Download Physics Curriculum Guide - Roanoke County Public Schools

Roanoke County Public Schools
Physics
Curriculum Guide
2012
Science Curriculum Guide
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Physics STANDARDS OF LEARNING
Physics
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the science curriculum at
different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses —
Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and
are represented indirectly throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and necessary for student success in achieving science literacy are
1) Goals; 2) K-12 Safety; 3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is imperative to science instruction
that the local curriculum consider and address how these components are incorporated in the design of the kindergarten through high school
science program.
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Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and
enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and
understanding.
6. Make informed decisions regarding contemporary issues, taking into account the following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
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patience and persistence.
8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics.
9. Explore science-related careers and interests.
K-12 Safety
In implementing the Science Standards of Learning, teachers must be certain that students know how to follow safety guidelines, demonstrate
appropriate laboratory safety techniques, and use equipment safely while working individually and in groups.
Safety must be given the highest priority in implementing the K-12 instructional program for science. Correct and safe techniques, as well as wise
selection of experiments, resources, materials, and field experiences appropriate to age levels, must be carefully considered with regard to the
safety precautions for every instructional activity. Safe science classrooms require thorough planning, careful management, and constant
monitoring of student activities. Class enrollment should not exceed the designed capacity of the room.
Teachers must be knowledgeable of the properties, use, and proper disposal of all chemicals that may be judged as hazardous prior to their use in
an instructional activity. Such information is referenced through Materials Safety Data Sheets (MSDS). The identified precautions involving the
use of goggles, gloves, aprons, and fume hoods must be followed as prescribed.
While no comprehensive list exists to cover all situations, the following should be reviewed to avoid potential safety problems. Appropriate safety
procedures should be used in the following situations:
observing wildlife; handling living and preserved organisms; and coming in contact with natural hazards, such as poison ivy, ticks,
mushrooms, insects, spiders, and snakes;
engaging in field activities in, near, or over bodies of water;
handling glass tubing and other glassware, sharp objects, and labware;
handling natural gas burners, Bunsen burners, and other sources of flame/heat;
working in or with direct sunlight (sunburn and eye damage);
using extreme temperatures and cryogenic materials;
handling hazardous chemicals including toxins, carcinogens, and flammable and explosive materials;
producing acid/base neutralization reactions/dilutions;
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producing toxic gases;
generating/working with high pressures;
working with biological cultures including their appropriate disposal and recombinant DNA;
handling power equipment/motors;
working with high voltage/exposed wiring; and
working with laser beam, UV, and other radiation.
The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be
referenced:
OSHA (Occupational Safety and Health Administration);
ISEF (International Science and Engineering Fair) rules; and
public health departments’ and school divisions’ protocols.
Instructional Technology
The use of current and emerging technologies is essential to the K-12 science instructional program. Specifically, technology must accomplish the
following:
Assist in improving every student’s functional literacy. This includes improved communication through reading/information retrieval (the
use of telecommunications), writing (word processing), organization and analysis of data (databases, spreadsheets, and graphics
programs), presentation of one’s ideas (presentation software), and resource management (project management software).
Be readily available and regularly used as an integral and ongoing part of the delivery and assessment of instruction.
Include instrumentation oriented toward the instruction and learning of science concepts, skills, and processes. Technology, however,
should not be limited to traditional instruments of science, such as microscopes, labware, and data-collecting apparatus, but should also
include computers, robotics, video-microscopes, graphing calculators, probeware, geospatial technologies, online communication,
software and appropriate hardware, as well as other emerging technologies.
Be reflected in the “instructional strategies” generally developed at the school division level.
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In most cases, the application of technology in science should remain “transparent” unless it is the actual focus of the instruction. One must expect
students to “do as a scientist does” and not simply hear about science if they are truly expected to explore, explain, and apply scientific concepts,
skills, and processes.
As computer/technology skills are essential components of every student’s education, it is important that teaching these skills is a shared
responsibility of teachers of all disciplines and grade levels.
Investigate and Understand
Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase was
chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard. Limiting a standard to one
observable behavior, such as “describe” or “explain,” would have narrowed the interpretation of what was intended to be a rich, highly rigorous,
and inclusive content standard.
“Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:
observing;
classifying and sequencing;
communicating;
measuring;
predicting;
hypothesizing;
inferring;
defining, controlling, and manipulating variables in experimentation;
designing, constructing, and interpreting models; and
interpreting, analyzing, and evaluating data.
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“Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability
to:
recall or recognize important information, key definitions, terminology, and facts;
explain the information in one’s own words, comprehend how the information is related to other key facts, and suggest additional
interpretations of its meaning or importance;
apply the facts and principles to new problems or situations, recognizing what information is required for a particular situation, using the
information to explain new phenomena, and determining when there are exceptions;
analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not always readily
visible;
arrange and combine important facts, principles, and other information to produce a new idea, plan, procedure, or product; and
make judgments about information in terms of its accuracy, precision, consistency, or effectiveness.
Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives,
which the school division will develop and refine to meet the intent of the Science Standards of Learning.
Application
Science provides the key to understanding the natural world. The application of science to relevant topics provides a context for students to build
their knowledge and make connections across content and subject areas. This includes applications of science among technology, engineering,
and mathematics, as well as within other science disciplines. Various strategies can be used to facilitate these applications and to promote a better
understanding of the interrelated nature of these four areas.
