Download High School - Iredell

Physics
High School
2013-14 Curriculum Guide
Iredell-Statesville Schools
Physics
Table of Contents
Purpose and Use of Documents ………………………………………………………………………………………………………………………………………………. 4
College and Career Readiness Anchor Standards for Reading ………………………………………………………………………………………………….. 5
College and Career Readiness Anchor Standards for Writing ………………………………………………………………………………………………….. 6
Science as Inquiry …………………………………………………………………………………………………………………………………………………………………… 7
Semester at a Glance (Pacing Guide) …………………………………………………………………………………………………………………………………….. 8 – 9
Phy.1.1 Essential Standards (Motion of Objects) …………………………………………………………………………………………………………………. 10 – 12
Phy.1.1 Essential Vocabulary ………………………………………………………………………………………………………………………………………………. 12
Phy.1.1 Learning Targets and Criteria for Success ……………………………………………………………………………………………………………….. 13 - 15
Phy.1.2 Essential Standards (Systems of Forces and Their Interaction with Matter) ……………………………………………………………. 16 - 18
Phy.1.2 Essential Vocabulary ………………………………………………………………………………………………………………………………………………. 18
Phy.1.2 Learning Targets and Criteria for Success ……………………………………………………………………………………………………………….. 18 - 20
Phy.1.3 Essential Standards (Principles of Conservation of Momentum, Conservation of Energy and Impulse) ………………….. 21 - 22
Phy.1.3 Essential Vocabulary ……………………………………………………………………………………………………………………………………………….. 22
Phy.1.3 Learning Targets and Criteria for Success ………………………………………………………………………………………………………………… 22 – 23
Phy.2.1 Essential Standards (Concepts of Work, Energy, and Power) …………………………………………………………………………………… 24 - 25
Phy.2.1 Essential Vocabulary ……………………………………………………………………………………………………………………………………………….. 25
Phy.2.1 Learning Targets and Criteria for Success ………………………………………………………………………………………………………………… 25 – 26
Phy.2.2 Essential Standards (Behavior of Waves) ………………………………………………………………………………………………………………… 27 - 29
Phy.2.2 Essential Vocabulary ……………………………………………………………………………………………………………………………………………….. 29
Phy.2.2 Learning Targets and Criteria for Success ………………………………………………………………………………………………………………… 29 – 32
Phy.2.3 Essential Standards (Nature of Moving Charges and Electric Circuits) ……………………………………………………………………… 33 - 35
2
Phy.2.3 Essential Vocabulary ……………………………………………………………………………………………………………………………………………….. 35
Phy.2.3 Learning Targets and Criteria for Success ………………………………………………………………………………………………………………… 35 – 37
Phy.3.1 Essential Standards (Charges and Electrostatic Systems) …………………………………………………………………………………………. 38 – 39
Phy.3.1 Essential Vocabulary ………………………………………………………………………………………………………………………………………………... 40
Phy.3.1 Learning Targets and Criteria for Success ………………………………………………………………………………………………………………… 40 – 42
Phy.3.2 Essential Standards (Concept of Magnetism) ………………………………………………………………………………………………………….. 43 – 44
Phy.3.2 Essential Vocabulary ……………………………………………………………………………………………………………………………………………….. 44
Phy.3.2 Learning Targets and Criteria for Success ………………………………………………………………………………………………………………… 44 – 45
Instructional Resources …………………………………………………………………………………………………………………………………………………………... 46
Formative Assessment Resources (sample questions) …………………………………………………………………………………………………………….. 47
3
Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be able
to do. The Curriculum Guide supports teachers in knowing how to help students achieve
the goals of the new standards and understanding each standard conceptually. It should
be used as a tool to assist teachers in planning and implementing a high quality
instructional program.
• The “At-a-Glance” provides a snapshot of the recommended pacing of instruction
across a semester or year.
• Learning targets (“I can” statements) and Criteria for Success (“I will” statements)
have been created by ISS teachers and are embedded in the Curriculum Guide to
break down each standard and describe what a student should know and be able to
do to reach the goal of that standard.
• The academic vocabulary or content language is listed under each standard. There are
30-40 words in bold in each subject area that should be taught to mastery.
• The unpacking section of the Curriculum Guide contains rich information and
examples of what the standard means; this section is an essential component to help
both teachers and students understand the standards.
Teachers will be asked to give feedback throughout the year to continually
improve their Curriculum Guides.
4
College and Career Readiness Anchor Standards for Reading
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
* Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards
relevant to gathering, assessing, and applying information from print and digital sources.
5
College and Career Readiness Anchor Standards for Writing
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’
Taken from Common Core Standards (www.corestandards.org)
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2013 Iredell-Statesville Schools – Physics
Science as Inquiry
Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic,
probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations
usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to
devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific
investigation provides background for understanding the nature of scientific inquiry. In addition, the science
process skills necessary for inquiry are acquired through active experience. The process skills support
development of reasoning and problem-solving ability and are the core of scientific methodologies.
http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/6-8.pdf
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2013 Iredell-Statesville Schools – Physics
Semester at a Glance – Suggested Pacing Guide
1st Half of Semester
(17 days)
Phy.1.1 Analyze the motion of objects.
Phy.1.1.1 Analyze motion graphically and numerically using vectors, graphs and calculations.
Phy.1.1.2 Analyze motion in one dimension using time, distance, and displacement, velocity, and acceleration.
Phy.1.1.3 Analyze motion in two dimensions using angle of trajectory, time, distance, displacement, velocity, and acceleration.
(12 days)
Phy.1.2 Analyze systems of forces and their interaction with matter.
Phy.1.2.1 Analyze forces and systems of forces graphically and numerically using vectors, graphs, and calculations.
Phy.1.2.2 Analyze systems of forces in one dimension and two dimensions using free body diagrams.
Phy.1.2.3 Explain forces using Newton’s laws of motion as well as the universal law of gravitation.
Phy.1.2.4 Explain the effects of forces (including weight, normal, tension and friction) on objects.
Phy.1.2.5 Analyze basic forces related to rotation in a circular path (centripetal force).
(7 days)
Phy.1.3 Analyze the motion of objects based on the principles of conservation of momentum, conservation of energy and
impulse.
Phy.1.3.1 Analyze the motion of objects in completely elastic and completely inelastic collisions by using the principles of
conservation of momentum and conservation of energy.
Phy.1.3.2 Analyze the motion of objects based on the relationship between momentum and impulse.
(8 days)
Phy.2.1 Understand the concepts of work, energy, and power, as well as the relationship among them.
Phy.2.1.1 Interpret data on work and energy presented graphically and numerically.
Phy.2.1.2 Compare the concepts of potential and kinetic energy and conservation of total mechanical energy in the
description of the motion of objects.
Phy.2.1.3 Explain the relationship among work, power and energy.
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2013 Iredell-Statesville Schools – Physics
nd
2 Half of Semester
(8 days)
Phy.2.2 Analyze the behavior of waves.
Phy.2.2.1 Analyze how energy is transmitted through waves, using the fundamental characteristics of waves: wavelength,
period, frequency, amplitude, and wave velocity.
Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference.
Phy.2.2.3 Compare mechanical and electromagnetic waves in terms of wave characteristics and behavior (specifically sound
and light).
