technology changed medical
procedures today? Do doctors have to conduct “exploratory surgery” to see
inside the human body? (7F)
 Explore resonance using identical tuning forks on sound boards to transfer the
vibrations from one fork to another. (7D)
Explain
 Discuss how vibrating objects create alternating areas of compression and
rarefaction to make sound waves (7A, 7C)
 How are the characteristics of waves represented in sound waves? Amplitude =
loudness, frequency = pitch, reflection = echo, etc. (7B, 7C)
SAISD © 2010-11 – Third Grading Period
 Discuss what causes sound waves and some ways we experience sound waves in
our lives.
 Describe why sound waves need a medium to travel through. Can sound waves
travel through the vacuum of space?
Work in cooperative groups to explore sound waves.
 Review the characteristics of longitudinal and transverse waves and how they
compare.
 Describe how sound waves are created in various real life situations, for example a
musical instrument, a car horn, a person’s voice. What material is made to vibrate in
each instance?
 List some ways that ultrasound is used in medicine for evaluating the health of a
patient.
 Describe amplitude, frequency, and reflection of sound waves in more commonly
used words (like loudness, pitch, echo).
 Discuss real world applications of the Doppler Effect such as a train passing by while
sounding its whistle, or an airplane breaking the sound barrier. How can a policeman
tell how fast you are traveling by using Doppler radar?
Science – Conceptual Physics
Page 9 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Describe the Doppler Effect and use the web site Doppler Effect to demonstrate
how the velocity of the sound source affects the frequency of the sound waves in
front and behind the source. What does the news station mean when it refers to
Doppler radar and how is it used to measure the wind inside a thunderstorm.
(8A, IPC 5B)
What do you do for students who need additional support?
Use the web site “Sound Waves and the Eardrum” to reinforce that sound waves are
longitudinal and cause the eardrum to vibrate in and out.
What do you do for students who master the learning quickly?
Read the article “Noise and Your Health”, p. 400 in the textbook. Journal about how
excessive sound levels can affect your hearing and what you might do to protect your
hearing.
Or use the web site “Resonance Lab” to further explore and journal about how
resonance occurs
√ Check for student understanding
Elaborate
 Discuss how the heat from a lightning strike causes air to compress and expand
creating thunder. Since sound travels slower than light, do you see the lightning
before you hear the thunder? (7C)
 Show the video clip “Interference and Beats” to demonstrate how sound waves
interfere (7C)
 Read about the Doppler Effect in Active Physics, Medicine, p. M166, “Doppler
Ultrasound” (7D)
 Show the video clip “Tacoma Narrows Bridge” to demonstrate the concept of
resonance (7D)
 Demonstrate resonance for a child being pushed on a swing set at a specific
frequency. Why does the child and swing only have one resonant frequency
while musical instruments have several resonant frequencies? (7D)
 Do sound waves reflect off of objects? What do we call this reflection of a sound
wave that causes us to here the sound again? (echo) (7D)
 Discuss sound levels using Active Physics, Medicine, p. M13, “Sound Levels”.
(7F)
Evaluate
 Calculate the speed of sound for real world situations such as sound echoing off
of a canyon wall and returning to the source. (3F)
 Describe how the frequency of a train whistle will change frequency as the train
passes by you. (7D)
 Describe how sound waves are created and transmitted through a medium.
(7A,7C)
 Calculate the speed of sound in real world situations.
 Discuss how resonance improves the sound from a musical instrument.
 Calculate the time it takes for a sound wave to bounce off a canyon wall and reflect
back to the listener.
 Discuss the decibel level of different sources of sound and the need to wear hearing
protection in much occupation.
Use the Reading Comprehension Process to read and journal about “Hearing Loss”
in Active Physics, Medicine, p. M7.
 Define amplitude, frequency and reflection in words that are normally used with sound
waves (intensity, pitch, echo)
 Calculate the speed of sound in different situations
 Unit Assessment on Wave Motion, Wave Characteristics and Sound Waves
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concepts
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 10 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Content Vocabulary:
Vocabulary Card
 Pitch
 Doppler Effect
 Resonance
 Ultrasound
 Echo
 Decibles
Academic Vocabulary:

examine

identify

propagate

describe

interpret

demonstrate

interactions

implement

express

employ
Key Formulas
Conceptual Physics
Chapter 25 (pp. 382-384)
 Section 25.9
Chapter 26 (pp. 390-400)
 Section 26.1-26.10
f=1
T
T=1
f
V=fλ
Laboratories:
Lab Manual, “Mach One”, p. 235
Vernier: Physics with Computers/Calculators
"Speed of Sound”, p. 24-1
Active Physics
- Communications, p. C18, “Sounds from Vibrating Air”
- Medicine, p. M7, “Hearing Loss”; p. M13, “Sound Levels”;
p. M158, “Medical Maps”, p. 166, “Doppler Ultrasound”
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to understand
meaning in English
ELPS 2c – learn new language structures, expressions, and basic
and academic vocabulary heard during classroom instruction and
interactions
ELPS Stems
Use what you know about the concept of sound to describe how it is reflected off of an object to create an echo.
Identify words and phrases heard in a discussion about the Doppler effect.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Sound waves can exhibit which of the following wave
properties?
I.
Interference
II.
Diffraction
III.
Refraction
A.
B.
C.
D.
E.
I only
II only
I and III only
II and III only
I, II and III
Answer - E
Answer - H
Additional TAKS Questions
Answer - D
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 11 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Light Waves
CURRICULUM OVERVIEW
Third Grading Period – Weeks 3-5 (15 Days)
Enduring Understandings (Big Idea)
Unit Rationale
Electromagnetic (light) waves come in many different frequencies and wavelengths, and are
used in many different real world applications. Humans can only see a fraction of the
electromagnetic spectrum, yet visible light waves provide vast amounts of information to our
brains.
Electromagnetic (light) waves provide vision, radio and television signals, cause
sunburns, and have vast applications in industry and medicine. Some object
produce light waves (the sun) and other objects reflect light waves (the moon).
Essential Questions
Guiding Questions
How are the frequencies and wavelengths different for various electromagnetic waves?
How is light reflected off of surfaces and refracted as it passes between different materials?
How much of the electromagnetic spectrum can we actually see?
What are some other forms of “light” waves that we cannot see but we use
everyday?
Why do some people say that light bends? Does light refract the same in all
materials? Which materials refract light the most?
TEKS (Standards)
TEKS Specificity - Intended Outcome
(7) Science concepts. The student knows the characteristics and behavior of waves.
The student is expected to:
Concepts
(A) examine and describe oscillatory motion and wave propagation in various types of
media;
(B) investigate and analyze characteristics of waves, including velocity, frequency,
amplitude, and wavelength, and calculate using the relationship between wavespeed,
frequency, and wavelength;
(C) compare characteristics and behaviors of transverse waves, including
electromagnetic waves and the electromagnetic spectrum, and characteristics and
behaviors of longitudinal waves, including sound waves;
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:
 describe different types of electromagnetic waves and their uses in everyday life
(7C)
 describe the wave characteristics of light waves including wavelength, frequency
and velocity 7B)
 list and describe ways that light waves are used in medicine and industry (7F)
 model the characteristics of light waves using a slinky or rope (7B)
 demonstrate things that light waves do like interfere with other waves, reflect off
of materials, refract when passing between materials, and can be polarized to
block out ½ or all of the light (7C, 7D)
 describe how lenses change the image of an object (7E)
 calculate the frequency or wavelength of light waves (7B)
 describe how light waves are used to improve health and communications (7F)
(D) investigate behaviors of waves, including reflection, refraction, diffraction,
interference, resonance, and the Doppler effect;
(E) describe and predict image formation as a consequence of reflection from a plane
mirror and refraction through a thin convex lens; and
(F) describe the role of wave characteristics and behaviors in medical and industrial
applications.
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 12 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Skills
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers for
reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and procedures,
 apply technology (such as a light sensor) to explore the characteristics of light
waves (2E).
 conduct investigations in a safe manner (2E)
 design and conduct investigations into the frequency and wavelength of light
waves (2E)
 manipulate equations to find a specific quantity (3F)
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions within and outside the classroom. The student is
expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including problems
requiring proportional reasoning and graphical vector addition
ELPS Student Expectations
ELPS Specificity - Intended Outcome
Science Standards
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based grade-level
vocabulary
 Use prior experiences to expand upon and to learn academic and social
vocabulary related to the use of light waves to see objects and transmit energy
(1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired vocabulary
(5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading
activities to gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
Evidence of Learning (Summative Assessment)
Given a picture of the electromagnetic spectrum, students can describe the difference in the waves based upon frequency or wavelength at least 80% of the time.
Given a set of Polaroid filters in different configurations, students can determine how much light is blocked at least 80% of the time.
Given a light wave striking a boundary between two materials, students can accurately identify when the light is being reflected or refracted at least 80% of the time.
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 13 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Light Waves
Weeks 3 & 4 – Lesson 1 – Light Waves, Reflection, and Polarization (10 days)
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 What are some sources of light waves and what are some objects that reflect light
waves?
 How is light reflected off of surfaces and refracted as it passes between different
materials?
 What happens when light waves are polarized and why can’t sound waves be
polarized?
 What are some uses for light waves that are not visible to humans?
 How are the frequencies and wavelengths different for various electromagnetic
waves?
The student can:
 Explore the characteristics of waves (IPC 5G)
 Explore the different wavelengths of light waves (8.8C)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Show the video clip Light to introduce the concept. Do we get more information
about the world around us from light waves or sound waves? What are some
sources of light waves in the world? Which do you think travels faster, light or
sound waves?(7A)
 Show the Electromagnetic Spectrum and discuss visible light compared to all the
other forms of electromagnetic waves. How much of the electromagnetic spectrum
can we actually see? What are some other forms of “light” waves that we cannot
see but we use everyday? Can you see the micro waves inside a microwave oven?
Are they higher or lower frequency than visible light? (7C)
Explore
 Review the characteristics of transverse waves. Light waves are transverse waves
that have both magnetic and electric fields. What direction do these fields vibrate as
the wave travels? (7C)
 Use the electromagnetic spectrum to explore the types of light waves and the
frequencies and wavelength of each type. Why can X rays penetrate the skin, but
visible light waves can’t? Do all light waves travel at the same speed (186,000
miles per second)? If the frequency of light waves gets bigger, does the wavelength
have to get smaller to maintain the same speed? (7C)
 Or explore the reflection of light waves using Active Physics, Communication, p.
C30, “Reflected Light. What can we say about the angle of incidence and the angle
of reflection of light waves that reflect off a boundary? (7C)
 Discuss the Law of Reflection and demonstrate it using flat mirrors and a laser
pointer or the web site Law of Reflection. How do objects in a flat mirror look like
the object in front? How do they look different? Are left and right reversed? (7D)
 Demonstrate Polarization of light waves using polarized filters or sunglasses. Use
the picket fence example to show how light can be polarized to cut out ½ of the
intensity. (7D)
SAISD © 2010-11 – Third Grading Period
 Think-pair-share about the many real life applications of electromagnetic waves.
 Review sound waves and compare them to light waves. Which waves are
transverse and which are longitudinal? How do their speeds compare?
 Discuss the difference and similarities of transverse and longitudinal waves. Does
light need a medium to travel through? Can light travel through the vacuum of
space?
 Identify different types of electromagnetic waves based upon their frequency and
wavelengths. Why can we get a sunburn from ultraviolet light but not from radio