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Physics
The Physics standards emphasize a more complex understanding of experimentation, the analysis of data, and the use of reasoning and logic to
evaluate evidence. The use of mathematics, including algebra and trigonometry, is important, but conceptual understanding of physical systems
remains a primary concern. Students build on basic physical science principles by exploring in-depth the nature and characteristics of energy and
its dynamic interaction with matter. Key areas covered by the standards include force and motion, energy transformations, wave phenomena and
the electromagnetic spectrum, electricity, fields, and non-Newtonian physics. The standards stress the practical application of physics in other
areas of science, technology, engineering, and mathematics. The effects of physics on our world are investigated through the study of critical,
contemporary global topics.
The Physics standards continue to focus on student growth in understanding the nature of science. This scientific view defines the idea that explanations of
nature are developed and tested using observation, experimentation, models, evidence, and systematic processes. The nature of science includes the
concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with observational, inferential, and
experimental evidence; are open to rational critique; and are subject to refinement and change with the addition of new scientific evidence. The nature of
science includes the concept that science can provide explanations about nature and can predict potential consequences of actions, but cannot be used to
answer all questions.
PH.1
The student will plan and conduct investigations using experimental design and product design processes. Key concepts include
a) the components of a system are defined;
b) instruments are selected and used to extend observations and measurements;
c) information is recorded and presented in an organized format;
d) the limitations of the experimental apparatus and design are recognized;
e) the limitations of measured quantities are recognized through the appropriate use of significant figures or error ranges;
f) models and simulations are used to visualize and explain phenomena, to make predictions from hypotheses, and to interpret data; and
g) appropriate technology, including computers, graphing calculators, and probeware, is used for gathering and analyzing data and
communicating results.
PH.2
The student will investigate and understand how to analyze and interpret data. Key concepts include
a) a description of a physical problem is translated into a mathematical statement in order to find a solution;
b) relationships between physical quantities are determined using the shape of a curve passing through experimentally obtained data;
c) the slope of a linear relationship is calculated and includes appropriate units;
d) interpolated, extrapolated, and analyzed trends are used to make predictions; and
e) situations with vector quantities are analyzed utilizing trigonometric or graphical methods.
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PH.3
The student will investigate and demonstrate an understanding of the nature of science, scientific reasoning, and logic. Key concepts include
a) analysis of scientific sources to develop and refine research hypotheses;
b) analysis of how science explains and predicts relationships;
c) evaluation of evidence for scientific theories;
d) examination of how new discoveries result in modification of existing theories or establishment of new paradigms; and
e) construction and defense of a scientific viewpoint.
PH.4
The student will investigate and understand how applications of physics affect the world. Key concepts include
a) examples from the real world; and
b) exploration of the roles and contributions of science and technology.
PH.5
The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and
experimental processes. Key concepts include
a) linear motion;
b) uniform circular motion;
c) projectile motion;
d) Newton’s laws of motion;
e) gravitation;
f) planetary motion; and
g) work, power, and energy.
PH.6
The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Key concepts include
a) kinetic and potential energy;
b) elastic and inelastic collisions; and
c) mass/energy equivalence.
PH.7
The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts include
a) transfer and storage of energy among systems including mechanical, thermal, gravitational, electromagnetic, chemical, and nuclear
systems; and
b) efficiency of systems.
PH.8
The student will investigate and understand wave phenomena. Key concepts include
a) wave characteristics;
b) fundamental wave processes; and
c) light and sound in terms of wave models.
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PH.9
The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging
from radio waves through visible light to gamma radiation. Key concepts include
a) the properties, behaviors, and relative size of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays;
b) wave/particle dual nature of light; and
c) current applications based on the respective wavelengths.
PH.10
The student will investigate and understand how to use the field concept to describe the effects of gravitational, electric, and magnetic forces.
Key concepts include
a) inverse square laws (Newton’s law of universal gravitation and Coulomb’s law); and
b) technological applications.
PH.11
The student will investigate and understand how to diagram, construct, and analyze basic electrical circuits and explain the function of various
circuit components. Key concepts include
a) Ohm’s law;
b) series, parallel, and combined circuits;
c) electrical power; and
d) alternating and direct currents.
PH.12
The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws
as those studied in Newtonian physics. Key concepts may include
a) wave/particle duality;
b) wave properties of matter;
c) matter/energy equivalence;
d) quantum mechanics and uncertainty;
e) relativity;
f) nuclear physics;
g) solid state physics;
h) nanotechnology;
i) superconductivity; and
j) radioactivity.