(7 days)
Phy.2.3 Analyze the nature of moving charges and electric circuits.
Phy.2.3.1 Explain Ohm’s law in relation to electric circuits.
Phy.2.3.2 Differentiate the behavior of moving charges in conductors and insulators.
Phy.2.3.3 Compare the general characteristics of AC and DC systems without calculations.
Phy.2.3.4 Analyze electric systems in terms of their energy and power.
Phy.2.3.5 Analyze systems with multiple potential differences and resistors connected in series and parallel circuits, both
conceptually and mathematically, in terms of voltage, current and resistance.
(7 days)
Phy.3.1 Explain charges and electrostatic systems.
Phy.3.1.1 Explain qualitatively the fundamental properties of the interactions of charged objects.
Phy.3.1.2 Explain the geometries and magnitudes of electric fields.
Phy.3.1.3 Explain how Coulomb’s law relates to the electrostatic interactions among charged objects.
Phy.3.1.4 Explain the mechanisms for producing electrostatic charges including charging by friction, conduction, and
induction.
Phy.3.1.5 Explain how differences in electrostatic potentials relate to the potential energy of charged objects.
(7 days)
Phy.3.2 Explain the concept of magnetism.
Phy.3.2.1 Explain the relationship between magnetic domains and magnetism.
Phy.3.2.2 Explain how electric currents produce various magnetic fields.
Phy.3.2.3 Explain how transformers and power distributions are applications of electromagnetism.
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2013 Iredell-Statesville Schools – Physics
1st 9 weeks
Physics
2nd 9 weeks
Forces and Motion
Essential Standard:
Clarifying Objectives:
Phy.1.1 Analyze the motion of objects.
Phy.1.1.1 Analyze motion graphically and numerically using vectors, graphs and calculations.
Phy.1.1.2 Analyze motion in one dimension using time, distance, and displacement, velocity, and acceleration.
Phy.1.1.3 Analyze motion in two dimensions using angle of trajectory, time, distance, displacement, velocity, and acceleration.
Unpacking: What does this standard mean that a student will know and be able to do?
Phy.1.1.1
• Identify a frame of reference for measurement of position.
• Compare scalar-vector quantities (distance-displacement and speed-velocity).
• Use vector addition to determine resultant displacement and velocity.
• Describe (conceptually, mathematically and graphically) the velocity of an object as the rate of change of position; distinguish between
constant, average and instantaneous velocity.
• Clarify that a positive value for velocity indicates motion in one direction while a negative value indicates motion in the opposite direction.
• Analyze position versus time graphs of an object moving with constant velocity:
Δx
recognize a linear relationship provided by a best-fit line where velocity is the slope of the line , v = Δt
apply the slope-intercept equation, y = mx + b, to derive the relationship for final position, xf = xi + vt
• Analyze position versus time graphs of an object moving with constant acceleration:
compare to the graph of an object moving at constant velocity;
recognize the shape of the curve as parabolic indicating that position is proportional to the square of the time;
relate the concept of instantaneous velocity to the slope of the tangent line.
• Describe (conceptually, mathematically and graphically) the acceleration of an object as the rate of change of velocity.
• Clarify that a negative value for acceleration does not indicate that an object is slowing down.
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2013 Iredell-Statesville Schools – Physics
• Analyze velocity versus time graphs of an object moving with constant acceleration:
Δv
recognize the slope of the line as the acceleration,
a =
Δt
recognize that the displacement during any time period is equal to the area under the graph;
develop the relationships for objects moving at constant acceleration (such as rolling down an inclined plane or falling toward the
Earth), xf = xi + vit + ½ at2 and vf2 = vi2 + 2aΔx
• Analyze position vs. time, velocity vs. time, and acceleration vs. time graphs of objects in motion; identify the motion as constant velocity
or accelerating based on the shape of the graph; interpret the graph in order to quantitatively describe the motion.
Phy.1.1.2
Analyze situations of motion in one dimension (linear motion) in order to solve problems by applying mathematical relationships for the
following:
• constant velocity
Δx
v =
Δt
xf = xi + vt
• constant acceleration
Δv
a =
Δt
xf = xi + vit + ½ at2
vf2 = vi2 + 2aΔx
Phy.1.1.3
• Analyze projectile motion to:
determine that horizontal and vertical components are independent of each other;
determine that the horizontal component of velocity does not change (neglecting air resistance) and the vertical component of velocity
changes due to gravity;
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2013 Iredell-Statesville Schools – Physics
determine that for a projectile launched from the ground at an angle, the vertical component of velocity at the maximum height has a
value of zero while the horizontal component remains constant;
resolve vectors into vertical and horizontal components using trigonometric relationships.
apply conceptual and mathematical relationships for uniform velocity for the horizontal component of velocity and range (horizontal
displacement);
apply conceptual and mathematical relationships for uniform acceleration with the vertical component of velocity and height (vertical
displacement).
• Analyze circular motion to:
determine that an object may move with constant speed but changing velocity;
determine that the directions of velocity and acceleration vectors are perpendicular to each other;
determine the relationship between acceleration and velocity (squared), and between acceleration and radius of curvature (inverse),
v2
ac = r
• Solve problems involving motion of planes and boats due to winds or river currents using vector addition.
Essential Vocabulary: frame of reference, displacement, distance, velocity, speed, acceleration, centripetal, tangential velocity, slope,
trajectory, range, gravity, air resistance, vector and scalar.
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2013 Iredell-Statesville Schools – Physics
Learning Targets: “I Can”
1.1.1 I can analyze motion graphically and numerically using
vectors, graphs and calculations.
Criteria For Success: “I Will”
•
I will show how to use different frames of reference to describe an
objects current position.
•
I will be able to separate a list of measurable quantities into a scalar
and vector quantities.
•
I will use tail-head and coordinate addition methods to add vectors
together to find the resultant.
•
I will clarify that a positive value for velocity indicates motion in one
direction while a negative value indicates motion in the opposite
direction.
•
I will analyze and explain position versus time graphs of an object
moving with constant velocity:
o I can recognize a linear relationship provided by a best-fit
line where velocity is the slope of the line: v = Δx / Δt
o I can apply the slope-intercept equation, y = mx + b , to
derive the relationship for final position: xf = xi + vt
•
I will analyze position versus time graphs of an object moving with
constant acceleration:
o I can compare to the graph of an object moving at constant
velocity;
o I can recognize the shape of the curve as parabolic indicating
that position is proportional to the square of the time;
o I can relate the concept of instantaneous velocity to the
slope of the tangent line.
•
I will describe (conceptually, mathematically and graphically) the
acceleration of an object as the rate of change of velocity.
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2013 Iredell-Statesville Schools – Physics
•
I will clarify that a negative value for acceleration indicates that an
object is slowing down or speeding up.
•
I will analyze velocity versus time graphs of an object moving with
constant acceleration:
o I can recognize the slope of the line as the acceleration,
a = Δv / Δt
o I can recognize that the displacement during any time period
is equal to the area under the graph;
o I can develop the relationships for objects moving at
constant acceleration (such as rolling down an inclined plane
or falling toward the Earth), xf = xi + vit + ½ at2
vf2 = vi2 + 2aΔx
•
1.1.2. I can analyze motion in one dimension using time,
distance, displacement, velocity, and acceleration.