waves?
 Use “ROYGBIF” to place visible light colors in their order from lowest to highest
frequency.
 Describe how polarization blocks ½ of the light passing through a polarized filter.
Could two polarized filters be arranged to block all of the light?
Science – Conceptual Physics
Page 14 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Show the video clip Polarized Light to reinforce the concept. Why can light waves
be polarized while sound waves cannot? (7D)
Explain
 Discuss sources of light (like the Sun) and objects that only reflect light (like the
Moon). (7D)
 Use a flashlight or laser to demonstrate and describe the law of reflection and how
to determine the angle of incidence and the angle of reflection. Does this law apply
to both smooth and rough surfaces? (7D)
 Use the web site “Visible Light” to discuss the difference in frequency and
wavelength of the colors of light contained in white light. (7C)
What do you do for students who need additional support?
Use the interactive web site “Electromagnetic Waves” to allow students to explore the
concepts of light waves by themselves.
What do you do for students who master the learning quickly?
Allow students to explore reflection of light using curved mirrors such as in the Quick
Lab, Curved Mirrors, on page 532 of the textbook. Does the Law of Reflection still apply
to curved mirrors? How can we predict how the light will reflect off the mirrors and where
it will focus? How are concave and convex mirrors different?
 List sources of light in the science journal and then list objects that only reflect light
from some other source.
 Does a ball bounce off a smooth wall at the same angle it went into the wall with?
Does light doe the same thing?
√ Check for student understanding
Elaborate
 Use the web site Polarization to show how only transverse waves can be polarized.
Why can’t sound waves be polarized? Can all light waves be polarized? (7D)
 Demonstrate a ball bouncing off the wall. How do you know what angle to bounce a
billiard ball off the bumper of a pool table to strike another ball? Does the angle
going into the bumper equal the angle coming out? (7D)
Evaluate
 Describe the types of waves that make up the electromagnetic spectrum and how
the different wave types are used in real life. (7C)
 Identify real life examples of reflection and polarization of light waves. (7D)
 Calculate the wavelength of light waves when given the frequency. Why don’t you
need to know the speed of light first? ( 3F)
 Polarized sunglasses block out ½ of the light entering your eye. How could you
block out all of the light using two sets of polarized sunglasses.
 List in order of frequency (low to high) the types of electromagnetic waves
 Identify when light is being reflected or polarized.
 Calculate the frequency or wavelength of various light waves
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concept
Content Vocabulary:
Vocabulary Card
 Reflection
 Angle of Incidence
 Angle of reflection
 polarization
 normal
 incident ray
 reflected ray
 diffraction
 electromagnetic spectrum
SAISD © 2010-11 – Third Grading Period
Academic Vocabulary:
 examine
 identify
 describe
 interpret
 demonstrate
 interactions
 implement
 symbolically
Conceptual Physics
Chapter 27 (pp. 404-416)
 Section 27.1-27.8
Chapter 29 (pp. 442-448)
 Section 29.1-29.5
Laboratories:
Active Physics
Communication, p. C30, “Reflected Light
Technology-Based Lab
“Polarization of Light”, p. 124
Problem Solving Exercises
13-1, 13-2
Science – Conceptual Physics
Key Formulas
c=fλ
Page 15 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about the reflection of light in a mirror to describe the law of reflection.
Identify words and phrases heard in a discussion about the polarization of a light wave.
Evidence of Learning
College-Readiness i.e.,
Formative Mini Assessment
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
Anticipated Skills for SAT/ACT/College
Board/Career/Life
A beam of light traveling through the air strikes the
surface of a material in which the speed of light is
different from what it is in the air. Which of the following
is true of the light as it passes into the new medium?
A.
B.
C.
D.
E.
The figure above shows a beam of light (incident beam)
traveling through air to the boundary between the air and
glass. The arrow that bounces off the glass back into the
air shows that the light is A
refracted
B
polarized
C
reflected
D
transmitted
Answer - C
SAISD © 2010-11 – Third Grading Period
The frequency changes but the wavelength
stays the same.
The wavelength changes but the frequency
stays the same
Neither the frequency nor the wavelength
changes
Both the frequency and the wavelength
change
Since the speed of light is a universal
constant, the speed in the new material is
the same as it was in air.
Answer - B
Answer J
Additional TAKS Questions
Science – Conceptual Physics
Page 16 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Light Waves
Week 5 – Lesson 2 – Refraction, Lenses and Total Internal Reflection (5 days)
Guiding Questions
Essential Pre-requisite Skills
 Why do light waves change speed and sometimes direction when traveling from
one material to another?
 What are some applications of refraction of light waves that help people see better?
 How can nearsighted and farsighted people both see better with glasses?
 How is light magnified in a telescope or microscope?
 How does light stay inside a fiber optic cable when the cable bends?
CURRICULUM GUIDE
The student can:
 Explore the characteristics of waves (IPC 5G)
 Explore the different wavelengths of light waves (8.8C)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Demonstrate the refraction of light waves with a penny in the bottom of a cup.
While pouring water into the cup students can see the penny through refraction of
the light waves. Why can we see the penny after the water is poured into the cup
but not before? (7D)
 Of demonstrate refraction of light with a laser and a tank of water. With a little milk
in the water, students can see the laser refract as it passes from the air to the
water. Does the laser light refract when the light goes directly into the water or only
when it strikes the water at an angle smaller than 90 degrees? (7D)
 What characteristic of light waves allows eyeglasses to improve someone’s vision?
(7D)
 Note to teacher: Do not spend a lot of time on ray diagrams for lenses.
Explore
 Explore refraction using the web site Refraction of Light to explore when light
refracts as it moves from water to air. (7D)
 Or use Active Physics, Communication, p. C43, “Refraction of Light”. (7D)
 Or use the lab manual “Thin Lens”, p. 263
 Why do some people say that light bends? Does light refract the same in all
materials? Which materials refract light the most? (7D)
 Apply Snell’s Law of refraction to various materials to see how they refract light?
(7D)
 Use the web site “Lenses and Vision” to discuss the different types of lenses that
can be used to refract light waves. What do converging (convex) lenses do as
compared to diverging (concave) lenses? Which lens is used to correct
nearsightedness? Which is used to correct farsightedness? (7D,7E)
 Think-pair-share about times when light seemed to “bend” so that an object was not
where it seemed to be (for example looking down into a pool of water, seeing a
mirage, seeing a bent spoon in a glass of water)
 Compare refraction with reflection in terms of what happens to the light wave.
Work in cooperative groups to explore the refraction of light
 Light does appear to bend sometimes. Journal about why this happens only when
light strikes a surface at an angle smaller than 90 degrees.
 Compare the index of refraction for different materials. What materials have the
highest index of refraction? What does this mean about how much the light is
refracted?
Journal about why does an optometrist need to know if you are nearsighted or
farsighted before he can determine what type of glasses or contact lenses you
need?
 Compare and contrast the refraction of light waves convex and concave lenses.
Explain
 Discuss real life examples of light refracting as it passes from air to water or water
to air. When does the light bend toward the normal and when does it bend away
from the normal? (7D)
SAISD © 2010-11 – Third Grading Period
 When a spoon is in a glass of water and the spoon looks bent, is this because of
refraction? When is the light refracting and how?
Science – Conceptual Physics
Page 17 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Discuss how refraction and reflection work together to create a rainbow or use the
web site “How are rainbows made” to show this concept. What are all the
processes that go into making a rainbow? (7D)
 Demonstrate how a pencil in a glass of water looks broken because of refraction.
(7D)
 Discuss index of refraction for different materials and how that determines the
amount of refraction. What are some materials with a high index of refraction?
What does that tell us? (7D)
 Discuss total internal reflection when light is reflected back into the same material.
Use the web site “Applications of Total Internal Reflection” to show how a diamond
and fiber optic cable use total internal reflection. When does total internal reflection
occur and why? How is total internal reflection critical to the operation of fiber optic
cables? Why do diamonds sparkle? (7D)