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PHYSICS CURRICULUM GUIDE FOR
ROANOKE COUNTY SCHOOLS
Pacing Chart
SOL
Concept
Pacing
Text Reference
Unit I. Introduction, Measurement, and Methods
PH. 1, PH. 2
Measuring, recording, manipulating and
calculating data
PH. 3, PH.4
Science as process
Ch. 1 A Physics Toolkit
2 Weeks
Unit IIA. Mechanics: Describing Motion
displacement, distance
PH. 5a
speed, velocity
3 weeks
Ch. 2, 3 Distance, Velocity,
Acceleration, and Time
time
acceleration
Unit IIB. Mechanics: Non-Linear Motion
PH. 5b, PH. 5c
projectile motion
circular motion
v
3 weeks
Ch. 5,6 Motion in Two
Dimensions
Physics Curriculum Guide
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Unit IIC. Mechanics: Force and Motion
PH. 5d
Newton’s Laws of Motion
Chs. 4,5,6 Force and Motion
3 weeks
Unit IID. Mechanics: Centripetal Motion, Gravitation,
and Planetary Motion
PH. 5e, PH. 5f
Newton’s Law of Gravitation
Ch. 7 Gravitation
2 weeks
planetary motion
PH. 6
Unit IIE. Mechanics: Momentum
1 week
Ch. 9 Momentum and its
Conservation
3 weeks
Chs. 10,11 Work, Energy, Power,
and Conservation
Unit IIF. Mechanics: Work, Energy, Power
work
PH. 5g, PH. 6, PH. 7
work-kinetic energy theorem
conservation of energy
Unit IIIA. Electricity and Magnetism: Electrostatics
PH. 10a
Coulomb’s Law
electric fields
vi
2 weeks
Chs. 20,21 Electrostatics and
Electric Fields
Physics Curriculum Guide
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Unit IIIB. Electricity and Magnetism: Circuits
Ohm’s Law
PH. 11a, PH. 11b
series and parallel circuits
4 weeks
Chs. 22, 23 Current Electricity
and Circuits
2 weeks
Chs. 24,25 Magnetism and
Electromagnetic Induction
3 weeks
Chs. 14,15,16 Wave
Fundamentals and Sound
circuit elements
cost of electricity
Unit IIIC. Electricity and Magnetism: Magnetism and
Alternating Current
PH. 11c, PH. 11d
household electricity
electricity production
Unit IVA. Waves and Light: Wave Behavior and
Sound
longitudinal waves
PH. 8, PH. 9b, PH. 9c
transverse waves
mechanical waves
Eeectromagnetic waves
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uses for waves
Unit IVB. Waves and Light: Reflection, Refraction,
and Interference
PH. 9a
mirrors
Chs. 16,17,18,19 Optics
3 weeks
thin lenses
Snell’s Law
Unit V. Modern Physics: The Atom, Nuclear Energy,
and Modern Physics
the nucleus
PH. 12
3 weeks
quantum mechanics
relativity
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Chs. 27,28,29,30 Modern Physics
Physics Curriculum Guide
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Standard PH.1
PH.1
The student will plan and conduct investigations using experimental design and product design processes. Key concepts include
a) the components of a system are defined;
b) instruments are selected and used to extend observations and measurements;
c) information is recorded and presented in an organized format;
d) the limitations of the experimental apparatus and design are recognized;
e) the limitations of measured quantities are recognized through the appropriate use of significant figures or error ranges;
f) models and simulations are used to visualize and explain phenomena, to make predictions from hypotheses, and to interpret data;
and
g) appropriate technology, including computers, graphing calculators, and probeware, is used for gathering and analyzing data and
communicating results.
Understanding Standard PH.1
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will
Appropriate instruments are used to
measure position, time, mass, force,
volume, temperature, motion, fields,
electric current, and potential.
measure and record position, time, mass,
force, volume, temperature, motion,
fields, and electric current and potential,
using appropriate technology.
No measurement is complete without a
statement about its uncertainty.
determine accuracy of measurement by
comparing the experimental averages
and the theoretical value.
Experimental records, including
experimental diagrams, data, and
procedures, are kept concurrently with
experimentation.
Tables, spreadsheets, and graphs are
used to interpret, organize, and clarify
experimental observations, possible
explanations, and models for phenomena
being observed.
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determine precision of measurement
using range or standard deviation.
follow safe practices in all laboratory
procedures.
use simulations to model physical
phenomena.
Activities and Resources
Generally, each unit in Physics will
have different equipment and
measuring techniques. A good
introduction is “Physics Lab 2-1” from
the Textbook lab manual (Physics:
Principles and Problems; Glencoe;
from now on referred to as
“Textbook”)
Measuring and recording using
significant digits is covered in
Textbook, p. 7.
A useful website for measuring with
significant digits is
http://www.batesville.k12.in.us/physic
Physics Curriculum Guide
Accuracy is the difference between the
accepted value and the measured value.
Precision is the spread of repeated
measurements.
Results of calculations or analyses of
data are reported in appropriate numbers
of significant digits.
Data are organized into tables and
graphed when involving dependent and
independent variables.
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draw conclusions and provide reasoning
using supporting data.
s/apphynet/Measurement/Significant_
Digits.html
A useful website for practice with
significant digits is
http://science.widener.edu/svb/tutorial/
sigfigures.html
A good description of relative error is
http://www.regentsprep.org/Regents/m
ath/ALGEBRA/AM3/LError.htm
Precision is covered in Textbook, Ch.
1, Section 1.2.
Safe practices are covered in the
Roanoke County Safety Contract;
safety practices specific to this course
are listed in the Lab Manual, pp. x-xi
many useful examples of physics
models in the form of applets
http://www.walter-fendt.de/ph14e/
Vernier’s Logger-Pro and Lab-Pro has
a large series of laboratory activities to
help develop conclusions from data
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Physics Curriculum Guide
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Standard PH.2
PH.2
The student will investigate and understand how to analyze and interpret data. Key concepts include
a) a description of a physical problem is translated into a mathematical statement in order to find a solution;
b) relationships between physical quantities are determined using the shape of a curve passing through experimentally obtained data;
c) the slope of a linear relationship is calculated and includes appropriate units;
d) interpolated, extrapolated, and analyzed trends are used to make predictions; and
e) situations with vector quantities are analyzed utilizing trigonometric or graphical methods.