•
I will analyze position vs. time, velocity vs. time, and acceleration vs.
time graphs of objects in motion; identify the motion as constant
velocity or accelerating based on the shape of the graph; interpret
the graph in order to quantitatively describe the motion.
I will analyze situations of motion in one dimension (linear motion)
in order to solve problems by applying mathematical relationships
for the following:
o
constant velocity
v = Δx / Δt
xf = xi + vt
o
constant acceleration
a = Δv / Δt
2
xf = xi + vit + ½ at
2
2
vf = vi + 2aΔx
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2013 Iredell-Statesville Schools – Physics
1.1.3
I can analyze motion in two dimensions using angle of
trajectory, time, distance, displacement, velocity, and
acceleration.
•
I will analyze projectile motion to:
o I can determine that horizontal and vertical components and
explain their independence from each other;
o I can determine that the horizontal component of velocity
does not change (neglecting air resistance) and the vertical
component of velocity changes due to gravity;
•
I will determine that for a projectile launched from the ground at an
angle, the vertical component of velocity at the maximum height has
a value of zero while the horizontal component remains constant;
o I can resolve vectors into vertical and horizontal components
using trigonometric relationships.
o I can apply conceptual and mathematical relationships for
uniform velocity for the horizontal component of velocity
and range (horizontal displacement);
o I can apply conceptual and mathematical relationships for
uniform acceleration with the vertical component of velocity
and height (vertical displacement).
•
I will analyze circular motion such that:
o I can determine that an object may move with constant
speed but changing velocity;
o I can determine that the directions of velocity and
acceleration vectors are perpendicular to each other;
o I can determine the relationship between acceleration and
velocity (squared), and between acceleration and radius of
curvature (inverse), ac = v2 / r
•
I will solve problems involving motion of planes and boats due to
winds or river currents using vector addition.
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2013 Iredell-Statesville Schools – Physics
1st 9 weeks
2nd 9 weeks
Essential Standard:
Clarifying Objectives:
Phy.1.2 Analyze systems of forces and their interaction with matter.
Phy.1.2.1
Phy.1.2.2
Phy.1.2.3
Phy.1.2.4
Phy.1.2.5
Analyze forces and systems of forces graphically and numerically using vectors, graphs, and calculations.
Analyze systems of forces in one dimension and two dimensions using free body diagrams.
Explain forces using Newton’s laws of motion as well as the universal law of gravitation.
Explain the effects of forces (including weight, normal, tension and friction) on objects.
Analyze basic forces related to rotation in a circular path (centripetal force).
Unpacking: What does this standard mean that a student will know and be able to do?
Phy.1.2.1
• From a free body diagram, assess the interdependence of vector components of forces; resolve forces into perpendicular components.
• Apply Newton’s second law as the sum of all forces in a given direction so that the net force acting on an object in static equilibrium is
zero and in a dynamic situation equal to Fnet = ma.
Phy.1.2.2
• Analyze systems of forces involving
objects at rest (on a surface or suspended),
objects pulled or pushed along a horizontal surface by an applied force that is either parallel to the surface or applied at an angle,
objects sliding or rolling down an inclined plane,
• Distinguish forces on objects based on interactions including contact and forces at a distance (normal force, weight, friction, tension,
applied force).
Phy.1.2.3
• Conclude that an object will continue in a state of motion (rest or constant velocity) unless acted upon by a net outside force (Newton’s
First Law of Motion – The Law of Inertia).
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2013 Iredell-Statesville Schools – Physics
• Explain the law of inertia as a cause and effect relationship between an observed change in motion and the presence of an unbalanced
or net force.
• Conceptually and mathematically describe the acceleration of an object in terms of its mass and the net force applied (Newton’s second
Fnet
law- the law of acceleration),
or Fnet = ma
a=
m
• Apply proportional reasoning to determine the effect of changing one quantity while another is held constant – if the force on a mass is
doubled, the resulting acceleration would be doubled (direct proportion); if an equal force is applied to an object with double the mass,
its acceleration would be half that of the first object (inverse proportion).
• Conclude that while Newton’s second law describes a single object, forces always come in equal and opposite pairs due to interaction
between objects. Give examples of interaction between objects describing Newton’s third law – whenever one object exerts a force on
another, an equal and opposite force is exerted by the second on the first. The third law can be written mathematically as FA→B = -FB→A
• Explain gravity as a force of attraction between objects due to their mass that decreases with the distance between them; develop the
Gm1m2
mathematical relationship given by the Universal Law of Gravitation,
FG =
d2
Phy.1.2.4
Construct a cause and effect relationship for interactions between objects that include:
• weight as the force of gravity directed toward the Earth,
• normal force as a support force when an object is in contact with another stable object (always acts perpendicular to the surface),
• tension as a force transmitted through and directed along the length of a string, rope, cable or wire due to forces acting at opposite
ends,
• friction as a force opposing motion of an object due to contact between surfaces (static or kinetic),
• air resistance as a frictional force acting on objects traveling through the air.
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2013 Iredell-Statesville Schools – Physics
Phy.1.2.5
• Recognize the cause and effect relationship between centripetal force and the change in velocity due to change in direction (centripetal
acceleration) of an object as an example of Newton’s second law, FC = maC
• Recognize that a centripetal force is not the result of circular motion but is provided by interaction with another object.
Essential Vocabulary: vector diagram, equilibrium, normal, static friction, kinetic friction, rolling friction, weight, mass, applied force,
inertia, inclined plane, parallel force, perpendicular force, tension force, centripetal acceleration and centripetal force
Learning Targets: “I Can”
Criteria For Success: “I Will”
1.2.1 I can analyze forces and systems of forces graphically
and numerically using vectors, graphs and calculations.
1.2.2
I can analyze systems of forces in one dimension and
two dimensions using free body diagrams.
•
I will be able to determine the interdependence of vector
components of forces; resolve forces into perpendicular
components, from a free body diagram.
•
I will apply Newton’s second law as the sum of all forces in a given
direction so that the net force acting on an object in static
equilibrium is zero and in a dynamic situation equal to F = ma.
•
I will analyze systems of forces involving
o objects at rest (on a surface or suspended),
o objects pulled or pushed along a horizontal surface by an
applied force that is either parallel to the surface or applied
at an angle,
o objects sliding or rolling down an inclined plane
•
I will distinguish forces on objects based on interactions including
contact and forces at a distance (normal force, weight, friction,
tension, applied force).
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2013 Iredell-Statesville Schools – Physics
1.2.3 I can explain forces using Newton’s laws of motion as well
as the universal law of gravitation.
•
I will demonstrate and explain that an object will continue in a state
of motion (rest or constant velocity) unless acted upon by a net
outside force (Newton’s First Law of Motion – the Law of Inertia).
•
I will explain the Law of Inertia as a cause and effect relationship
between an observed change in motion and the presence of an
unbalanced or net force.
