Download Physics CP Scope and Sequence

Physics Pre-AP/Physics CP
Introduction and mathematics review/ Kinematics – One dimension. Approximate Time: 3 weeks. 1st 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should make measurements:
 Using scientific instruments
 Distinguishing between precision and accuracy
 Using correct number of significant digits
Students should use dimensional analysis for
converting quantities from one unit to another.
Students should understand motion of objects moving
in one dimension with a constant speed.
1A, 2A, 3A, 4A,
1B, 2B, 3B, 4B,
2C, 3C, 2E, 3E,
4E.
Measurements
Accuracy/precision
Dimensional analysis
Significant figures
Algebra review
Suggested
Resources
Chapter 1 and 2
Assessments
TAKS
Objectives
1,5
Constant speed in one dimension -- Horizontal
motion.
Constant acceleration in one dimension -Horizontal motion.
Students should understand the special case of
motion with constant acceleration so that they can
use the equations v = v0 + at, x = x0 + v0t + at2/2,
and v2 - v02 = 2a(x - x0) to solve problems involving
one-dimensional motion with constant acceleration.
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Physics Pre-AP
Kinematics – One dimension (Continuation)/Motion graphs. Approximate Time: 3 weeks. 2nd 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should understand the special case of
vertical motion under the constant acceleration
resulting from the gravitational force.
Students should understand the general relationships
among position, velocity, and acceleration for the
motion of a particle along a straight line so that
given a graph of one of the kinematic quantities,
position, velocity, or acceleration, as a function of
time, they can recognize in what time intervals the
other two are positive, negative, or zero, and can
identify or sketch a graph of each as a function of
time.
1A, 2A, 3A,
4A,
1B, 2B, 3B,
4B, 2C, 3C,
2E, 3E, 4E.
Constant acceleration in one dimension -Vertical motion. Free fall
Suggested
Resources
Chapter 2
Assessments
TAKS
Objectives
1,5
Motion graphs
2
Physics Pre-AP
Vectors/Kinematics – Two dimensions. Approximate Time: 3 weeks. 3rd 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should know how to deal with
displacement and velocity vectors so they can:
 Calculate the component of a vector along a
specified axis, or resolve a vector into
components along two specified mutually
perpendicular axes.
 Add vectors in order to find the net
displacement of a particle that undergoes
successive straight-line displacements.
 Subtract displacement vectors in order to find
the location of one particle relative to another,
or calculate the average velocity of a particle.
 Add or subtract velocity vectors in order to
calculate the velocity change or average
acceleration of a particle, or the velocity of one
particle relative to another.
Students should understand the motion of projectiles
in a uniform gravitational field so they can:
 Write down expressions for the horizontal and
vertical components of velocity and position as
functions of time.
 Use these expressions in analyzing the motion
of a projectile that is projected above level
ground with a specified initial velocity.
1A, 3A, 4A,
3B, 4B, 2C,
3C, 4E.
Addition/Subtraction
Resolution
Suggested
Resources
Chapter 3
Assessments
TAKS
Objectives
1,5
Projectile motion
3
Physics Pre-AP
Newton’s Laws/Free body diagrams. Approximate Time: 3 weeks. 4th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should understand Newton’s Laws of
Motion so that they can give examples of their
application.
Students should understand how Newton's Second
law, F = ma, applies to a body subject to forces such
as gravity, the pull of strings, or contact forces so
they can:
 Draw a well-labeled diagram showing all real
forces that act on the body.
 Write down the vector equation that results
from applying Newton's Second Law to the
body, and take components of this equation
along appropriate axes.
 Analyze situations in which a particle remains
at rest, or moves with constant velocity, under
the influence of several forces.
1A, 3A, 4A,
6A, 3B, 4B,
2C, 3C, 4C,
3D, 4D, 2E,
3E, 6A.
Newton’s Laws of motion
Center of mass
Free body diagrams
Objects in equilibrium and nonequilibrium
Suggested
Resources
Chapter 4
Assessments
TAKS
Objectives
1,5
Students should understand the significance of the
coefficient of friction so they can:
 Write down the relationship between the
normal and frictional forces on a surface.
 Analyze situations in which a body slides down
a rough inclined plane or is pulled or pushed
across a rough surface.
4
Physics Pre-AP
Circular motion/Law of Universal Gravitation/Rotational equilibrium/SHM Approximate Time: 3 weeks. 5th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Suggested
Resources
Students should understand the uniform circular
1A, 2A, 3A,
Uniform circular motion
Chapter 7,
motion of a particle so they can:
6A, 3B, 4B,
Law of Universal Gravitation
Chapter 8
6B, 2C, 4C,
Rotational equilibrium
Chapter 12
 Analyze motion in a horizontal circle (e.g.,
3E, 2F
Center of mass
mass on a rotating merry-go-round, or car
Torque
rounding a banked curve).
