Download Learning-Goal

__________________’s
Physics Fabulousness
In this packet, you will chart your self-assessment of your
progress in physics this semester. For each set of learning goals
in each unit, reflect on your understanding and give yourself a
score based on our scale. If you place yourself between two
steps, you can move by 0.5 on your grids.
Our Scale
Unit 1 – One-Dimensional Motion
The topic of this unit is one-dimensional motion. What do you think one-dimensional motion is?
List five things you think you will learn about in this unit.
Unit 1 Learning Goals - Set 1: Students will...
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
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Understand the four-dimensional nature of the universe
Distinguish distance from displacement
Understand the methods of expressing direction in physics
Unit 1 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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_____________________________________________________________________________________
Unit 1 Learning Goals - Set 2: Students will…
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Distinguish velocity from speed; distinguish instantaneous from average velocity
Analyze velocity as displacement per unit of time
Analyze graphs of position vs. time to interpret information about velocity and displacement
Unit 1 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 1 Learning Goals - Set 3: Students will…
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Distinguish uniform from non-uniform motion
Analyze acceleration as change in velocity per unit of time (math formula)
Analyze the sign of acceleration and the sign of initial velocity to determine the effect of
acceleration
Analyze graphs of velocity vs. time to interpret information about velocity and acceleration
Unit 1 Learning Goals Set 3
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 1 Learning Goals - Set 4: Students will…

Be able to use the kinematic equations to analyze the relationship between any one of the
following values on any of the other values...
 displacement
 initial velocity
 final velocity
 acceleration
 time
Unit 1 Learning Goals Set 4
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 1 Learning Goals - Set 5: Students will…
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
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Understand how objects behave when in free fall
Be able to use the kinematic equations to analyze the relationship between any one of the
following values on any of the other values for free-falling objects
o displacement
o initial velocity
o final velocity
o acceleration
o time
Understand what terminal velocity is and what conditions create it.
Unit 1 Learning Goals Set 5
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
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Unit 1 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets
Unit 2 – Two-Dimensional Motion
The topic of this unit is two-dimensional motion. How do you think something would move if it has twodimensional motion?
List five things you think you will learn about in this unit.
Unit 2 Learning Goals - Set 1: Students will...
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
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
Distinguish between one-dimensional and two-dimensional motion
Distinguish between vectors & scalars
Create vector diagrams
Combine component vectors to find resultant vectors using vector addition
Unit 2 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 2 Learning Goals - Set 2: Students will…