•
I will conceptually and mathematically describe the acceleration of
an object in terms of its mass and the net force applied (Newton’s
Fnet or Fnet = ma
second law- the law of acceleration),
a=
m
I will apply proportional reasoning to determine the effect of
changing one quantity while another is held constant – if the force
on a mass is doubled, the resulting acceleration would be doubled
(direct proportion); if an equal force is applied to an object with
double the mass, its acceleration would be half that of the first
object (inverse proportion).
•
•
I will demonstrate and explain that while Newton’s second law
describes a single object, forces always come in equal and opposite
pairs due to interaction between objects. Give examples of
interaction between objects describing Newton’s third law –
whenever one object exerts a force on another, an equal and
opposite force is exerted by the second on the first. The third law
can be written mathematically as: FA→B = -FB→A
•
I will explain gravity as a force of attraction between objects due to
their mass that decreases with the distance between them; develop
the mathematical relationship given by the
Gm1m2
universal law of gravitation,
FG =
d2
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2013 Iredell-Statesville Schools – Physics
1.2.4 I can explain the effects of forces (including weight,
normal, tension and friction) on objects.
•
I will construct a cause and effect relationship for interactions
between objects that include:
o weight as the force of gravity directed toward the Earth,
o normal force as a support force when an object is in contact
with another stable object (always acts perpendicular to the
surface),
o tension as a force transmitted through and directed along
the length of a string, rope, cable or wire due to forces
acting at opposite ends,
o friction as a force opposing motion of an object due to
contact between surfaces (static or kinetic),
o air resistance as a frictional force acting on objects traveling
through the air.
1.2.5 I can analyze basic forces related to rotation in a circular
path (centripetal force).
•
I will recognize the cause and effect relationship between
centripetal force and the change in velocity due to change in
direction (centripetal acceleration) of an object as an example of
Newton’s second law, Fc = mac ;
•
I will recognize that a centripetal force is not the result of circular
motion but is provided by interaction with another object.
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2013 Iredell-Statesville Schools – Physics
1st 9 weeks
2nd 9 weeks
Essential Standard:
Clarifying Objectives:
Phy.1.3 Analyze the motion of objects based on the principles of conservation of momentum, conservation of energy and
impulse.
Phy.1.3.1 Analyze the motion of objects in completely elastic and completely inelastic collisions by using the principles of conservation of
momentum and conservation of energy.
Phy.1.3.2 Analyze the motion of objects based on the relationship between momentum and impulse.
Unpacking: What does this standard mean that a student will know and be able to do?
Phy.1.3.1
• Conclude that the total momentum before an interaction is equal to the total momentum after the interaction as long as there are no
external forces – the law of conservation of momentum.
• Analyze conservation of momentum and conservation of kinetic energy in the following instances:
two objects initially at rest push each other apart,
moving object collides with a stationary object and the two objects stick together,
a moving object collides with a stationary object and the two objects move off separately,
two moving objects collide and either stick together or move off separately.
• Distinguish between elastic and inelastic collisions – both kinetic energy and momentum are conserved in elastic collisions while objects
are deformed and kinetic energy is converted to other forms (generally heat) in inelastic collisions.
• Relate the concept of completely elastic collisions to molecules of an ideal gas.
• Solve problems involving conservation of momentum in collisions.
Phy.1.3.2
• Define momentum as a vector quantity proportional to the product of mass and velocity, p = mv ; distinguish momentum from inertia and
velocity; develop a conceptual understanding that the same momentum could be associated with a slow-moving massive object and an
object moving at high velocity with a very small mass (e.g.- 100 kg object moving 1 m/s has the same momentum as a 1-kg object moving
100m/s).
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2013 Iredell-Statesville Schools – Physics
• Conceptually and mathematically analyze Newton’s second law to relate the change in momentum, Δp = mΔv, to acceleration in order to
develop the impulse-momentum relationship – the impulse applied to an object is equal to the resulting change in momentum.
Fnet = ma =
Δp
=
Δt
mΔv
Δt
or Fnet Δt = mΔv
• Analyze a force vs. time graph; compare the area under the graph to a calculated change in momentum.
• Analyze real world examples including the use of airbags in cars, time of contact and “follow-through” in throwing, catching, kicking, and
hitting objects in sports, and bending your knees when you jump from a height to the ground to prevent injury.
Essential Vocabulary: momentum, impulse, elastic collision, inelastic collision, conservation of momentum, conservation of energy, kinetic
energy and heat.
Learning Targets: “I Can”
1.3.1 I can analyze the motion of objects in completely
elastic and completely inelastic collisions by using
the principles of Conservation of Momentum and
Conservation of Energy.
Criteria For Success: “I Will”
•
I will mathematically prove that the total momentum before an interaction is
equal to the total momentum after the interaction as long as there are no
external forces. (Law of Conservation of Momentum)
•
I will analyze conservation of momentum and conservation of kinetic energy
in the following instances:
o two objects initially at rest push each other apart,
o a moving object collides with a stationary object and the two objects
stick together,
o a moving object collides with a stationary object and the two objects
move off separately,
o two moving objects collide and either stick together or move off
separately.
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2013 Iredell-Statesville Schools – Physics
1.3.2 I can analyze the motion of objects based on the
relationship between momentum and impulse.
•
I will distinguish between elastic and inelastic collisions – both kinetic energy
and momentum are conserved in elastic collisions while objects are deformed
and kinetic energy is converted to other forms (generally heat) in inelastic
collisions.
•
I will relate the concept of completely elastic collisions to molecules of an
ideal gas.
•
I will solve problems involving conservation of momentum in collisions.
• I will define momentum as a vector quantity proportional to the product of
mass and velocity, p = mv ; distinguish momentum from inertia and velocity;
develop a conceptual understanding that the same momentum could be
associated with a slow-moving massive object and an object moving at high
velocity with a very small mass (e.g.- 100 kg object moving 1 m/s has the
same momentum as a 1-kg object moving 100m/s).
• I will conceptually and mathematically analyze Newton’s second law to relate
the change in momentum, Δp = mΔv, to acceleration in order to develop the
impulse-momentum relationship – the impulse applied to an object is equal
to the resulting change in momentum.
Fnet = ma =
Δp
=
Δt
mΔv
Δt
or Fnet Δt = mΔv
• I will analyze a force vs. time graph in order to compare the area under the
graph to a calculated change in momentum.
• I will analyze real world examples including the use of airbags in cars, time of
contact and “follow-through” in throwing, catching, kicking, and hitting
objects in sports, and bending your knees when you jump from a height to
the ground to prevent injury.
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2013 Iredell-Statesville Schools – Physics
Energy: Conservation & Transfer
1st 9 weeks
2nd 9 weeks
Essential Standard:
Clarifying Objectives:
Phy.2.1 Understand the concepts of work, energy, and power, as well as the relationship among them.
Phy.2.1.1 Interpret data on work and energy presented graphically and numerically.
Phy.2.1.2 Compare the concepts of potential and kinetic energy and conservation of total mechanical energy in the description of the
motion of objects.
Phy.2.1.3 Explain the relationship among work, power and energy.
Unpacking: What does this standard mean that a student will know and be able to do?
Phys.2.1.1
• Identify work as the transfer of energy by a force acting through a distance, when that force acts in the direction of motion of the
object, W = FΔx
• Interpret a graph of force vs. distance for the displacement of an object by a constant force; the area under the graph is equal to the
work done by the force on the object; work is a scalar quantity.