Simple Harmonic Motion
 Analyze motion in a vertical circle (e.g., mass
swinging on the end of a string, cart rolling
down a curved track, rider on a Ferris wheel).
Students should know Newton's Law of Universal
Gravitation so they can:
 Determine the force that one spherically
symmetrical mass exerts on another.
 Determine the strength of the gravitational field
at a specified point outside a spherically
symmetrical mass.
Assessments
TAKS
Objectives
1,5
Students should understand the motion of a body in
orbit under the influence of gravitational forces.
Students should understand the concept of torque so
they can:
 Calculate the magnitude and sense of the torque
associated with a given force.
 Calculate the torque on a rigid body due to
gravity.
Students should be able to analyze problems in
statics so they can:
 State the conditions for translational and
rotational equilibrium.
 Apply these conditions in analyzing the
equilibrium of a rigid body.
Students should be able to apply their knowledge of
simple harmonic motion to the case of a pendulum,
so they can:
 Apply the expression for the period of a simple
pendulum.
 State what approximation must be made in
deriving the period.
5
Physics Pre-AP
Circular motion/Law of Universal Gravitation/Rotational equilibrium/SHM Approximate Time: 3 weeks. 5th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Suggested
Resources
Assessments
TAKS
Objectives
6
Physics Pre-AP
Work/Energy/Power/Springs/Momentum/Fluids. Approximate Time: 3 weeks. 6th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should understand the definition of work
so they can calculate the work done by a force on an
object.
Students should understand the work-energy
theorem so they can calculate the change in kinetic
energy or speed which results from performing a
specified amount of work on a body.
Students should understand the concept of potential
energy so they can write an expression for the
potential energy stored in a stretched or compressed
spring and calculate the potential energy of a single
body in a uniform gravitational field.
1A, 3A, 5A, 6A,
2B, 3B, 5B, 2C,
3C, 4C, 5C, 5D,
3E, 2F.
Work/Energy/Power
Springs
Conservation of Mechanical Energy
Impulse
Conservation of momentum (angular and
rotational)
Collisions
Pressure
Static
Moving fluids
Suggested
Resources
Chapter 5,
Chapter 6,
Chapter 9
Assessments
Students should understand conservation of energy
so they can:
 Identify situations in which mechanical energy
is or is not conserved.
 Apply conservation of energy in analyzing the
motion of bodies that are moving in a
gravitational field.
Students should understand the definition of power
so they can calculate the rate at which work is done
on or by an object.
Students should understand impulse and linear
momentum so they can:
 Relate mass, velocity, and linear momentum for
a moving body, and calculate the total linear
momentum of a system of bodies.
 Relate impulse to the change in linear
momentum and the average force acting on a
body.
Students should understand linear momentum
7
Physics Pre-AP
Work/Energy/Power/Springs/Momentum/Fluids. Approximate Time: 3 weeks. 6th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Suggested
Resources
Assessments
conservation so they can analyze collisions in one or
two dimensions to determine unknown masses or
velocities.
Students should understand the relationship between
depth, density, and pressure for a fluid.
 Students should understand Archimedes’
Principle and buoyancy.
 Students should relate fluid flow to pipe size.
 Students should be able to give examples of
Bernouilli’s Principle.
8
Physics Pre-AP
Thermodynamics/Waves/Optics Approximate Time: 3 weeks. 7th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should understand heat transfer.
Students should know how to apply the first law of
thermodynamics so they can relate the heat
absorbed by a gas, the work performed by the gas,
and the internal energy change of the gas for any of
the processes above.
7A, 7B, 1A, 3A,
4A, 8A, 2B, 3B,
5B, 8B, 9B, 2C,
3C, 4C, 8C, 3E,
2F.
Temperature/Heat/Hot
Kinetic molecular theory
Three laws of thermodynamics
Heat transfer
Nature of waves
Motion
Characteristics
Types
Suggested
Resources
Chapter 10,
Chapter 11,
Chapter 12,
Chapter 13
Assessments
TAKS
Objectives
1,5
Students should understand the second law of
thermodynamics and the concept of entropy.
Students should understand the description of waves
so they can:
 Sketch or identify graphs that represent
traveling waves and determine the amplitude,
wavelength, and frequency of a wave from such
a graph.
 State and apply the relation among wavelength,
frequency, and velocity for a wave.