Understanding Standard PH.2
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will
Mathematics is a tool used to model and
describe phenomena.
recognize linear and nonlinear
relationships from graphed data.
Graphing and dimensional analysis are
used to reveal relationships and other
important features of data.
where appropriate, draw a straight line
through a set of experimental data points
and determine the slope and/or area under
the curve.
Predictions are made from trends based
on the data.
The shape of the curve fit to
experimentally obtained data is used to
determine the relationship of the plotted
quantities.
All experimental data do not follow a
linear relationship.
The area under the curve of
experimentally obtained data is used to
determine related physical quantities.
Not all quantities add arithmetically.
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Essential Understanding, Knowledge,
Processes, and Skills
use dimensional analysis to verify
appropriate units.
combine vectors into resultants utilizing
trigonometric or graphical methods.
resolve vectors into components utilizing
trigonometric or graphical methods.
Activities and Resources
There are many websites that can be used to
demonstrate linear and non-linear
relationships. One good example is
http://www.walterfendt.de/ph14e/acceleration.htm
Vernier’s Lab-Pro/Logger-Pro experimental
processes are good resources for recognizing
and matching graphed data (Exp. 1 Graph
Matching)
Photogates, meter sticks, and self-propelled
cars can be used to plot displacement-time
data.
Textbook Lab Manual “Physics Lab 3-1” is a
good example of an accelerated motion
activity.
One example of a useful website for
dimensional analysis is
Physics Curriculum Guide
Some must be combined using
trigonometry. These quantities are
known as vectors.
Physical phenomena or events can often
be described in mathematical terms (as
an equation or inequality).
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http://www.alysion.org/dimensional/fun.htm
Textbook, Chapter 1: “Dimensional Analysis”
(p. 6)
Textbook Lab Manual “Physics Lab 5-1” gives
an activity for verifying the summation of
vector forces.
A good website for visually recognizing the
effect of vector addition is http://www.loncapa.org/~mmp/kap3/cd052a.htm
Vector addition using trigonometric/algebraic
techniques is covered in Textbook. Ch.5,
Section 5.1 (p. 119)
A useful website for resolving vectors into
their components is
http://phet.colorado.edu/sims/vectoraddition/vector-addition_en.html
http://www.pa.uky.edu/~phy211/VecArith/
will allow you to visualize vector addition
using a graphical approach
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Standard PH.3
PH.3
The student will investigate and demonstrate an understanding of the nature of science, scientific reasoning, and logic. Key concepts
include
a) analysis of scientific sources to develop and refine research hypotheses;
b) analysis of how science explains and predicts relationships;
c) evaluation of evidence for scientific theories;
d) examination of how new discoveries result in modification of existing theories or establishment of new paradigms; and
e) construction and defense of a scientific viewpoint.
Understanding Standard PH.3
The concepts developed in this standard
include the following:
The nature of science refers to the
foundational concepts that govern the
way scientists formulate explanations
about the natural world. The nature of
science includes the following concepts
a) the natural world is
understandable;
b) science is based on evidence both observational and
experimental;
c) science is a blend of logic and
innovation;
d) scientific ideas are durable yet
subject to change as new data are
collected;
e) science is a complex social
endeavor; and
f) scientists try to remain objective
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Essential Understanding,
Knowledge, Processes, and
Skills
In order to meet this standard, it is
expected that students will
identify and explain the interaction
between human nature and the
scientific process.
identify examples of a paradigm
shift (e.g., quantum mechanics).
Activities and Resources
The history of science is an excellent
introduction to science as a process. Useful
websites would include
http://www.fi.edu/learn/case-files/index.php
This website offers information on many
scientists, their techniques, and their effect on
science
Textbook Lab Manual “Physics Lab 2-1” is a
good activity for predicting data based on
measuring events.
A useful, though extremely in depth,
introduction to paradigm shifts in science is
found in
http://www.astrosoftware.com/ParadigmShift
.htm
Physics Curriculum Guide
and engage in peer review to help
avoid bias.
Experimentation may support a
hypothesis, falsify it, or lead to new
discoveries.
The hypothesis may be modified based
upon data and analysis.
A careful study of prior reported
research is a basis for the formation of a
research hypothesis.
A theory is a comprehensive and
effective explanation, which is well
supported by experimentation and
observation, of a set of phenomena.
Science is a human endeavor relying on
human qualities, such as reasoning,
insight, energy, skill, and creativity as
well as intellectual honesty, tolerance
of ambiguity, skepticism, and openness
to new ideas.
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Standard PH.4
PH.4
The student will investigate and understand how applications of physics affect the world. Key concepts include
a) examples from the real world; and
b) exploration of the roles and contributions of science and technology.
Understanding Standard PH.4
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will
Discoveries in physics, both theoretical
and experimental, have resulted in
advancements in communication,
medicine, engineering, transportation,
commerce, exploration, and technology.