• Explain the work-energy relationship involving:
o work done in lifting an object vertically to the change in gravitational potential energy, PEg = mgh
o work done in setting an object in motion to the change in kinetic energy, KE = ½ mv2
o work done in stretching or compressing a spring to the change in elastic potential energy, PES = ½ kx2
Phys.2.1.2
• Compare conceptually and mathematically situations involving potential-kinetic energy transformations (pendulum, falling object,
roller coaster, inclined plane, block-spring system) indicating the amount of energy at various locations.
• Summarize the concept of energy conservation - energy can be stored and transferred, but cannot be created or destroyed.
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2013 Iredell-Statesville Schools – Physics
• Conclude that in all situations, energy tends to dissipate throughout the environment generally due to friction resulting in heat
transfer.
Phys.2.1.3
• Define power as the rate of doing work (transferring energy), P =
W
Δt
=Fv
• Explain that while it takes the same amount of energy (same amount of work) to walk or run up a flight of stairs, the power is different.
Essential Vocabulary: work, power, potential energy, kinetic energy, potential spring energy, pendulum, block-spring system and heat
transfer
Learning Targets: “I Can”
2.1.1 I can interpret data on work and energy presented
graphically and numerically.
Criteria For Success: “I Will”
• I will identify work as the transfer of energy by a force acting
through a distance, when that force acts in the direction of motion
of the object, W = FΔx
• I will interpret a graph of force vs. distance for the displacement of
an object by a constant force and show that the area under the
graph is equal to the work done by the force on the object and that
work is a scalar quantity.
• I will explain the work-energy relationship involving the following:
o work done in lifting an object vertically to the change in
gravitational potential energy, PEg = mgh
o work done in setting an object in motion to the change in
kinetic energy, KE = ½ mv2
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2013 Iredell-Statesville Schools – Physics
o work done in stretching or compressing a spring to the change
in elastic potential energy, PES = ½ kx2
2.1.2 I can compare and contrast the concepts of potential and
kinetic energy and conservation of total mechanical
energy as it is described in the motion of objects.
• I will compare descriptively and mathematically situations involving
potential-kinetic energy transformations (pendulum, falling object,
roller coaster, inclined plane, block-spring system) and explaining
the amount of energy at various locations throughout the motion.
• I will summarize the concept of energy conservation - energy can be
stored and transferred, but cannot be created or destroyed. (The
total amount of energy remains constant.)
2.1.3 I can explain the relationship between work, power and
energy.
• I will define power as the rate of doing work (transferring energy)
and apply proper usage of the power equation,
W
P=
=Fv
Δt
• I will explain that while it takes the same amount of energy (same
amount of work) to walk or run up a flight of stairs, the power is
different.
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2013 Iredell-Statesville Schools – Physics
1st 9 weeks
2nd 9 weeks
Essential Standard:
Clarifying Objectives:
Phy.2.2 Analyze the behavior of waves.
Phy.2.2.1 Analyze how energy is transmitted through waves, using the fundamental characteristics of waves: wavelength, period,
frequency, amplitude, and wave velocity.
Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference.
Phy.2.2.3 Compare mechanical and electromagnetic waves in terms of wave characteristics and behavior (specifically sound and light).
Unpacking: What does this standard mean that a student will know and be able to do?
Phys.2.2.1
• Analyze basic properties of waves in pendulums, mass-spring system, ropes, tuning forks, large coil (Slinky®) springs, and ripple tanks
connecting prior knowledge of work-energy theorem and vibratory motion to the transfer of energy through a medium.
• Conceptually, graphically and mathematically define and organize the characteristics of wavelength, period, frequency, amplitude and
wave speed to these varied situations to include
1
o an inverse relationship between period and frequency, T =
f
o the relationship between wave speed, frequency and wavelength, v = f λ
o that amplitude is related to wave energy,
o that wave speed in a mechanical wave is determined by the medium (density and elasticity) and is independent of frequency or
amplitude(energy).
• Analyze the change in frequency due to motion of a wave source or receiver – the Doppler effect; identify pitch as an interpretation of
the frequency of sound and color as the perception of visible light frequency.
Slinky® is a registered trademark of Poof-Slinky, Inc.
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2013 Iredell-Statesville Schools – Physics
Phys.2.2.2
• Analyze transmission, refraction, and reflection of waves to conclude the following:
o Mechanical waves require a medium while electromagnetic waves can travel in a vacuum;
o When waves encounter a new medium the energy may be absorbed by the molecules of the material, transmitted changing speed
(refracted) or reflected from the surface.
o Electromagnetic waves travel at the speed of light, c, in air or a vacuum and slow down as they enter other transparent materials
according to the mathematical relationships relating wave speed, v, index of refraction, n, and angle of light measured from the
normal:
c
n=
, n1v1 = n2v2 , n1sinƟ1 = n2sinƟ2 (Snell’s Law)
v
o The angle that light strikes a boundary determines if it is transmitted into another transparent material or reflected;
o The angle beyond which all light is reflected (total internal reflection) is called the critical angle and can be found from the
relationship
n2
sinƟC =
n1
o Light waves are reflected from a smooth surface according to the law of reflection – the angle of incidence is equal to the angle of
reflection.
• Analyze interference and the principle of superposition in waves (mechanical and electromagnetic) to distinguish between constructive
and destructive interference.
Phys.2.2.3
• Compare mechanical and electromagnetic waves in terms of the following:
o how they are produced,
o
wave speed,
o
type of material (medium) required,
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2013 Iredell-Statesville Schools – Physics
o
motion of particles,
o
patterns for refraction related to medium,
o
reflection,
o
interference,
o
the Doppler effect.
• Compare characteristics of types of mechanical waves – longitudinal (compressional), transverse and surface waves – in terms of how
they are produced and motion of particles.
• Identify sound as a compressional wave and visible light as an electromagnetic wave.
Essential Vocabulary: wave, wavelength, period, frequency, amplitude, wave velocity, transmission, reflection, refraction, interference,
mechanical wave, electromagnetic wave, light, sound, medium, density, elasticity, Doppler Effect, pitch, transparent,
index of refraction, critical angle, superposition principle, constructive interference, destructive interference,
longitudinal wave, transverse wave, compression and rarefaction.
Learning Targets: “I Can”
2.2.1 I can analyze how energy is transmitted through waves,
using the fundamental characteristics of waves:
wavelength, period, frequency, amplitude, and wave
velocity.
Criteria For Success: “I Will”
• I will analyze basic properties of waves in pendulums, mass-spring
system, ropes, tuning forks, large coil (Slinky®) springs, and ripple
tanks connecting prior knowledge of work-energy theorem and
vibratory motion to the transfer of energy through a medium.
Slinky® is a registered trademark of Poof-Slinky, Inc.
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2013 Iredell-Statesville Schools – Physics
• I will conceptually, graphically and mathematically define and
organize the characteristics of wavelength, period, frequency,
amplitude and wave speed to these varied situations to include
o an inverse relationship between period and frequency,
1
T =
f
o the relationship between wave speed, frequency and
wavelength, v = f λ
o that amplitude is related to wave energy,
o that wave speed in a mechanical wave is determined by the
medium (density and elasticity) and is independent of
frequency or amplitude(energy).