Can a coin at the bottom of a swimming pool appear to be in the wrong place?
What causes this?
 Discuss how total internal reflection would impact the view of the world from the
bottom of a swimming pool. Why would fiber optic cables not work without total
internal reflection?
What do you do for students who need additional support?
Use the web site Refraction of Light to reinforce the concept and then journal about how
it is applied in real life.
What do you do for students who master the learning quickly?
Have students investigate the Refraction of Sound Waves using this web site. Journal
about the following questions: Do sounds waves refract like light waves? Do they
reflect like light waves? Do they polarize like light waves.
√ Check for student understanding
Elaborate
 Use Active Physics, Communication, p. C49, “Effect of Lenses on Light” to further
investigate lenses. (7D, 7E)
 Use the web site Total Internal Reflection to discuss how it is used in optical fibers
to transmit information. Does everyone see a different rainbow? Why? (7D, 7F)
Evaluate
 Define refraction and how it occurs. (7D)
 Calculate the angle of refraction for different materials and situations. (7D, 3F)
 Describe the type of lenses and how the refract light waves. (7D, 7E)
 Calculate the angle of refraction for different materials. (7D)
List in the science journals all the ways lenses are used to refract light waves.
 Unit Assessment on Light Waves, Reflection, Refraction, and Polarization
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concepts
Content Vocabulary:
Vocabulary Card

Refraction

Index of Refraction

lenses

focal point

focal length

convex

concave

converging
SAISD © 2010-11 – Third Grading Period
Academic Vocabulary:

examine

identify

describe

interpret

demonstrate

interactions

implement

symbolically
Conceptual Physics
Chapter 29 (pp. 448-459)
 Section 29.4-29.12
Chapter 30 (pp. 463-476)
 Section 30.1-30.8
Laboratories:
Lab Manual, “Thin Lens”, p. 263
Key Formulas
Index of Refraction n = c
v
Snell’s Law
ni (sin Өi) = nr (sin Өr)
Critical Angle
sin Өc = nf
nr
Active Physics
Communication, p. C43, “Refraction of
Light”
Science – Conceptual Physics
Page 18 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.