Find the horizontal and vertical components of a resultant vector.
Unit 2 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 2 Learning Goals - Set 3: Students will…
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
Interpret projectile motion in terms of its two dimensions (free fall and horizontal motion)
Be able to use the kinematic equations to analyze the relationship between any one of the
following values on any of the other values for projectiling objects
o displacement
o initial velocity
o final velocity
o acceleration
o time
Unit 2 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
Unit 2 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets
Unit 3 – Force & Newton’s Laws
So far we've worked on kinematics, or analyzing HOW things move. The topic of this unit is dynamics,
which deals with WHY things move.One of our focuses is force. Try to define force.
Isaac Newton's three Laws of Motion are important to dynamics. Try to write down from prior learning
what each law states:
1st:
2nd:
3rd:
Unit 3 Learning Goals - Set 1: Students will...
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understand what force is and how it's measured.
be able to distinguish between the four types of forces.
be able to perform vector operations involving net external force.
be able to distinguish weight from mass.
be able to calculate weight.
understand what normal force is and be able to calculate it.
Unit 3 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 3 Learning Goals - Set 2: Students will…
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understand the role of friction in motion.
be able to distinguish conceptually between static and kinetic friction.
be able to analyze situations in which static or kinetic friction occur in order to determine how
an object will move.
perform calculations involving static or kinetic friction and net external force.
Unit 3 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 3 Learning Goals - Set 3: Students will…
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understand what elastic force is and under what conditions it occurs.
be able to relate displacement from resting state and spring constant to the elastic force in a
material.
be able to calculate elastic force when an object is stretched or compressed, including when it's
stretched by a hanging object.
relate elastic force to real-life situations.
Unit 3 Learning Goals Set 3
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 3 Learning Goals - Set 4: Students will…
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understand what Newton's 1st Law of Motion means.
be able to relate Newton's 1st Law to real-life situations involving...
balanced net external force (static equilibrium)
un-balanced net external force.
changing velocity (acceleration) or unchanging velocity.
understand the relationship between mass and inertia.
Unit 3 Learning Goals Set 4
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 3 Learning Goals - Set 5: Students will…
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understand the relationship between Fnet, mass, and acceleration in terms of Newton's 2nd Law
of Motion.
be able to analyze real-life situations conceptually and mathematically in relationship to Fnet,
mass, acceleration, velocity, displacement, and time based on Newton's 2nd Law and the
kinematic equations.
relate Newton's 2nd Law to the value for acceleration due to gravity and to the formula for
weight.
Unit 3 Learning Goals Set 5
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 3 Learning Goals - Set 6: Students will…
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
understand the relationship between action forces and reaction forces according to Newton's
3rd Law of Motion.
be able to analyze real-life situations conceptually in relationship to N's 3rd Law and the
kinematic values..
Unit 3 Learning Goals Set 6
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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_____________________________________________________________________________________
Unit 3 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets
Unit 4: Energy
The topic of this unit is energy. We'll look at potential and kinetic energies, how we give objects energy,
and how energy in an object can change. Potential energy deals with where something is or how much
it's stretched/compressed. Kinetic energy deals with motion. Generate a unique learning goal for
yourself about the topic of energy. By the end of this unit, you will have to submit a paragraph
explaining the answer to this unique learning goal. Suggestion: Base it on one of your interests! You can
also look at different aspects of energy, such as nuclear energy, electrical energy, fossil fuels, animal
physiology, etc. Have fun! 
My learning goal is: _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 4 Learning Goals - Set 1: Students will...
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be able to explain what energy is.
be able to describe the different types of energy.
be able to distinguish between mechanical and non-mechanical energy.
be able to distinguish conceptually between the different types of mechanical energy.
Unit 4 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 4 Learning Goals - Set 2: Students will...
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be able to explain what energy of position means and identify it in real-life examples.
be able to explain the conditions under which gravitational potential energy exists.
be able to perform calculations involving gravitational potential energy.
be able to explain the conditions under which elastic potential energy exists.
be able to perform calculations involving elastic potential energy.
Unit 4 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 4 Learning Goals - Set 3: Students will...
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be able to explain what kinetic energy means and identify it in real-life examples.
be able to explain the conditions under which kinetic energy exists.
be able to perform calculations involving kinetic energy.
Unit 4 Learning Goals Set 3
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 4 Learning Goals - Set 4: Students will...
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be able to explain what work means and identify it in real-life examples.
be able to explain the results of work being done on an object.
be able to perform calculations involving work and the resulting change in mechanical energy,
including changes in position and velocity.
Unit 4 Learning Goals Set 4
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 4 Learning Goals - Set 5: Students will...
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be able to explain what power means and identify it in real-life examples.
be able to explain how power relates to energy use.
be able to perform calculations involving power.
Unit 4 Learning Goals Set 5
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 4 Learning Goals - Set 6: Students will...
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be able to explain what the Law of Conservation of Energy states and identify it in real-life
examples.
be able to explain how this law relates to energy transformation.
be able to perform calculations involving this law and...
o PEG
o PEE
o KE
o position
o velocity
Unit 4 Learning Goals Set 6
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
Unit 4 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets
Unit 5 - Momentum