Journals, books, the Internet, and other
sources are used in order to identify key
contributors and their contributions to
physics as well as their impact on the
real world.
xv
be aware of real-world applications of
physics, and the importance of physics
in the advancement of various fields,
such as medicine, engineering,
technology, etc.
Activities and Resources
Many appropriate journals such as
Popular Science, Scientific American,
and Discover are available to help
keep students up to date on scientific
discoveries and applications.
Online sites such as
http://www.ebizmba.com/articles/scie
nce-websites are useful tools to get
started.
Physics Curriculum Guide
2012
Standard PH.5
PH.5
The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and
experimental processes. Key concepts include
a) linear motion;
b) uniform circular motion;
c) projectile motion;
d) Newton’s laws of motion;
e) gravitation;
f) planetary motion; and
g) work, power, and energy.
Understanding Standard PH.5
The concepts developed in this standard
include the following:
Newton’s three laws of motion are the
basis for understanding the mechanical
universe.
Linear motion graphs include
- displacement (d) vs. time (t)
- velocity (v) vs. time (t)
- acceleration (a) vs. time (t)
Position, displacement, velocity, and
acceleration are vector quantities.
Motion is described in terms of position,
displacement, time, velocity, and
acceleration.
Velocity is the change in displacement
divided by the change in time. A
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Essential Understanding,
Knowledge, Processes, and Skills
Activities and Resources
In order to meet this standard, it is expected
that students will
qualitatively explain motion in terms of
Newton’s Laws.
solve problems involving force (F),
mass (m), and acceleration (a).
construct and analyze displacement (d)
vs. time (t), velocity (v) vs. time (t), and
acceleration (a) vs. time (t) graphs.
solve problems involving displacement,
velocity, acceleration, and time in one
and two dimensions (only constant
acceleration).
resolve vector diagrams involving
displacement and velocity into their
components along perpendicular axes.
See Textbook Ch. 4. for Newton’s Laws
of Motion, including free body
diagrams.
There are many websites that give
practice word problems in mechanics.
An example would be
http://www.physicsclassroom.com/calcp
ad/
Vernier Exp.3 “Modern Galileo” and
Exp. 5 “Picket Fence Freefall” are good
examples of plotting displacement,
velocity, and acceleration graphs
Two-dimensional motion (projectile
Physics Curriculum Guide
straight-line, position-time graph
indicates constant velocity. The slope of
a displacement-time graph is the
velocity.
Forces are interactions that can cause
objects to accelerate. When one object
exerts a force on a second object, the
second exerts a force on the first that is
equal in magnitude but opposite in
direction.
An object with no net force acting on it
is stationary or moves with constant
velocity.
Acceleration is the change in velocity
divided by the change in time. A
straight-line, velocity-time graph
indicates constant acceleration. A
horizontal-line, velocity-time graph
indicates zero acceleration. The slope of
a velocity-time graph is the acceleration.
The acceleration of a body is directly
proportional to the net force on it and
inversely proportional to its mass.
In a uniform vertical gravitational field
with negligible air resistance, horizontal
and vertical components of the motion
of a projectile are independent of one
another with constant horizontal
velocity and constant vertical
acceleration.
An object moving along a circular path
with a constant speed experiences an
acceleration directed toward the center
xvii
2012
draw vector diagrams of a projectile’s
motion. Find range, trajectory, height of
the projectile, and time of flight
(uniform gravitational field, no air
resistance).
distinguish between centripetal and
centrifugal force.
solve problems related to free-falling
objects, including 2-D motion.
solve problems using Newton’s Law of
Universal Gravitation.
solve problems involving multiple
forces, using free-body diagrams.
solve problems involving mechanical
work, power, and energy.
describe the forces involved in circular
motion.
motion) is covered in Textbook, Ch. 6,
Sect. 6.1.
See Standard PH. 2 for vector diagrams.
Centripetal force and centrifugal force
are covered in Textbook, Ch. 6, Sect.
6.2.
Vernier Lab 5 “Picket Fence Free Fall”
is a good activity for measuring free
fall.
See Textbook Ch. 7 for universal
gravitation.
See Textbook Ch. 10 for work, energy,
power, and simple machines.
Textbook Lab Manual “Physics Lab 61” is a good example of a centripetal
force activity.
Many websites are available for Physics
Lab Activities. One such introductory
(oriented toward physical science)
example is
http://galileo.phys.virginia.edu/Educatio
n/outreach/8thgradesol/home.htm
Another good example is
http://www.physicsclassroom.com/lab/t
eacherg.cfm
Physics Curriculum Guide
of the circle.
The force that causes an object to move
in a circular path is directed
centripetally, toward the center of the
circle. The object’s inertia is sometimes
falsely characterized as a centrifugal or
outward-directed force.
Weight is the gravitational force acting
on a body.
Newton’s Law of Universal Gravitation
can be used to determine the force
between objects separated by a known
distance, and describes the force that
determines the motion of celestial
objects. The total force on a body can be
represented as a vector sum of
constituent forces.
For a constant force acting on an object,
the impulse by that force is the product
of the force and the time the object
experiences the force. The impulse also
equals the change in momentum of the
object.
Work is the mechanical transfer of
energy to or from a system and is the
product of a force at the point of
application and the parallel component
of the object’s displacement. The net
work on a system equals its change in
velocity.
Forces within a system transform energy
from one form to another with no
change in the system’s total energy.