Communication, p. C49, “Effect of Lenses
on Light”
Problem Solving Exercises
13-3, 14-1
diverging
total internal reflection
Snell’s Law
Nearsightedness
Farsightedness
Rainbows
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures,
expressions, and basic and academic vocabulary
heard during classroom instruction and interactions
ELPS Stems
Use what you know about the concept of refraction to describe how a light wave bends when it passes from water to air.
Identify words and phrases heard in a discussion about total internal reflection.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Formative Assessment Sample Question
TAKS Released Question
A beam of light is incident on a rectangular opening in the front of
a box, as shown in the side view above. The back of the box is
open. After passing through the box, the light is incident on a
screen. The following devices may be in the box, positioned as
shown.
Which device could produce a tiny spot of light on the screen?
The figure above shows a beam of light (incident
beam) traveling through air to the boundary
between the air and glass. The arrow that passes
into the glass on a different path from the original
light wave shows that the light is A
B
C
D
Answer – G
Additional TAKS Questions
refracted
polarized
reflected
transmitted
Answer - A
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 19 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Answer - A
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 20 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Electricity, Circuits and Electromagnetism
CURRICULUM OVERVIEW
Third Grading Period – Weeks 6-8 (15 days)
Enduring Understandings (Big Idea)
Unit Rationale
The discovery and application of electricity transformed the world, and electricity powers
most of our appliances and devices today. Electric circuits determine the path of electrical
charge and what items can be powered.
For students to understand how electricity flow through a circuit and the relationship
between current, voltage and resistance in various types of electric circuits.
Essential Questions
Guiding Questions
What is the relationship between the sizes of the charges, the distance between the
charges and the force between the charges?
How are current, voltage and resistance related in an electric circuit?
What are some real life examples of electric circuits in our houses, cars, and electronic
devices?
What are some real world applications of series and parallel circuits?
What are some ways we can create an electrostatic charge in an object?
Why do we use alternating current in our homes instead of direct current?
How do we combine resistors in a series or parallel circuit to find the equivalent
resistance?
What happens to the current in a series or parallel circuit as we add more resistors?
TEKS (Standards)
TEKS Specificity - Intended Outcome
(5) Science concepts. The student knows the nature of forces in the physical
world. The student is expected to:
Concepts
(A) research and describe the historical development of the concepts of
gravitational, electromagnetic, weak nuclear, and strong nuclear forces;
(C) describe and calculate how the magnitude of the electrical force between two
objects depends on their charges and the distance between them;
(D) identify examples of electric and magnetic forces in everyday life;
(E) characterize materials as conductors or insulators based on their electrical
properties;
(F) design, construct, and calculate in terms of current through, potential
difference across, resistance of, and power used by electric circuit elements
connected in both series and parallel combinations;
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
 Identify how two point charges attract or repel with an electrical force (5C)
 Analyze how changes the size of the two charges affects the electrical force
between them (5C)
 Analyze how changes in the distance between the point charges affects the force
between them (5C)
 Show how electricity can create a magnetic field (5G)
 Describe the flow of electricity through a circuit and the key components of that
circuit (5F)
 Use Ohm’s Law to analyze the current, voltage and resistance in an electric circuit
(5F)
 describe uses of electric and magnetic forces (5D)
 Compare and contrast series and parallel circuits and describe how they are used in
everyday life (5F)
(G) investigate and describe the relationship between electric and magnetic fields
in applications such as generators, motors, and transformers; and
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 21 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Skills
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
 design and conduct a investigations involving electric circuits and electromagnetism
(2E)
 conduct lab investigations in a safe manner (1A)
 manipulate equations to solve for the desired quantity (3F)
 apply technology (such as a voltage or current probe) to analyze electric circuits
(2E).
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted
theories to make predictions and solve problems mathematically, including problems
requiring proportional reasoning and graphical vector addition
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based gradelevel vocabulary
 Use prior experiences to expand upon and to learn academic and social vocabulary
related to the flow of electricity through a circuit (1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired vocabulary (5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading activities to
gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o VIII – I1: Discuss electric charge and electric force
o VIII – I2: Gain qualitative and quantitative understandings of voltage, current,
and resistance
o VIII – I3: Understand Ohm’s Law
o VIII – I7: understand magnetic fields and their relationship to electricity
o VIII – I8: Relate electricity and magnetism to everyday life
o
o
o
o
Describe how a the force of electric charge varies by distance and amount of charge
Calculate the current in an electrical circuit for a given voltage and resistance
Identify the differences between parallel and series circuits
Describe how electricity and magnetism are related
Evidence of Learning (Summative Assessment)
1. Given two point charges and the distance between them, students can determine the affect on the electric force between the charges when the distance is increased or reduced at
least 80% of the time correctly.
2. Given a simple electric circuit, students can use Ohm’s Law to analyze the circuit and determine the current flowing through the circuit at least 80% of the time correctly.
3. Given a series or parallel circuit, students can analyze the circuit to determine the current and voltage drop across each resistor in the circuit at least 80% of the time.
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 22 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Electricity, Circuits, and Electromagnetism
CURRICULUM GUIDE
Week 6 – Lesson 1 – Electric Force (4 days)
Guiding Questions
Essential Pre-requisite Skills
 What is an electrical force and how is it generated?
 What is the relationship between the sizes of the charges, the distance between the
charges and the force between the charges?
 What happens to the force between two charges when we double the distance between
them, or when we halve the distance between them?
The student can:
 demonstrate the relationship between electric and magnetic forces (IPC 5C)
 demonstrate that electricity can flow in a circuit and can produce hear, light,
sound (5th Grade Science – 5.6B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Demonstrate the electrostatic force that is created by friction (for example, running a
comb through your hair and picking up small pieces of paper). Which force is
stronger, gravitational or electrostatic? Have you ever experienced an electrostatic
shock (like when you walked across a carpet and touched a doorknob)? (6F)
 Rub a balloon against your shirt and stick it to the wall. What gave the balloon an
electrostatic charge? What force is holding the balloon against the wall? (6F)
Explore
 Have students explore electrostatic forces using the lab manual “Static Cling, on page
227. What are some ways we can create an electrostatic charge in an object? (5D)
 Discuss Coulomb’s Law for electrostatic forces or use the web site “Coulomb’s Law” to
demonstrate the relationship between charge, distance and force. How is this similar
to Newton’s Universal Law of Gravitation? Do they both follow the inverse square law
for distance? (5C)
 Demonstrate or explore how charge can be transferred by contact, induction, and
polarization. (5E)