The topic of this unit is momentum, which has to do with why objects in motion keep moving. (This idea
is similar to the Law of ____________.) Think of three situations in which objects have a lot of
momentum and list them.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Generate a unique learning goal for yourself about the topic of momentum. What's something that's
interesting to you that involves momentum? Make it something that you can research and write a good
5-7 sentence paragraph about to submit by the end of the unit. By the end of this unit, you will have to
submit a paragraph explaining the answer to this unique learning goal.
My learning goal is: _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 5 Learning Goals - Set 1: Students will...
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explain what linear momentum is.
analyze the linear momentum of objects in real life situations.
perform calculations involving linear momentum.
relate linear momentum both qualitatively and quantitatively to Newton's Law of Inertia.
Unit 5 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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_____________________________________________________________________________________
Unit 5 Learning Goals - Set 2: Students will...
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examine the relationship between the momentum of a system of objects before they collide and
after they collide.
perform calculations involving the Law of Conservation of Momentum in order to quantify the
above-mentioned relationship.
relate this relationship to real life situations.
Unit 5 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _____________________________________________________
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__________________________________________________________________________________
Unit 5 Learning Goals - Set 3: Students will...
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examine the relationship between the kinetic energy of a system of objects before they collide
and after they collide.
perform calculations to quantify the above-mentioned relationship.
classify collisions as elastic, inelastic, or totally inelastic based on the above-mentioned
calculations.
relate this relationship to real life situations.
Unit 5 Learning Goals Set 3
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _____________________________________________________
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Unit 5 Learning Goals - Set 4: Students will...
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analyze the relationship between the impulse applied to an object and its resulting change in
momentum using the Impulse-Momentum Theorem.
perform calculations involving the Impulse-Momentum Theorem.
relate the Impulse-Momentum Theorem to real life situations.
Unit 5 Learning Goals Set 4
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _____________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
Unit 5 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets
Unit 6: Circular Motion & Gravity
The topic of this unit is circular motion and gravity. Think of two situations that involve objects traveling
in circles or gravitational force.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Why do you think we’re studying the force of gravity in a unit on circular motion?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Generate a unique learning goal for yourself about the topic of circular motion or gravitational force.
What's something that's interesting to you that involves this? Make it something that you can research
and write a good 5-7 sentence paragraph about to submit by the end of the unit. By the end of this unit,
you will have to submit a paragraph explaining the answer to this unique learning goal.
My learning goal is: _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 6 Learning Goals - Set 1: Students will...
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
distinguish between circular and rotational motion.
analyze conceptually and mathematically these motions in terms of frequency and period.
Unit 6 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 6 Learning Goals - Set 2: Students will...
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analyze conceptually and mathematically the motion of an object traveling in a circle in terms
of...
o tangential velocity
o centripetal acceleration
o centripetal force
identify the effects of changing the radius of motion on the above mentioned quantities.
identify the effects of changing the period of motion on the above mentioned quantities.
Unit 6 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 6 Learning Goals - Set 3: Students will...
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analyze conceptually and mathematically the gravitational force between two objects based on
mass and distance.
relate center of mass to gravitational measurements and stable equilibrium.
relate gravitational force and circular motion to analyze planetary and satellite orbits.
Unit 6 Learning Goals Set 3
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 6 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets
Unit 7: Electrostatics
The topic of this unit is electrostatics. We learned in Unit 3 that electromagnetic force is one of the four
known forces in the universe. In fact, it’s the _____ (1st, 2nd, 3rd, 4th?) strongest. It involves the electrical
attraction and repulsion of __________ particles as well as the attraction and repulsion of magnets.
We’re going to focus on the electrical forces.
What sort of situations do you think involve “electrostatics”? Answer this question and come up with an
example to show your intended meaning.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
[Class discussion]
Now that you know what electrostatics means, does your original example still hold? If your answer is
yes, generate a second example. If your answer is no, generate an example that does work with the
correct definition.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Generate a unique learning goal for yourself about the topic of electrostatics. What's something that's
interesting to you that involves electrostatics? Make it something that you can research and write a
good 5-7 sentence paragraph about to submit by the end of the unit. By the end of this unit, you will
have to submit a paragraph explaining the answer to this unique learning goal.
My learning goal is: _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 7 Learning Goals - Set 1: Students will...
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analyze the nature of charge qualitatively and quantitatively including understanding...
what charge is.
how objects come to have a particular charge.
apply the Rule of Charges.
apply the Law of Conservation of Charge to real life examples.
Unit 7 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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_____________________________________________________________________________________
Unit 7 Learning Goals - Set 2: Students will...
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
distinguish between conductors and insulators and their uses.
distinguish between methods of charging including identifying which class of objects can
become charged by each method:
o conduction.
o contact (friction.)
o induction.
o polarization.
Unit 7 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
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Unit 7 Learning Goals - Set 3: Students will...