 Sketch or identify graphs that describe
reflection of a wave from the fixed or free end
of a string.
9
Physics Pre-AP
Waves/Optics. Approximate Time: 3 weeks. 8th 3 weeks
Essential Learning Outcomes
TEKS
Students should understand the physics of standing
waves (superposition and interference) so they can:
 Sketch possible standing wave modes for a
stretched string that is fixed at both ends, and
determine the amplitude, wavelength, and
frequency of such standing waves.
 Describe possible standing sound waves in a
pipe that has either open or closed ends, and
determine the wavelength and frequency of
such standing waves.
7A, 7B, 1A, 3A,
4A, 8A, 2B, 3B,
5B, 8B, 9B, 2C,
3C, 4C, 8C, 3E,
2F.
Topics (not in sequential order)
Light
Interference
Speed of sound
Doppler effect
Resonance. Fundamental frequencies on
pipes (open and closed)
Suggested
Resources
Chapter 13,
Chapter 15,
Chapter 16
Assessments
TAKS
Objectives
1,5
Students should understand the Doppler effect for
sound so they can explain the mechanism that gives
rise to a frequency shift.
Students should understand the principles of
reflection and refraction so they can:
 Determine how the speed and wavelength of
light change when the light passes from one
medium into another.
 Show on a diagram the directions of reflected
and refracted rays.
 Use Snell's Law to relate the directions of the
incident ray and the refracted ray, and the
indices of refraction of the media.
 Identify conditions under which total internal
reflection will occur.
10
Physics Pre-AP
Waves/Optics. Approximate Time: 3 weeks. 9th 3 weeks
Essential Learning Outcomes
TEKS
Students should understand image formation by
plane or spherical mirrors so they can:
 Relate the focal point of a spherical mirror to its
center of curvature.
 Given a diagram of a mirror with the focal
point shown, locate by ray tracing the image of
a real object and determine whether the image
is real or virtual, upright or inverted, enlarged
or reduced in size.
Students should understand image formation by
converging or diverging lenses so they can:
 Determine whether the focal length of a lens in
increased or decreased as a result of a change in
the curvature of its surfaces or in the index of
refraction of the material of which the lens is
made or the medium in which it is immersed.
 Determine by ray tracing the location of the
image of a real object located inside or outside
the focal point of the lens, and state whether the
resulting image is upright or inverted, real or
virtual.
 Use the thin lens equation to relate the object
distance, image distance, and focal length for a
lens, and determine the image size in terms of
the object size.
1A, 3A, 4A, 8A,
2B, 3B, 5B, 8B,
9B, 2C, 3C, 4C,
8C, 3E, 2F.
Topics (not in sequential order)
Light
Nature--Wave/Particle
Electromagnetic spectrum
Behavior
Reflection, refraction, polarization,
dispersion
Mirrors/Lenses
Electrostatics
Charging --Friction/induction/conduction
Coulomb’s law
Electric Fields
Capacitors
Suggested
Resources
Chapter 14,
Chapter 15,
Chapter 17,
Chapter 18
Assessments
TAKS
Objectives
1,5
Students should understand the difference between
conductors and insulators.
Students should be able to describe methods used to
charge objects.
Students should understand the concept of electric
field so they can:
 Define it in terms of the force on a test charge.
 Calculate the magnitude and direction of the
force on a positive or negative charge placed in
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Physics Pre-AP
Waves/Optics. Approximate Time: 3 weeks. 9th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Suggested
Resources
Assessments
TAKS
Objectives
a specified field.
Interpret field lines in terms of direction and
relative strength.
 Analyze the motion of a particle of specified
charge and mass in a uniform electric field.
 Students should understand induced charge and
electrostatic shielding.
Students should understand Coulomb's Law and the
principle of superposition so they can:
 Determine the force that acts between specified
point charges, and describe the electric field of
a single point charge.
 Use vector addition to determine the electric
field produced by two or more point charges.

Students should know the potential function for a
point charge so they can:

Determine the electric potential in the vicinity
of one or more point charges.
12
Physics Pre-AP
Electricity and magnetism. Approximate Time: 3 weeks. 10th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should understand the definition of electric
current so they can relate the magnitude and
direction of the current in a wire to the rate of flow
of positive and negative charge.
Students should understand conductivity, resistivity,
and resistance so they can:
 Relate current and voltage for a resistor.
 Describe how the resistance of a resistor
depends upon its length and cross-sectional
area.
1A, 3A, 8A, 1B,
2B, 3B, 5B, 6B,
8B, 8A, 2C, 3C,
6C, 3E, 6E, 6F,
2F.