• I will analyze the change in frequency due to motion of a wave
source or receiver – the Doppler effect; identify pitch as an
interpretation of the frequency of sound and color as the
perception of visible light frequency.
2.2.2 I can analyze wave behaviors in terms of transmission,
reflection, refraction and interference.
• I will analyze and explain transmission, refraction, and reflection of
waves to conclude the following:
o Mechanical waves require a medium while electromagnetic
waves can travel in a vacuum;
o When waves encounter a new medium the energy may be
absorbed by the molecules of the material, transmitted
changing speed (refracted) or reflected from the surface.
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2013 Iredell-Statesville Schools – Physics
o Electromagnetic waves travel at the speed of light, c, in air or a
vacuum and slow down as they enter other transparent
materials according to the mathematical relationships relating
wave speed, v, index of refraction, n, and angle of light
measured from the normal:
c
, n1v1 = n2v2 , n1sinƟ1 = n2sinƟ2 (Snell’s Law)
v
o The angle that light strikes a boundary determines if it is
transmitted into another transparent material or reflected;
n=
o The angle beyond which all light is reflected (total internal
reflection) is called the critical angle and can be found from
the relationship
n2
sinƟC =
n1
o Light waves are reflected from a smooth surface according to
the law of reflection – the angle of incidence is equal to the
angle of reflection.
• I will analyze interference and the principle of superposition in
waves (mechanical and electromagnetic) to distinguish between
constructive and destructive interference.
2.2.3 I can compare and contrast mechanical and
electromagnetic waves in terms of wave characteristics
and behavior (specifically sound and light).
• I will compare and contrast mechanical and electromagnetic waves in
terms of the following:
o how they are produced,
o
wave speed,
o
type of material (medium) required,
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2013 Iredell-Statesville Schools – Physics
o
motion of particles,
o
patterns for refraction related to medium,
o
reflection,
o
interference,
o
the Doppler effect.
• I will compare and contrast characteristics of types of mechanical
waves – longitudinal (compressional), transverse and surface waves
– in terms of how they are produced and motion of particles.
• I will identify sound as a compressional wave and visible light as an
electromagnetic wave.
32
2013 Iredell-Statesville Schools – Physics
1st 9 weeks
2nd 9 weeks
Essential Standard:
Clarifying Objectives:
Phy.2.3 Analyze the nature of moving charges and electric circuits.
Phy.2.3.1
Phy.2.3.2
Phy.2.3.3
Phy.2.3.4
Phy.2.3.5
Explain Ohm’s law in relation to electric circuits.
Differentiate the behavior of moving charges in conductors and insulators.
Compare the general characteristics of AC and DC systems without calculations.
Analyze electric systems in terms of their energy and power.
Analyze systems with multiple potential differences and resistors connected in series and parallel circuits, both conceptually
and mathematically, in terms of voltage, current and resistance.
Unpacking: What does this standard mean that a student will know and be able to do?
Phys.2.3.1
• Recognize that a difference in potential (voltage) creates current within a conductor; the amount of current also depends on the
resistance of the conductor.
• Develop a cause-and-effect model for current in a circuit - current is directly proportional to the voltage and inversely proportional to
the resistance (Ohm’s law), I = V or V = IR
R
• Given a schematic circuit diagram, determine current, voltage, or resistance from two known quantities.
Phys.2.3.2
• Identify conductors as materials that have electrons that are free to move throughout the sample; Metals are good conductors of
electrical charge.
• Identify insulators as materials where electrons are held tightly to individual nuclei; Rubber and glass are examples of insulators that
because of their properties develop static charge readily through friction with other materials.
• Explain classification as a conductor or insulator based on the ability of electric charge to move through the material.
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2013 Iredell-Statesville Schools – Physics
Phys.2.3.3
• Compare alternating and direct current systems based on the source of electrical energy, transmission over distances, ease of use in
varied electrical devices, etc.
Phys.2.3.4
• Develop the concept of power using dimensional analysis (unit cancellation) where electrical power can be calculated from current,
voltage and/or resistance measurements,
V2
P = VI = I 2R =
R
• Since power is defined as the rate of work done or energy transferred, energy used by a device can be calculated by multiplying power
and time, Ee = Pt .
Phys.2.3.5
• Analyze series circuits to distinguish the following patterns for current, voltage, and equivalent resistance:
o Current is the same throughout the circuit, It = I1 = I2 = I3 = …
o Voltage drop across each resistor is proportional to the resistance and additive for the circuit, Vt = V1 + V2 + V3+ …
o Equivalent resistance for the circuit is the sum of resistances, Req = R1 + R2 + R3 + …
• Analyze parallel circuits to distinguish the following patterns for current, voltage, and equivalent resistance:
o Current in parallel branches divides in an inverse proportion to the resistance; the sum of the current through each device equals
the current supplied, It = I1 + I2 + I3 + …
o Voltage drop across each branch is the same, Vt = V1 = V2 = V3 = …
o Equivalent resistance for the parallel branch is the inverse of the sum of the resistance reciprocals, (Equivalent resistance in a
parallel arrangement is lower than any one resistance in the arrangement.)
1
1
1
1
=
+
+
+…
Req
R1 R2 R3
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2013 Iredell-Statesville Schools – Physics
• Conclude that multiple potential difference (voltage) sources are additive when arranged in series; current moving from positive to
negative constitutes a negative potential difference. (e.g. - Two six volt batteries in series connecting positive to negative terminals
have a combined potential difference of twelve volts; a six volt battery in series connecting positive to positive terminals with a three
volt battery would establish a combined potential difference of three volts.) Network circuits where a second emf is located in a
branch should not be included in the standard level course.
• Analyze series-parallel combination circuits by determining equivalent resistance of portions of the circuit until it can be reduced to a
simple series or parallel circuit.
Essential Vocabulary: Ohms, resistance, voltage, potential difference, current, Amperes, conductor, insulator, parallel circuit, series circuit,
schematic diagram, electron, electrical charge, alternating current, direct current, equivalent resistance, emf,
electrical power and voltage drop.
Learning Targets: “I Can”
2.3.1 I can explain Ohm’s law in relation to electric circuits.
Criteria For Success: “I Will”
• I will be able to recognize that a difference in potential (voltage)
creates current within a conductor; the amount of current also
depends on the resistance of the conductor.
• I will be able to develop a cause-and-effect model for current in a
circuit - current is directly proportional to the voltage and inversely
proportional to the resistance (Ohm’s law), I = V or V = IR
R
• Given a schematic circuit diagram, I will be able to determine
current, voltage, or resistance from two known quantities.
2.3.2 I can differentiate and explain the behavior of moving
charges in conductors and insulators.
• I will be able to identify conductors as materials that have electrons
that are free to move throughout the sample. (i.e. Metals are good
conductors of electrical charge.)
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2013 Iredell-Statesville Schools – Physics
• I will be able to identify insulators as materials where electrons are
held tightly to individual nuclei; Rubber and glass are examples of
insulators that, because of their properties, develop static charge
readily through friction with other materials.
• I will be able to explain how to classify a conductor or insulator
based on the ability of electric charge to move through the
material.