Use the Promethean Interactive White Board Flip Chart - “Electrostatics”
Explain
 Use two magnets to show how opposite poles attract and like poles repel. Electric
forces between two charged particles act in much the same way. What would we
expect two positive charges to do (attract or repel)? What would two opposite charges
do? (5C)
 Review how the force of gravity gets less as the distance between the two masses
increases. Electric forces decrease in the same way. What was the inverse square
law for gravitational forces? (5C)
What do you do for students who did need additional support?
Use the web site “The Electric Force” to show the relationship between distance and the
force of attraction or repulsion of two electric charges.
What do you do for students who master the learning quickly?
Have student calculate the force of attraction between 3 positive charges placed in a right
triangle using the superposition principle as demonstrated on page 638 of the textbook.
SAISD © 2010-11 – Third Grading Period

“Think -Pair-Share” about how we get “shocked” from electrostatic charges in
everyday life.
Journal about the four fundamental forces in the universe (gravitational,
electromagnetic, strong nuclear, weak nuclear). How do we know that
electrostatic forces are stronger than gravitational forces?
Work in cooperative groups to explore electrostatic forces.

Compare and contrast Newton’s Universal Law of Gravitation with Coulomb’s
Law for electrostatic charges. Do they both depend on the distance between
the two masses or charges? Does the force change by the same factor as the
distance is increased or decreased? What do we mean by “inverse squared”
law?
 Use Marzano’s 6 Vocabulary Steps to learn the vocabulary associated with
electric force and electric current
Science – Conceptual Physics
Page 23 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
√ Check for student understanding
Elaborate
 Use the website “Lightning and Static Electricity” to investigate how electric charge can
be created. What moves when an electric charge (like lightning) flows from one object
to another? (5E)
 Use the Van De Graaph Generator to demonstrate electric charge and the effects of
electric charge. (5D)
Evaluate
 What is the charge of one electron? What does it mean that electric charge is
“quantized”? (5C)
 Calculate the change in electric force when the distance between two charged particles
is doubled. (5C)
 Discuss positive and negative charged objects and how they have too many or
too few electrons. How can you “ground” and objects so that its charge
becomes neutral?
 Calculate the change in Electrostatic force when the distance between the
charges is doubled or halved.
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concepts
Content Vocabulary:
Vocabulary Card
 electrostatic force
 electric field
 electric charge
 inverse square law
Academic Vocabulary:
 examine
 demonstrate
 identify
 interactions
 describe
 implement
 interpret
 symbolically
Conceptual Physics
Chapter 32 (pp. 500-514)
 Section 32.1-32.7
Laboratories:
Lab Manual
“Static Cling”, p. 227
Problem Solving Exercises
15-1
Key Formulas
Coulomb’s Law for Electric Force
Electric Force = Felectric = k q1 q2
r2
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
SAISD © 2010-11 – Third Grading Period
ELPS Stems
Use what you know about the concept of charge to describe the force of attraction or repulsion between two
charged particles.
Identify words and phrases heard in a discussion about the transfer of electric charge between various objects.
Science – Conceptual Physics
Page 24 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
A positive and a negative charge are placed near each other
and attract toward each other. If the distance between the
two charges is doubled, the force of attraction will be –
None
A.
B.
C.
D.
twice as great
½ as great
¼ as great
4 times as great
Answer - C
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
A known positive charge is located at point P as shown
above, between two unknown charges, Q1 and Q2. P is
closer to Q2 than Q1. If the net electric force acting on the
charge at P is zero, it may correctly be concluded that:
(A)
Both Q1 and Q2 are positive
(B)
Both Q1 and Q2 are negative
(C)
Q1 and Q2 have opposite signs
(D)
(E)
Q1 and Q2 have the same sign, but the
magnitude of Q1 is greater than the
magnitude of Q2
Q1 and Q2 have the same sign, but the
magnitude of Q2 is greater than the
magnitude of Q1
Answer - D
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 25 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Electricity, Circuits, and Electromagnetism
Week 7 – Lesson 2 – Current, Resistance, and Electric Circuits (6 days)
Guiding Questions
 What are the key parts to any electric circuit?
 How are current, voltage and resistance related in an electric circuit?
 What are some real life examples of electric circuits in our houses, cars, and
electronic devices?
 What are some of the sources of electricity that is produced in our state?
CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:
 demonstrate the relationship between electric and magnetic forces (IPC 5C)
 Investigate and compare series and parallel circuits (IPC 5F)
 Demonstrate that electricity can flow in a circuit and can produce hear, light,
sound (5th Grade Science – 5.6B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Use a simple circuit (battery, wires, switch and bulb) to demonstrate a complete
electric circuit. What is the function of each part of the circuit? Why do we need
each part of the circuit to make the light work? (5F)
 Discuss the many ways we use electricity in our lives (home, cars, business, school,
athletics, etc.) (5D)
 Note to teacher: Do not spend much time on the symbols used to draw electric
circuits.
Explore
 Explore electric circuits using the lab manual “Ohms Sweet Ohms”, p. 285. (5F)
 Discuss the relationship between current, voltage and resistance reflected in Ohm’s
Law (5F)
 Use Ohm’s Law to calculate the current flowing in a simple circuit when the voltage
source and resistance are known. What happens to the current when we increase
the resistance of the light bulb? What happens to the current when we increase the
voltage of the batteries? (5F)
 Discuss the parts of an electric circuit and the role of each part.
 List the different ways that we use electricity everyday in the science journal
 Review the vocabulary associated with a simple electric circuit
Work in cooperative groups to explore simple circuits and the relationship
between current, voltage, and resistance.
 Use Ohm’s Law to calculate the current in a simple electric circuit when given
the voltage and resistance
 Describe how current, voltage and resistance are related
 Use the Promethean Interactive White Board Flip Chart - “Introduction to Voltage,
Current and Resistance”
 Use the Promethean Interactive White Board Flip Chart - “Parts of a Circuit”
Explain
 Describe the key components of any electric circuit. What is the role of each part of
the circuit? What units are used for current, voltage and resistance? (5F)
 Describe the effect of putting a higher wattage bulb in a light fixture in your house.
Does the new bulb require more voltage or more current? What are the voltage and
current in a typical household circuit? (110 volts and 15 amps) (5F)
What do you do for students who need more support?
Use the web site “Simple Electric Circuits” to allow students to build their own circuits and
investigate what make a circuit complete or why a circuit will not function.
SAISD © 2010-11 – Third Grading Period
 Describe on electric circuit in your home or car and the parts of that circuit.
 Discuss Ohm’s law and how it relates current, resistance and voltage. What
happens to the current in a circuit if the resistance is doubled but the voltage
remains constant?
Journal about superconductivity and how it is used in the world today or how it
may be used in the future.
Science – Conceptual Physics
Page 26 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
What do you do for students who master the learning quickly?
Allow students to explore direct and alternating current using section 34.7 of the textbook
or the web site “Alternating current and Direct current”. Journal about the advantages and
disadvantages of each type of current. Why do we use alternating current in our homes
instead of direct current?
√ Check for student understanding
Elaborate
 Use the web site “What is the Difference between Fuses and Circuit Breakers” to
how these devices use used to limit the amount of current flowing through a circuit.
(5F)
 Use Active Physics, Home, p. H55, “Load Limit” to investigate fuses and circuit
breakers. (5F)
 Discuss “superconductivity” and how it can be used to improve the power of
electrical devices. (5D)
Evaluate
 Calculate the current in a simple circuit with one resistor and one voltage source
using Ohm’s law. (5F)

