Download Physics Priority Expectations

Physics Priority Expectations
describing motion
energy
transformations
forces and motion
mechanical
energy
momentum
periodic
motion
gravity
Note about the sequence and organization of
units in this document:
The sequence of units in this document is based on the
Physics HSCE Companion Document. It has been slightly
revised in several ways, to strengthen the overall sequence.
The two units in the companion document that addressed
motion of objects were combined into one, and a separate
unit on gravity was created. The unit on energy transformations, which was placed in the companion document
toward the end, was moved to the beginning as an overall introduction, since energy considerations appear everywhere in physics. And the last unit in the companion
document, called “Energy and Society,” was streamlined to
address the overview of nuclear physics, with other HSCEs
about energy transformations moved to appropriate units.
The purpose of this document is to help you organize your
curriculum based on the big ideas and core concepts of
each unit. We hope you find these suggestions helpful.
8
mechanical
waves
electric forces
nuclear physics
electromagnetic
waves
electric
circuits
Within each unit, Content Expectations are identified as
“Priority Expectations” or as supplements to the priority
expectations—meaning extensions or applications. The extensions and applications are clustered under the priority
expectations, to show how ideas fit together within units.
Some of the HSCEs have been slightly reworded, to enhance the clarity of their meaning. A list of reworded HSCEs
with their original wording is provided at the end of this
document.
In the future, we hope to provide web resources to allow
teachers to expand on the “Inquiry, Reflection and Social
Implications” examples provided here, as well as the “Instructional Examples” provided in the Companion Document.
Scientific Inquiry, Scientific Reflection and
Social Implications
The section in each unit on Inquiry, Reflection and Social
Implications uses abbreviations for those HSCEs. The complete list can be found at the end of the document.
| ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
The Big Ideas in the Physics Units
Energy Transformations
Unit 1
Energy is transferred between objects during interactions and frequently transformed from one type
to another in mechanical, electrical and natural systems. The total amount of energy remains constant
in closed systems.
Motion (including Two Dimensional)
Unit 2
The motion of an object may be represented using motion diagrams, tables and graphs, and mathematical functions. Solving problems about motion is facilitated by using functions.
Dynamics
Unit 3
When two objects interact with each other, by direct contact or at a distance, all three of Newton’s Laws
describe and explain that interaction.
Momentum
Unit 4
A moving object has a quantity of motion (momentum) that depends on its velocity and mass. In interactions between objects, the total momentum of the objects does not change.
Periodic Motion
Unit 5
Periodic motion describes objects that oscillate back and forth or move in a circle. These motions are
quantified by their period or frequency.
Gravity
Unit 6
Unit 7
Unit 8
Gravity is one of four fundamental forces of nature, the attractive force between any two masses.
It explains why objects fall to the Earth and why planets and satellites stay in their orbits.
Mechanical Energy
The amount of energy transferred when an object is moved is equal to the work done on the object.
Mechanical Waves
Mechanical waves are vibrations in a medium that move from source to receiver, conveying energy.
Electromagnetic Waves, Visible Light and Optics
Unit 9
Electromagnetic waves transfer energy and information from place to place without a material medium, and visible light is a form of electromagnetic radiation. All electromagnetic waves move at the
speed of light in a vacuum.
Electric Forces
Unit 10
Unit 11
All objects are composed of electrical charges. The electric and magnetic forces are the result of the
strength and motion of charges. Most interactions in everyday life (other than gravity) are the result of
electric and magnetic forces.
Electric Current
Electric current is used to transfer energy and to do work.
Nuclear Physics
Unit 12
Radioactive decay is the spontaneous transmutation of one nucleus into another with the release of
high energy particles. Nuclear fission and nuclear fusion create new elements and release high energy
particles and massive amounts of radiation.
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 9
Unit
1
Energy Transformations
energy
transformations
INVOLVE
energy transters
into and out of
system
OCCUR BETWEEN
ARE GOVERNED BY
law of
conservation
of energy
various forms
of energy
Big Idea
Energy is transferred between objects during interactions and frequently transformed from one type to
another in mechanical, electrical and natural systems. The total
amount of energy remains constant in closed systems.