Current-Electricity
Potential difference (voltage)
Current
Resistance
Power/Energy
Circuits
Series
Parallel
Simple combinations
Suggested
Resources
Chapter 17,
Chapter 18,
Chapter 19,
Chapter 20
Assessments
TAKS
Objectives
1,5
Students should understand the behavior of series
and parallel combinations of resistors so they can:
 Calculate the equivalent resistance of two or
more resistors connected in series or in parallel,
or of a network of resistors that can be broken
down into series and parallel combinations.
 Calculate the voltage, current, and power
dissipation for any resistor in such a network of
resistors connected to a single battery.
 Design a simple series-parallel circuit that
produces a given current and terminal voltage
for one specified component, and draw a
diagram for the circuit using conventional
symbols.
Students should be able to apply Ohm's Law to
direct-current circuits in order to determine a single
unknown current, voltage, or resistance.
13
Physics Pre-AP
Electricity and magnetism--Continuation. Approximate Time: 3 weeks. 11th 3 weeks
Essential Learning Outcomes
TEKS
Topics (not in sequential order)
Students should understand the force experienced
by a charged particle in a magnetic field so they
can:
 Calculate the magnitude and direction of the
force in terms of q, v, and B, and explain why
the magnetic force can perform no work.
 Deduce the direction of a magnetic field from
information about the forces experienced by
charged particles moving through that field.
 State and apply the formula for the radius of the
circular path of a charge that moves
perpendicular to a uniform magnetic field
Students should understand the force experienced
by a current in a magnetic field so they can:
 Calculate the magnitude and direction of the
force on a straight segment of current-carrying
wire in a uniform magnetic field.
 Indicate the direction of magnetic forces on a
current carrying loop of wire in a magnetic
field, and determine how the loop will tend to
rotate as a consequence of these forces.
Students should understand the concept of magnetic
flux so they can calculate the flux of a uniform
magnetic field through a loop of arbitrary
dimensions.
Students should recognize situations in which
changing flux through a loop will cause an induced
emf or current in the loop.
1A, 2A, 3A, 2B,
3B, 5B, 6B, 8B,
2C, 3C, 5D, 6D,
6E, 6F, 2F.
Magnetism
Nature
Force on moving charges and wires
Right hand rules
Electromagnetic induction
motors, generators and transformers
Suggested
Resources
Chapter 21,
Chapter 22
Assessments
TAKS
Objectives
1,5
14
Physics Pre-AP
Modern Physics. Approximate Time: 3 weeks. 12th 3 weeks
Essential Learning Outcomes
TEKS
Students should know the properties of photons and
understand the photoelectric effect so they can:
 Relate the energy of a photon in joules or
electron-volts to its wavelength or frequency.
 Relate the linear momentum of a photon to its
energy or wavelength, and apply linear
momentum conservation to simple processes
involving the emission, absorption, or reflection
of photons.
 Describe a typical photoelectric effect
experiment, and explain what experimental
observations provide evidence for the photon
nature of light.
Students should understand the concept of energy
levels for atoms so they can:
 Calculate the energy or wavelength of the
photon emitted or absorbed in a transition
between specified levels, or the energy or
wavelength required to ionize an atom.
Students should understand the significance of the
mass number and charge of nuclei so they can:
 Interpret symbols for nuclei that indicate these
quantities.
 Use conservation of mass number and charge to
complete nuclear reactions.
 Determine the mass number and charge of a
nucleus after is has undergone specified decay
processes.
 Describe the process of , , and  decay and
write a reaction to describe each.
 Explain why the existence of the neutrino had
to be postulated in order to reconcile
experimental data from  decay with
fundamental conservation laws.
Students should understand nuclear fission so they
can:
 Describe a typical neutron-induced fission and
explain why a chain reaction is possible.
Topics (not in sequential order)
1A, 3A, 8A, 9A, Photoelectric effect
5B, 8B, 9B, 2C, Line Spectra
3C, 8C, 2D, 3E.
Suggested
Resources
Chapter 23
Assessments
TAKS
Objectives
1,5
15
Physics Pre-AP
Modern Physics. Approximate Time: 3 weeks. 12th 3 weeks
Essential Learning Outcomes
TEKS

Topics (not in sequential order)
Suggested
Resources
Assessments
TAKS
Objectives
Relate the energy released in fission to the
decrease in rest mass
All topics listed in the scope and sequence for physics Pre-AP will be taught in College-Prep physics. This curriculum will be differentiated by the
depth and complexity of the discussions, investigations, extensions, and assessments. LTF tests will not be used in Physics CP.
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