Draw a simple electric circuit and label the parts.

Use Ohm’s law to analyze simple electric circuits
Refer back to the Guiding Questions to assess students' knowledge of the
lesson/concepts
Content Vocabulary:
Vocabulary Card
 current
 voltage
 resistance
 circuit
 induction
 superconductivity
Academic Vocabulary:
 examine
 identify
 describe
 interpret
 demonstrate
 interactions
 implement
 symbolically
Conceptual Physics
Chapter 34 (pp. 531-538)
 Section 34.1-34.6
Chapter 35 (pp. 548-550)
 Section 35.1-35.2
Key Formulas
I=ΔQ
Δt
V=IR
Laboratories:
Lab Manual
“Ohm Sweet Ohm”, p. 285
“Spark the Electrician”, p. 299
Active Physics
Home, p. H55, “Load Limit”
Problem Solving Exercises
16-1, 16-2, 16-3
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
SAISD © 2010-11 – Third Grading Period
ELPS Stems
Use what you know about the concept of electricity to describe how the parts of an electric circuit work together.
Identify words and phrases heard in a discussion about Ohms law for the flow of electricity.
Science – Conceptual Physics
Page 27 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
College-Readiness
Anticipated Skills for SAT/ACT/College
Board/Career/Life
An electric current in a copper wire is the result of
the motion of which of the following?
A.
B.
C.
D.
E.
Copper Atoms
Copper oxide molecules
Protons
Electrons
Neutrons
Answer - D
Answer - C
Additional TAKS Questions
Answer - A
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 28 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Electricity, Circuits, and Electromagnetism
Week 8 – Lesson 3 – Analyzing Series and Parallel Circuits, Electromagnetism (5 days)
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills





 demonstrate the relationship between electric and magnetic forces (IPC
What is a series circuit and how do current, voltage and resistance interact within that circuit?
What is a parallel circuit and how do current, voltage and resistance interact within that circuit?
What are the advantages of a parallel circuit over a series circuit?
What are some real world applications of series and parallel circuits?
How are electricity and magnetism related and how does an electromagnet work?
5C)
 Investigate and compare series and parallel circuits (IPC 5F)
 Demonstrate that electricity can flow in a circuit and can produce hear,
light, sound (5th Grade Science – 5.6B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction
Engage
 Use an old set of Christmas lights to demonstrate what happens when a bulb goes out in a
series circuit. Does this happen with the new Christmas lights you buy today? Does this
happen in your house? (5F)
 Or set up a series circuit and show students what happens when you add another bulb or
remove a bulb. Does this happen in your house? (5F)
 Demonstrate an electromagnet to show the relationship between magnetism and electricity.
How can we increase the strength of the electromagnet? Does the electromagnet stay strong
after the battery is removed from the circuit? (5G)
Explore
 Use the web site Simple Series Circuits to review how to analyze the resistance and current
using Ohms Law. (5F)
 Calculate the current in a series circuit with more than one resistor. How do we combine
resistors in series to find the equivalent resistance? What happens to the current in a series
circuit as we add more resistors? (5F, 3F)
 Use the web site Simple Parallel Circuits to review how to analyze the resistance and current
using Ohms Law. (5F)
 Calculate the current in a parallel circuit with more than one resistor. How do we combine
resistors in parallel to find the equivalent resistance? What happens to the current in a parallel
circuit as we add more resistors? (5F, 3F)
 Build electromagnets using wire, nails and batteries. What are the factors that determine how
strong the electromagnet is? (5G)
 Review magnetic forces and the attraction and repulsion of poles on a magnet. When do
magnets attract? When do they repel? (6G)
 Read and discuss in Communication, p. C74, “The Electricity and Magnetism Connection”
about the magnetic forces caused by current carrying wires, and current flowing through a wire
loop. (5D)
 Use the Promethean Interactive White Board Flip Chart - “Series and Parallel Circuits”
Explain
 A simple circuit requires certain parts for electricity to flow. What parts must be in any circuit?
(5F)
SAISD © 2010-11 – Third Grading Period
 Discuss what a complete circuit is and how on light bulb burning out in a
series circuit can stop the flow of electricity.
 Review magnetic forces and how electricity and magnetism are related
Work in cooperative groups to explore series and parallel circuits
 Calculate resistance and current in series and parallel circuits.
 Describe how the electrical appliances in a house would be different if
the house were wired in series.
 Construct series and parallel circuits and predict what will happen as
more resistors are added
 Construct simple electromagnets and determine the effect of increasing
the voltage of the battery or the number of wires around the nail.
Science – Conceptual Physics
Draw and simple circuit in the science journal and identify the key
parts with their function
Page 29 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Ohm’s Law defines the relationship between current, voltage, and resistance. How can we
use Ohm’s Law to solve for one of the three variables if two of them are known? If the current
is increased in a circuit, will that affect how long the battery lasts? (5F)
 Physicists used to talk about two separate forces – Electric Force and Magnetic Force. Why is
it more appropriate to call them electromagnetic forces? (5G)
What do you do for students who need additional support?
Start with a simple circuit with one resistor. Add another resistor in series to visualize the effect.
Go back to the one resistor circuit then add a second resistor in parallel to visualize the effect.
Summarize in the science journal the differences between series and parallel circuits. Which type
of circuit would you rather have in your house and why?
What do you do for students who master the learning quickly?
Allow students to explore various combinations of batteries in series and parallel and light bulbs in
series and parallel. Use Ohm’s law to calculate the current flow in each student designed circuit.
 Describe how Ohm’s Law can be used to solve for the current in a series
or parallel circuit
 Is the circuit in your house a series or parallel circuit? Do all the lights
dim in the house when you turn on another light or appliance? Why do
the circuits in your house need fuses or circuit breakers?
√ Check for student understanding
Elaborate
 As we add resistors to a parallel circuit, the current in the wires increases. What devices are
used in our homes to ensure that we don’t draw too much current through a wire? Why don’t
we need circuit breakers or fuses in a series circuit? (5F)
 Batteries can also be placed in series or parallel. In series, the voltages add together. In
parallel the most voltage is that of the strongest battery. How are batteries aligned in most toys
or devices we use and why? Why should you put the batteries in parallel when jump starting a
car? (5F)
 Use the Promethean Interactive White Board Flip Chart - “Jump Starting a Car”
Evaluate
 Apply Ohm’s Law to calculate the current in a simple circuit series or parallel circuit and the
voltage drop across each resistor. (5F)
 Compare and contrast series and parallel circuits in terms of current flow, voltage, and
usefulness. (5F)
 Describe how to increase the strength of an electromagnet. (5G)
 Compare and contrast series and parallel circuits in terms of voltage
used, current flow, total resistance, intensity of the light bulbs, and time
that the electrical source (battery) will last.
Work in cooperative groups to explore how batteries function in
when connected in series and parallel
 Describe real world applications of electric circuits
 Analyze the current flow in series and parallel circuits
 Unit Assessment on Electricity
Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts
Content Vocabulary:
Vocabulary Card
 Series circuit
 Parallel circuit
 equivalent resistance
 electromagnetism
Academic Vocabulary:
 examine
 identify
 describe
 interpret
 demonstrate
 interactions
 implement
 symbolically
Conceptual Physics
Chapter 35 (pp. 550-558)
 Section 35..3-35.7
Chapter 37 (pp. 577-579)
 Section 37.1
Key Formulas
Laboratories:
Lab Manual
“Cranking Up”, p. 293
Parallel Circuit - Total current = I1 + I2
Active Physics
- Communication, p. C74, “The Electricity
and Magnetism Connection”
- Home, p. H93, “Electromagnets”
Series Circuit – Total voltage = V1 + V2
Equivalent Resistance = R1 + R2
1 =1 +1
Req R1 R2
Problem Solving Exercises 16-4
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 30 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about electric circuits to describe the differences between series and parallel circuits.
Identify words and phrases heard in a discussion about electromagnetism.
Evidence of Learning
College-Readiness
Formative Mini Assessment
TAKS Benchmarks
Formative Assessment Sample Question
TAKS Released Question
Anticipated Skills for SAT/ACT/College
Board/Career/Life
Two resistors are connected in parallel. Two other
resistors are also connected in parallel. The two
sets of resistors are the connected into a series
circuit. What is the total resistance of the complete
circuit?
A.
B.
C.
D.
E.
R/4
R/2
R
2R
4R
Answer - C
Answer - F
Additional TAKS Questions
Answer - J
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
Page 31 of 32
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Conceptual Physics
Unit of Study: Assessment Week
CURRICULUM GUIDE
Third Grading Period – Week 9
Guiding Questions
Essential Pre-requisite Skills
At end of a grading period, a formal assessment is part of the overall learning process.
All content covered during the third grading period is subject to evaluation.
Evaluation of learning in an ongoing process.
The Teaching and Learning Plan
Concepts
Instructional Model & Teacher Directions
The teacher will…
So students can…
 Review biology concept testable on the TAKS and demonstrate learning of
Review Physics content as needed
current content
Review biology concept of Symbiosis
TEKS 12B - interpret interactions among organisms exhibiting predation, parasitism,
commensalism, and mutualism.
Skills
Conduct a formal mini-assessment (FMA)
Review science process skills as need and conduct a formal mini-assessment
(FMA)
Evidence of Learning (Summative Assessment)
Given a written assessment document, students will obtain a score of at least 80% or higher.
SAISD © 2010-11 – Third Grading Period
Science – Conceptual Physics
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.