Inquiry, Reflection and
Social Implications:
P1.1A
P1.1D
P1.1E
Generate questions for investigations
Relate patterns in data to theories
Give evidence to support conclusions
Students can generate questions such as “Where did
the energy go?” using various phenomena that illustrate energy transfer, like dropping a ball or swinging a pendulum and noticing that they don’t return
to their starting point, or shaking a jar of sand with
a thermometer inserted; they can then identify patterns in data and describe reasons to support their
conclusions.
P1.1f
Predict results of changes in variables
Students can predict what would happen if variables are changed in investigations using various
physics simulations such as “Energy Skate Park” at
http://phet.colorado.edu.
Core Concepts
•
Friction in mechanical systems limits the amount of energy that can be converted to useful work.
•
In most energy transfers, some energy is inadvertently
transformed into heat which warms the surroundings.
10 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.3A
Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks
on cliffs, energy in food). (i.e., Give examples of KE, GPE, CPE, EPE.)
P4.1A
Account for and represent energy into and out of systems using energy transfer diagrams.
P4.3C
Explain why all mechanical systems require an external energy source to maintain their
motion.
P4.2f
Identify and label the energy inputs, transformations, and outputs, using qualitative or
quantitative representations, in simple technological systems (e.g., toaster, motor, hair dryer) to show
energy conservation. (application)
P4.11a
Calculate the energy lost to surroundings when water in a home water heater is heated from room
temperature to the temperature necessary to use in a dishwasher, given the efficiency of the home
hot water heater. (application)
P4.11b
Calculate the final temperature of two liquids after they are combined, given their initial
temperatures and masses (same or different materials). (application)
P4.2A
Account for and represent energy transfer and transformation in complex processes
(interactions).
P4.10A
Describe the energy transformations when electrical energy is produced and transferred to homes
and businesses. (application)
P4.10B
Identify common household devices that transform electrical energy to other forms of energy, and
describe the type of energy transformation. (application)
P4.2B
Name devices that transform specific types of energy into other types (e.g., a device that transforms
electricity into motion). (application)
P4.2C
Explain energy conservation in common systems (e.g., light incident on a leaf, mechanical energy in
a collision).
P4.2D
Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
(application)
Unit
1
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 11
Unit
2
Motion
motion
can be
DESCRIBED BY
position over
time, velocity,
acceleration
REPRESENTED BY
motion diagrams,
tables and
graphs, funcations
Big Idea
The motion of an object may be represented using motion
diagrams, tables and graphs, and mathematical functions.
Solving problems about motion is facilitated by using
functions.
Core Concept
•
DEPENDS ON
Motion is relative to whatever frame of reference is
chosen.
frame of
reference
Inquiry, Reflection and
Social Implications
P1.1C
P1.1D
P1.1f
Conduct scientific investigations
Relate patterns in data to theories
Predict results of changes in variables
Students can measure, graph, and analyze motion
using photogates, motion detectors, etc. They can
predict how a motion graph might change if, for
example, velocity changes in a certain way, and test
their predictions.
P1.2C Access information from multiple sources
A great video for illustrating frames of reference is “Virtual Insanity” by Jamiroquai, available on
YouTube.
12 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P2.1A
Calculate the average speed of an object using the change of position and elapsed time.
P2.1B
Represent the velocities for linear and circular motion using motion diagrams
(arrows on strobe pictures).
P2.1C
Create line graphs using measured values of position and elapsed time.
P2.1D
Describe and analyze the motion that a position-time graph represents, given the graph.
P2.1g
Solve problems involving average speed and constant acceleration in one dimension.
P2.2A
Distinguish between the variables of distance, displacement, speed, velocity,
and acceleration.
P2.2B
Use the change of speed and elapsed time to calculate the average acceleration for
linear motion.
P2.2C
Describe and analyze the motion that a velocity-time graph represents, given the graph.
P2.2e
Use the area under a velocity-time graph to calculate the distance traveled and the slope to
calculate the acceleration.
P2.2g
Apply the independence of the vertical and horizontal initial velocities to solve projectile
motion problems.
P2.3a
Describe and compare the motion of an object using different reference frames.
Unit
2
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Unit
3
Dynamics
Newton’s Laws
govern
interactions
FIRST LAW
an object in
motion stays
in motion...