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2012
Physics Curriculum Guide
For a constant force acting on an object,
the work done by that force is the
product of the force and the distance the
object moves in the direction of the
force. The net work performed on an
object equals its change in kinetic
energy.
Power is the rate of doing work.
xix
2012
Physics Curriculum Guide
2012
Standard PH.6
PH.6
The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Key
concepts include
a) kinetic and potential energy;
b) elastic and inelastic collisions; and
c) mass/energy equivalence.
Understanding Standard PH.6
The concepts developed in this standard
include the following:
Kinetic energy is the energy of motion.
Potential energy is the energy due to an
object’s position or state.
Total energy and momentum are
conserved.
For elastic collisions, total momentum
and total kinetic energy are conserved.
For inelastic collisions, total momentum
is conserved and some kinetic energy is
transformed to other forms of energy.
Electrical charge moves through
electrical circuits and is conserved.
In some systems the conservation of
mass and energy must take into account
the principle of mass/energy
equivalence.
xx
Essential Understanding,
Knowledge, Processes, and Skills
In order to meet this standard, it is expected
that students will
provide and explain examples of how
energy can be converted from
potential energy to kinetic energy and
the reverse.
provide and explain examples
showing linear momentum is the
product of mass and velocity, and is
conserved in a closed system.
Activities and Resources
See Textbook Ch.11 for energy and
the conversions/conservation of
energy.
Textbook “Physics Lab
Conservation of Energy” (p.302) is
a good KE-PE
conversion/conservation activity
See Textbook Ch.9 for momentum
and conservation of momentum.
Vernier Lab 19 is useful for an
activity on the conservation of
momentum
A good applet for conservation of
momentum is http://www.walterfendt.de/ph14e/collision.htm
Physics Curriculum Guide
2012
Standard PH.7
PH.7
The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts
include
a) transfer and storage of energy among systems including mechanical, thermal, gravitational, electromagnetic, chemical, and
nuclear systems; and
b) efficiency of systems.
Understanding Standard PH.7
The concepts developed in this standard
include the following:
Energy can be transformed from one
form to another.
Efficiency is the ratio of output work to
input work.
Essential Understanding,
Knowledge, Processes, and Skills
In order to meet this standard, it is expected
that students will
illustrate that energy can be
transformed from one form to another,
using examples from everyday life
and technology.
Activities and Resources
A swinging pendulum is useful for
demonstrating PE-KE conversions.
calculate efficiency by identifying the
useful energy in a process.
An automobile is an excellent
example of multiple energy
conversions, from nuclear energy in
the sun to mechanical energy
between the tires and the pavement.
qualitatively identify the various
energy transformations in simple
demonstrations.
Efficiency, especially the efficiency
of machines, is in Textbook, Ch. 10,
Sect. 10.2
Many images of energy
transformation are given in
http://www.google.com/search?q=e
nergy+transformations+examples&
hl=en&prmd=imvns&tbm=isch&tb
o=u&source=univ&sa=X&ei=0cXx
T_IPKn46wGD58D8BQ&ved=0CF
MQsAQ&biw=1280&bih=593
ii
Physics Curriculum Guide
2012
Standard PH.8
PH.8
The student will investigate and understand wave phenomena. Key concepts include
a) wave characteristics;
b) fundamental wave processes; and
c) light and sound in terms of wave models.
Understanding Standard PH.8
The concepts developed in this standard
include the following:
Mechanical waves transport energy as a
traveling disturbance in a medium.
In a transverse wave, particles of the
medium oscillate in a direction
perpendicular to the direction the wave
travels.
In a longitudinal wave, particles of the
medium oscillate in a direction parallel
to the direction the wave travels.
In order to meet this standard, it is expected
that students will
identify examples of and differentiate
between transverse and longitudinal
waves, using simulations and/or models.
illustrate period, wavelength, and
amplitude on a graphic representation of
a wave.
solve problems involving frequency,
period, wavelength, and velocity.
Wave velocity equals the product of the
frequency and the wavelength.
distinguish between superimposed
waves that are in-phase and those that
are out-of-phase.
For small angles of oscillation, a
pendulum exhibits simple harmonic
motion.
graphically illustrate reflection and
refraction of a wave when it encounters
a change in medium or a boundary.
Frequency and period are reciprocals of
each other.
graphically illustrate constructive and
destructive interference.
Waves are reflected and transmitted
ii
Essential Understanding,
Knowledge, Processes, and Skil
Activities and Resources
See Textbook Ch. 14 for Wave
properties and wave behavior.
A large coiled spring is useful for
demonstrating both transverse and
longitudinal waves (Textbook, p.
375)
Simple harmonic motion and
length dependency of a pendulum
are found in Textbook, “Physics
Lab-Pendulum Vibrations”
(p.392)
Textbook Lab Manual “Physics
Lab 14-1” is a useful reflection
and refraction activity
Vernier Lab 21 “Sound Waves
and Beats” can graphically
demonstrate constructive and
destructive interference between
different pitched tuning forks
Physics Curriculum Guide
when they encounter a change in
medium or a boundary.
The overlapping of two or more waves
results in constructive or destructive
interference.
When source and observer are in
relative motion, a shift in frequency
occurs (Doppler effect).
Sound is a longitudinal mechanical
wave that travels through matter.