2.3.3 I can compare the general characteristics of AC and DC
systems without calculations.
• I will be able to compare alternating and direct current systems
based on the source of electrical energy, transmission over
distances, ease of use in varied electrical devices, etc.
2.3.4 I can analyze electric systems in terms of their energy and
power
• I will be able to develop the concept of power using dimensional
analysis (unit cancellation) where electrical power can be
calculated from current, voltage and/or resistance measurements,
V2
2
P = VI = I R =
R
• I will be able to explain and mathematically show that since power
is defined as the rate of work done or energy transferred, energy
used by a device can be calculated by multiplying power and time,
Ee = Pt .
2.3.5 I can analyze systems with multiple potential differences
and resistors connected in series and parallel circuits,
both conceptually and mathematically, in terms of
voltage, current and resistance.
• Will be able to show that I can analyze series circuits to distinguish
the following patterns for current, voltage, and equivalent
resistance:
o Current is the same throughout the circuit, It = I1 = I2 = I3 = …
o Voltage drop across each resistor is proportional to the
resistance and additive for the circuit, Vt = V1 + V2 + V3+ …
o Equivalent resistance for the circuit is the sum of resistances,
Req = R1 + R2 + R3 + …
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2013 Iredell-Statesville Schools – Physics
• Will be able to show that I can analyze parallel circuits to
distinguish the following patterns for current, voltage, and
equivalent resistance:
o Current in parallel branches divides in an inverse proportion to
the resistance; the sum of the current through each device
equals the current supplied, It = I1 + I2 + I3 + …
o Voltage drop across each branch is the same,
Vt = V1 = V2 = V3 = …
o Equivalent resistance for the parallel branch is the inverse of
the sum of the resistance reciprocals, (Equivalent resistance in
a parallel arrangement is lower than any one resistance in the
1
1
1
1
arrangement.)
=
+
+
+…
Req
R1 R2 R3
• I will demonstrate that I can conclude that multiple potential
difference (voltage) sources are additive when arranged in series;
current moving from positive to negative constitutes a negative
potential difference. (e.g. - Two six volt batteries in series
connecting positive to negative terminals have a combined
potential difference of twelve volts; a six volt battery in series
connecting positive to positive terminals with a three volt battery
would establish a combined potential difference of three volts.)
Network circuits where a second emf is located in a branch should
not be included in the standard level course.
• I will show that I can analyze series-parallel combination circuits by
determining equivalent resistance of portions of the circuit until it
can be reduced to a simple series or parallel circuit.
37
2013 Iredell-Statesville Schools – Physics
1st 9 weeks
2nd 9 weeks
Interactions of Energy and Matter
Essential Standard:
Clarifying Objectives:
Phy.3.1 Explain charges and electrostatic systems.
Phy.3.1.1
Phy.3.1.2
Phy.3.1.3
Phy.3.1.4
Phy.3.1.5
Explain qualitatively the fundamental properties of the interactions of charged objects.
Explain the geometries and magnitudes of electric fields.
Explain how Coulomb’s law relates to the electrostatic interactions among charged objects.
Explain the mechanisms for producing electrostatic charges including charging by friction, conduction, and induction.
Explain how differences in electrostatic potentials relate to the potential energy of charged objects.
Unpacking: What does this standard mean that a student will know and be able to do?
Phys.3.1.1
• Identify basic principles related to the nature of electrical charge – like charges repel and opposite charges attract; there are two types
of electric charge (positive and negative); positively charged objects have an electron deficiency while negatively charged objects have
an excess of electrons.
• Conclude that charge is conserved in a closed system – since charge is a result of fundamental properties of particles, charge (like
atoms) cannot be created nor destroyed.
Phys.3.1.2
• Construct diagrams to illustrate electric fields and explain its vector nature:
o around single positive and negative charges,
o between a pair of like charges,
o between a pair of unlike charges,
o two oppositely charged parallel plates,
o a hollow sphere,
o an irregular shaped metal object.
38
2013 Iredell-Statesville Schools – Physics
• Compare the strength of various points in an electric field where
E =
F
or
q
E =
V
d
kq
r2
and V =
kq
for a point charge,
r
for the uniform electric field between parallel plates.
• Distinguish between charge distribution on plates and a hollow conducting sphere where no electric field exists inside.
Phys.3.1.3
• Conceptually and mathematically explain electrical attraction and repulsion using Coulomb’s law - the electrical force is directly
proportional to the product of two charges and inversely proportional to the square of the distance between them,
kq1q2
Fe =
d2
• Determine the magnitude and direction of an electric force between two charges.
Phys.3.1.4
Explain situations where objects become charged (by friction, conduction or induction) in terms of the transfer or rearrangement of electrons:
• two neutral objects charged by friction,
• a neutral object becoming positively charged by induction and conduction,
• a neutral object becoming negatively charged by induction and conduction.
Phys.3.1.5
• Compare work done on an object by lifting (changes in location in a gravitational field) to work done on a charged particle by pushing it
against the electric field of a charged object – both positive and negative.
• Define electric potential energy as the energy of a charge based on its location and distinguish electric potential (voltage) as being the
same for all charges.
• Conclude that a gravitational field is always in one direction while electric fields have two possible directions; by convention, the
direction is determined by the direction of force on a positive test charge – away from (out of) a positive charge and toward (into) a
negative charge.
39
2013 Iredell-Statesville Schools – Physics
Essential Vocabulary: charge, electric field, Coulomb’s Law, electrostatic charge, conduction, induction, electrostatic potential and hollow
sphere
Learning Targets: “I Can”
3.1.1 I can explain qualitatively the fundamental properties of
the interactions of charged objects.
Criteria For Success: “I Will”
• I will be able to identify basic principles related to the nature of
electrical charge – like charges repel and opposite charges attract;
there are two types of electric charge (positive and negative);
positively charged objects have an electron deficiency while
negatively charged objects have an excess of electrons.
• I will be able to show and demonstrate that charge is conserved in
a closed system – since charge is a result of fundamental properties
of particles, charge (like atoms) cannot be created nor destroyed.
3.1.2 I can explain the geometries and magnitudes of electric
fields.
• I will be able to construct diagrams to illustrate electric fields and
explain its vector nature:
o around single positive and negative charges,
o between a pair of like charges,
o between a pair of unlike charges,
o two oppositely charged parallel plates,
o a hollow sphere,
o an irregular shaped metal object.
• I will be able to compare the strength of various points in an
electric field where
kq
kq
F
and V =
for a point charge,
E = q or
2
r
r
E =
V
d
for the uniform electric field between parallel plates.
40
2013 Iredell-Statesville Schools – Physics
• I will be able to distinguish between charge distribution on plates
and a hollow conducting sphere where no electric field exists
inside.
3.1.3 I can explain how Coulomb’s law relates to the
electrostatic interactions among charged objects.
• I will be able to conceptually and mathematically explain electrical
attraction and repulsion using Coulomb’s law - the electrical force
is directly proportional to the product of two charges and inversely
proportional to the square of the distance between them,
kq1q2
Fe =
d2
• I will be able to determine the magnitude and direction of an
electric force between two charges.
3.1.4 I can explain the mechanisms for producing electrostatic
charges including charging by friction, conduction, and
induction.