analyze electrostatic force between charges using Coulomb's Law.
Unit 7 Learning Goals Set 3
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 7 Learning Goals - Set 4: Students will...
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
conceptually and mathematically analyze the nature of electric fields.
create and analyze electric field diagrams.
Unit 7 Learning Goals Set 4
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 7 Learning Goals - Set 5: Students will...
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

conceptually and mathematically analyze the electric potential energy of charges in an electric
field.
conceptually relate electric potential energy to voltage.
relate electric potential energy and voltage to methods of storing electrical energy.
Unit 7 Learning Goals Set 5
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
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Unit 7 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets
Unit 8: Electric Circuits
We use electricity constantly. All of the electricity we use in our typical daily lives runs through electric
circuits, so let’s figure out how they work! Quick questions to get started:
What do you think electricity is?
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What do you think moves through wires in an electric circuit that’s turned on?
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We know that some circuits have more electricity in them than others. For example, the wires running
along Avon Belden Road have more electricity in them than the wires in your cell phone. How do you
think circuits work to make that variation happen? Any guesses?
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Generate a unique learning goal for yourself about the topic of electric circuits. What's something that's
interesting to you that involves electric circuits? Make it something that you can research and write a
good 5-7 sentence paragraph about to submit by the end of the unit. By the end of this unit, you will
have to submit a paragraph explaining the answer to this unique learning goal.
Alternative: Build an electric circuit! Your circuit should be complex enough to equate to the amount of
work you would need to do if you were to research a topic and write a paragraph. Requirements:



It must be mounted securely on wood, cardboard, or a breadboard.
It must have a way to turn it on and off.
It must make more than one thing happen in controllable pattern. For example, turning on a
single light is not complex enough. Making three lights blink on-and-off in a pattern would be
complex enough. Turning on a motor to make something else move would be complex enough.
You will need to go to someplace like Radio Shack to buy (cheap) parts, but it will be exceptionally cool.
Your project will require prior approval.
My learning goal is: _____________________________________________________________________
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Unit 8 Learning Goals - Set 1: Students will...







analyze electric current as the flow of charged particles.
analyze the magnitude and direction of electric current.
determine the requirements of an electric circuit.
distinguish between drift speed of electrons and the speed of the electric field that makes
current move.
distinguish between alternating current (AC) and direct current (DC).
distinguish between "conventional current" and the truth.
represent circuits with schematic diagrams.
Unit 8 Learning Goals Set 1
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Unit 8 Learning Goals - Set 2: Students will...


determine the characteristics that affect electrical resistance.
relate current, voltage, and resistance using Ohm's Law.
Unit 8 Learning Goals Set 2
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 8 Learning Goals - Set 3: Students will...


analyze the characteristics of series circuits.
perform calculations to analyze the current, the equivalent resistance, and the voltage
drop/potential difference across resistors in a series circuit.
Unit 8 Learning Goals Set 3
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 8 Learning Goals - Set 4: Students will...



analyze the characteristics of parallel circuits.
perform calculations to analyze the current, the equivalent resistance, and the voltage
drop/potential difference across resistors in a parallel circuit.
compare and contrast the characteristics of series circuits and parallel circuits both conceptually
and mathematically.
Unit 8 Learning Goals Set 4
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 8 Learning Goals - Set 5: Students will...


analyze the characteristics of compound circuits.
perform calculations to analyze the current, the equivalent resistance, and the voltage
drop/potential difference across resistors in a compound circuit.
Unit 8 Learning Goals Set 5
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 8 Learning Goals - Set 6: Students will...

evaluate conceptually and quantitatively electric power, current, and voltage in series,
parallel, and mixed circuits.
Unit 8 Learning Goals Set 6
4
Self-Assessment
3.5
3
2.5
2
1.5
1
0.5
0
Date
Questions I have: (List at least one) _______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 8 Overall Awesomeness
Look at each set of learning goals.
How much did you change from beginning to end on each set of learning goals?
Chart this information below.
How Much my Self-Assessment
Changed on each Set
How Much Have I Changed?
4
3.5
3
2.5
2
1.5
1
0.5
0
-0.5
-1
-1.5
-2
-2.5
-3
-3.5
-4
Learning Goal Sets