Light is a transverse electromagnetic
wave that can travel through matter as
well as a vacuum.
Reflection is the change of direction of
the wave in the original medium.
Refraction is the change of direction of
the wave at the boundary between two
media.
Diffraction is the spreading of a wave
around a barrier or an aperture.
The pitch of a note is determined by the
frequency of the sound wave.
The color of light is determined by the
frequency of the light wave.
As the amplitude of a sound wave
increases, the loudness of the sound
increases.
As the amplitude of a light wave
increases, the intensity of the light
increases.
iii
2012
identify a standing wave, using a string.
The Doppler Effect is found in
Textbook, p. 407
See Textbook Ch. 15 for sound
and sound waves.
Diffraction is demonstrated in
Textbook Lab Manual “Physics
Lab 14-2”
Polarization of light is in Textbook,
p.44
Several applets for wave behavior
can be found at http://www.walterfendt.de/ph14e/
Physics Curriculum Guide
Electromagnetic waves can be polarized
by reflection or transmission.
Polarizing filters allow light oriented in
one direction (or component of) to pass
through.
iv
2012
Physics Curriculum Guide
2012
Standard PH.9
PH.9
The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are
phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include
a) the properties, behaviors, and relative size of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma
rays;
b) wave/particle dual nature of light; and
c) current applications based on the respective wavelengths.
Understanding Standard PH.9
The concepts developed in this standard
include the following:
Frequency, wavelength, and energy vary
across the entire electromagnetic
spectrum.
The long wavelength, low frequency
portion of the electromagnetic spectrum
is used for communication (e.g., radio,
TV, cellular phone).
Medium wavelengths (infrared) are used
for heating and remote control devices.
Visible light comprises a relatively
narrow portion of the electromagnetic
spectrum.
Ultraviolet (UV) wavelengths (shorter
than the visible spectrum) are ionizing
radiation and can cause damage to
humans. UV is responsible for sunburn,
and can be used for sterilization and
fluorescence.
X-rays and gamma rays are the highest
v
Essential Understanding,
Knowledge, Processes, and Skills
In order to meet this standard, it is expected
that students will
describe the change in observed
frequency of waves due to the motion
of a source or a receiver (the Doppler
effect).
identify common uses for radio
waves, microwaves, X-rays and
gamma rays.
Activities and Resources
The Doppler Effect for light (red
shift and blue shift) is in Textbook,
p. 446
Electromagnetic waves and the
electromagnetic spectrum are in
Textbook, Ch. 26, Sect. 26.2
A good website for the
electromagnetic spectrum and its
uses is
http://www.darvill.clara.net/emag/in
dex.htm
Textbook Lab Manual “Physics Lab
19-1” is a good activity for
measuring the wavelength of light
using Young’s Double Slit.
Physics Curriculum Guide
frequency (shortest wavelength) and are
used primarily for medical purposes.
These wavelengths are also ionizing
radiation and can cause damage to
humans.
vi
2012
Physics Curriculum Guide
2012
Standard PH.10
PH.10
The student will investigate and understand how to use the field concept to describe the effects of gravitational, electric, and
magnetic forces. Key concepts include
a) inverse square laws (Newton’s law of universal gravitation and Coulomb’s law); and
b) technological applications.
Understanding Standard PH.10
The concepts developed in this standard
include the following:
The electrostatic force (Coulomb’s law)
can be either repulsive or attractive,
depending on the sign of the charges.
The gravitational force (Newton’s Law of
Gravitation) is always an attractive force.
The force found from Newton’s Law of
Gravitation and in Coulomb’s law is
dependent on the inverse square of the
distance between two objects.
The interaction of two particles at a
distance can be described as a two-step
process that occur simultaneously: the
creation of a field by one of the particles
and the interaction of the field with the
second particle.
The force a magnetic field exerts on a
moving electrical charge has a direction
perpendicular to both the velocity and
field directions. Its magnitude is
dependent on the velocity of the charge,
ii
Essential Understanding,
Knowledge, Processes, and
Skills
In order to meet this standard, it is
expected that students will
describe the attractive or repulsive
forces between objects relative to
their forces and distance between
them (Coulomb’s law).
describe the attraction of particles
(Newton’s Law of Universal
Gravitation).
describe the effect of a uniform
magnetic field on a moving electrical
charge.
Activities and Resources
The inverse square law can be
demonstrated using Vernier Lab 32
“Light and Distance”
The inverse square law as it affects
gravitation is in Standard PH.5
Coulomb’s Law is in Textbook, Ch.
20, Sect. 20.2
The effects of magnetic fields on
moving charges is in Textbook, Ch.
24, Sect. 24-2.
A good demonstration of the effect
of the magnetic field on electric
charges is
http://webphysics.davidson.edu/phy
slet_resources/bu_semester2/c12_fo
rce.html
Physics Curriculum Guide
the magnitude of the charge, and the
strength of the magnetic field.
iii
2012
Physics Curriculum Guide
2012
Standard PH.11
PH.11
The student will investigate and understand how to diagram, construct, and analyze basic electrical circuits and explain the
function of various circuit components. Key concepts include
a) Ohm’s law;
b) series, parallel, and combined circuits;
c) electrical power; and
d) alternating and direct currents.