•
I will be able to explain and demonstrate situations where objects
become charged (by friction, conduction or induction) in terms of
the transfer or rearrangement of electrons:
o two neutral objects charged by friction,
o a neutral object becoming positively charged by
induction and conduction,
o a neutral object becoming negatively charged by
induction and conduction.
3.1.5 I can explain how differences in electrostatic potentials
relate to the potential energy of charged objects.
• I will be able to compare work done on an object by lifting (changes
in location in a gravitational field) to work done on a charged
particle by pushing it against the electric field of a charged object –
both positive and negative.
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2013 Iredell-Statesville Schools – Physics
• I will be able to define electric potential energy as the energy of a
charge based on its location and distinguish electric potential
(voltage) as being the same for all charges.
• I will be able to explain and demonstrate that a gravitational field is
always in one direction while electric fields have two possible
directions; by convention, the direction is determined by the
direction of force on a positive test charge – away from (out of) a
positive charge and toward (into) a negative charge.
42
2013 Iredell-Statesville Schools – Physics
1st 9 weeks
2nd 9 weeks
Essential Standard:
Clarifying Objectives:
Phy.3.2 Explain the concept of magnetism.
Phy.3.2.1 Explain the relationship between magnetic domains and magnetism.
Phy.3.2.2 Explain how electric currents produce various magnetic fields.
Phy.3.2.3 Explain how transformers and power distributions are applications of electromagnetism.
Unpacking: What does this standard mean that a student will know and be able to do?
Phys.3.2.1
• Define magnetic domains and compare alignment of domains in a piece of magnetic and nonmagnetic material.
• Interpret magnetic field lines in space surrounding bar magnets.
• Summarize the attractions of unlike poles and the repulsion of like poles.
• Develop a cause-and-effect model for magnetism relating electron-spin (charge in motion) of ferromagnetic elements to orientation
and alignment of domains.
Phys.3.2.2
• Construct a model showing magnetic fields produced around a current-carrying wire and wire coil (solenoid).
• Compare the strength of an electromagnet with varied number of coils, voltage, and/or core material.
• Develop a cause-and-effect model for electromagnetism relating current (movement of charge) to the production of a magnetic field.
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2013 Iredell-Statesville Schools – Physics
Phys.3.2.3
• Explain the process of electromagnetic induction as described by Faraday’s law - the induced voltage in a coil is proportional to the
product of the number of loops and the rate at which the magnetic field changes within the loops. (No mathematical calculations.)
• Summarize the production of alternating current using a generator (rotating wire loop in a magnetic field) and explain the energy
transformation – mechanical energy converted to electrical energy.
• Explain the use of transformers to alter the voltage/current; recognize that the law of conservation of energy requires that an increase
in one quantity is accompanied by a decrease in the other so that the product of current and voltage (power) is ideally constant,
Vp
V
= s , Pin = Pout or Vp Ip = Vs Is
Np
Ns
• Explain why transformers are not 100% efficient.
Essential Vocabulary: Magnetic domain, magnetism, magnetic field line, transformer, power distribution, magnetic material, nonmagnetic
material, pole, coil, Faraday’s Law, generator and ferromagnetic elements
Learning Targets: “I Can”
3.2.1 I can explain the relationship between magnetic domains
and magnetism.
Criteria For Success: “I Will”
• I will be able to define magnetic domains and compare alignment
of domains in a piece of magnetic and nonmagnetic material.
• I will be able to interpret magnetic field lines in space surrounding
bar magnets.
• I will be able to explain and demonstrate the attractions of unlike
poles and the repulsion of like poles.
• I will be able to develop a cause-and-effect model for magnetism
relating electron-spin (charge in motion) of ferromagnetic
elements to orientation and alignment of domains.
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2013 Iredell-Statesville Schools – Physics
3.2.2 I can explain how electric currents produce various
magnetic fields.
• I will be able to construct a model showing magnetic fields
produced around a current-carrying wire and wire coil (solenoid).
• I will be able to compare the strength of an electromagnet with
varied number of coils, voltage, and/or core material.
• I will be able to develop a cause-and-effect model for
electromagnetism relating current (movement of charge) to the
production of a magnetic field.
3.2.3 I can explain how transformers and power distributions
are applications of electromagnetism.
• I will be able to explain the process of electromagnetic induction as
described by Faraday’s law - the induced voltage in a coil is
proportional to the product of the number of loops and the rate at
which the magnetic field changes within the loops. (No
mathematical calculations.)
• I will be able to summarize the production of alternating current
using a generator (rotating wire loop in a magnetic field) and
explain the energy transformation – mechanical energy converted
to electrical energy.
• I will be able to explain the use of transformers to alter the
voltage/current; recognize that the law of conservation of energy
requires that an increase in one quantity is accompanied by a
decrease in the other so that the product of current and voltage
(power) is ideally constant,
Vp
V
= s , Pin = Pout or Vp Ip = Vs Is
Np
Ns
• I will be able to explain why transformers are not 100% efficient.
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2013 Iredell-Statesville Schools – Physics
Instructional Resources:
•
The Physics Classroom: Great for tutorials, animations, video clips and reviews.
http://www.physicsclassroom.com/
•
Study Jams: Instructional Animation Clips
http://studyjams.scholastic.com/studyjams/jams/science/index.htm
•
Khan Academy: Supplemental Instruction with video and you can manage student activities on this site – great for flipping
class.
http://www.khanacademy.org/
•
National Geographic: Topic articles and other great resources.
http://education.nationalgeographic.com/education/?ar_a=1
•
NOVA: Topic articles and other great resources.
http://www.pbs.org/wgbh/nova/
•
Tutor Vista: Short tutoring topics.
http://physics.tutorvista.com/
•
Educator: Supplemental lecture series. Submit application for free school account. Good for flipping class or for when you
are going to be out and don’t want to fall behind in your instruction.
http://www.educator.com/
•
School of Physics (UNSW): College video demonstrations
http://www.animations.physics.unsw.edu.au/
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2013 Iredell-Statesville Schools – Physics
Formative Assessment Resources: (incomplete)
Phy1.1.3.sample1
A ball is kicked from the ground at an angle 38o above the horizontal at a velocity of 16 m/s. (A) Calculate the horizontal and
vertical components of the initial velocity given. (B) Assuming the field is flat, how long will the ball be in the air before returning
to the ground? (C) What is the range of the ball? (D) What is the highest altitude the ball reached?
Phy1.1.3.sample2
A golf ball is hit from the ground with a velocity of 22 m/s at an angle of 12.5o above the horizontal. (A) Calculate the horizontal
and vertical components of the initial velocity given. (B) Assuming the field is flat, how long will the ball be in the air before
returning to the ground? (C) What is the range of the ball? (D) What is the highest altitude the ball reached?
Phy1.1.3.sample3
Dean throws a rock horizontally with a velocity of 7 m/s from the top of a cliff edge which is 25 m above a gorge. (A) How long
will the rock be in the air before it strikes the ground? (B) What will be the vertical and horizontal velocities of the rock when it
reaches the gorge below? (C) Answer the same questions, except Dean now throws the rock with a downward angle of 25o
below the horizontal.
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