Understanding Standard PH.11
The concepts developed in this standard
include the following:
In order to meet this standard, it is
expected that students will
Current is the rate at which charge moves
through a circuit element.
recognize a series and a parallel
circuit.
Electric potential difference (voltage) in a
circuit provides the energy that drives the
current.
apply Ohm’s law to a series and a
parallel circuit.
Elements in a circuit are positioned
relative to other elements either in series
or parallel.
According to Ohm’s law, the resistance
of an element equals the voltage across
the element divided by the current
through the element.
Potential difference (voltage) is the
change in electrical potential energy per
unit charge across that element.
The dissipated power of a circuit element
equals the product of the voltage across
that element and the current through that
ii
Essential Understanding,
Knowledge, Processes, and
Skills
assemble simple circuits composed
of batteries and resistors in series and
in parallel.
solve simple circuits using Ohm’s
law.
calculate the dissipated power of a
circuit element.
recognize that DC power is supplied
by batteries and that AC power is
supplied by electrical wall sockets.
Activities and Resources
See Textbook Ch. 22 for electric
currents, Ohm’s Law, electric
energy and electric power.
See Textbook Ch. 23 for series and
parallel circuits, their construction,
and their analysis.
A good activity for parallel resistors
is in Textbook Lab Manual “Physics
Lab 23-1”.
A good applet for circuits is
http://www.walterfendt.de/ph14e/combres.htm
There are many websites for
interactive electric circuits. One
useful example is
http://phet.colorado.edu/en/simulati
on/circuit-construction-kit-dc
Physics Curriculum Guide
element.
In a DC (direct current) circuit, the
current flows in one direction, whereas in
an AC (alternating current) circuit, the
current switches direction several times
per second (60Hz in the U.S.).
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2012
Physics Curriculum Guide
2012
Standard PH.12
PH.12
The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by
the same laws as those studied in Newtonian physics. Key concepts may include
a) wave/particle duality;
b) wave properties of matter;
c) matter/energy equivalence;
d) quantum mechanics and uncertainty;
e) relativity;
f) nuclear physics;
g) solid state physics;
h) nanotechnology;
i) superconductivity; and
j) radioactivity.
Understanding Standard
PH.12
The concepts developed in this standard
include the following:
For processes that are important on the
atomic scale, objects exhibit both wave
characteristics (e.g., interference) as
well as particle characteristics (e.g.,
discrete amounts and a fixed definite
number of electrons per atom).
Nuclear physics is the study of the
interaction of the protons and neutrons
in the atom’s nucleus.
The nuclear force binds protons and
neutrons in the nucleus. Fission is the
breakup of heavier nuclei to lighter
nuclei. Fusion is the combination of
ii
Essential Understanding,
Knowledge, Processes, and Skills
In order to meet this standard, it is expected
that students will
explain that the motion of objects
traveling near or approaching the
speed of light does not follow
Newtonian mechanics but must be
treated within the theory of relativity.
describe the relationship between the
Big Bang theory timeline and particle
physics.
describe the structure of the atomic
nucleus, including quarks.
provide examples of technologies
used to explore the nanoscale.
Activities and Resources
See Textbook Ch. 27 for an
introduction to quantum theory and
wave-particle duality.
See Textbook Ch. 28 for the nature
of the nuclear atom and quantum
electron energy levels.
See Textbook Ch. 29 for solid state
electronics.
See Textbook Ch. 30 for uses of the
nucleus and nuclear energy.
A good example of radioactive
decay is http://www.loncapa.org/~mmp/applist/decay/decay.
Physics Curriculum Guide
lighter nuclei to heavier nuclei.
htm
Dramatic examples of mass-energy
transformation are the fusion of
hydrogen in the sun, which provides
light and heat for Earth, and the fission
process in nuclear reactors that provide
electricity.
An interesting activity using quarks
to build hadrons is http://www.loncapa.org/~mmp/applist/q/q.htm
Natural radioactivity is the spontaneous
disintegration of unstable nuclei. Alpha,
beta, and gamma rays are different
emissions associated with radioactive
decay.
The special theory of relativity predicts
that energy and matter can be converted
into each other.
Objects cannot travel faster than the
speed of light.
The atoms and molecules of many
substances in the natural world,
including most metals and minerals,
bind together in regular arrays to form
crystals. The structure of these crystals
is important in determining the
properties of these materials
(appearance, hardness, etc.).
Certain materials at very low
temperatures exhibit the property of zero
resistance called superconductivity.
Electrons in orbitals can be treated as
standing waves in order to model the
atomic spectrum.
Quantum mechanics requires an inverse
iii
2012
A useful, though somewhat
complicated, version of the
photoelectric effect is
http://www.walterfendt.de/ph14e/photoeffect.htm
Textbook Lab Manual “Physics Lab
30-2” is an activity on measuring
half life of a radioactive isotope.
Time dilation is represented in an
applet at http://www.walterfendt.de/ph14e/timedilation.htm
Nanometer applications are
widespread on the internet. One
good example is
http://www.nano.gov/
Physics Curriculum Guide
relationship between the measurable
location and the measurable momentum
of a particle. The more accurately one
determines the position of a particle, the
less accurately the momentum can be
known, and vice versa. This is known as
the Heisenberg uncertainty principle.
Matter behaves differently at nanometer
scale (size and distance) than at
macroscopic scale.
iv
2012