When two objects interact with each other, by direct contact or
at a distance, all three of Newton’s Laws describe and explain
that interaction.
•
Law 1: Unbalanced forces cause changes in motion
(speed and/or direction).
•
Law 2: The size of the change is directly proportional to
the force and inversely proportional to the mass of the
object.
•
Law 3: Whenever one object exerts a force on another,
a force equal in magnitude and opposite in direction is
exerted back on it.
equal and
opposite reaction
F=ma
Big Idea
Core Concepts
THIRD LAW
SECOND LAW
Inquiry, Reflection and
Social Implications
P1.1A Generate questions for investigations
P1.1h Design and conduct investigations;
draw conclusions
P1.1D Relate patterns in data to theories
Students can use simple equipment like model cars
and rubber bands to develop the relationship between force, mass and acceleration. They can pose
and answer the question “How does changing the
force affect the acceleration?” They develop ways of
measuring acceleration.
P1.1f
Predict results of changes in variables
Students can use dynamics experiments, such as
rolling a ball down a ramp and off a table, to make
predictions about how changes in variables will
affect motion.
P1.2f Critique solutions to problems
P1.2g Identify tradeoffs in designs
The West Point Bridge Designer software (free—
Google it) helps students visualize multiple forces.
It stimulates good discussions of constraints and
tradeoffs in design decisions.
14 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.2A
Identify the magnitude and direction of everyday forces (e.g., wind, tension in ropes, pushes
and pulls, weight).
P3.1A
Identify the force(s) acting between objects in “direct contact” or at a distance.
P3.1d
Identify the basic forces in everyday interactions.
P3.2C
Calculate the net force acting on an object.
P3.2d
Calculate all the forces on an object on an inclined plane and describe the object’s motion based on
the forces using free-body diagrams. (application)
P3.4B
Identify forces acting on objects moving with constant velocity (e.g., cars on a highway).
P3.3A
Identify the action and reaction force from examples of forces in everyday situations
(e.g., book on a table, walking across the floor, pushing open a door).
P3.4A
Predict the change in motion of an object acted on by several forces.
P3.4C
Solve problems involving force, mass, and acceleration in linear motion
(Newton’s Second Law).
P3.4e
Solve problems involving force, mass, and acceleration in two-dimensional projectile motion
restricted to an initial horizontal velocity with no initial vertical velocity (e.g., a ball rolling off
a table).
Unit
3
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Unit
4
Momentum
collisions
between
objects
CONSERVE
momentum
(mass x velocity)
IMPART
force over time
(impulse)
Big Idea
A moving object has a quantity of motion (momentum) that
depends on its velocity and mass. In interactions between
objects, the total momentum of the objects does not change.
Core Concept
•
EQUAL TO
change in
momentum
Inquiry, Reflection and
Social Implications
P1.1A
P1.1E
P1.1f
P1.1g
A small force over a long time can produce the same
change in momentum as a large force over a short time.
(This can be derived from Newton’s Second Law.
Generate questions for investigations
Give evidence to support conclusions
Predict results of changes in variables
Critique reasoning based on evidence
Students can investigate P3.4g in many ways:
•
•
•
•
•
P1.2i
Drop a tennis ball and basketball together,
tennis ball resting on top of basketball, and
observe how the tennis ball rebounds
Compare an egg thrown into a sheet vs.
thrown into a wall
Play catch with water balloons
Jump off a table with straight vs. bent knees
Bungee jump vs. string jump with a force meter
attached to the top of the cord
Explain progressions of ideas
An understanding of momentum is the basis for
understanding advanced scientific research such as
collisions in particle accelerators. Students can begin
to see how a simple understanding of momentum
can be applied in more complex ways to more complex phenomena.
16 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.4f
Calculate the changes in velocity of a thrown or hit object during and after the time it is acted on
by the force. (application)
P3.4g
Explain how the time of impact can affect the net force
(e.g., air bags in cars, catching a ball).
P3.5a
Apply conservation of momentum to solve simple collision problems.
P3.3b
Predict how the change in velocity of a small mass compares to the change in velocity of a
large mass when the objects interact (e.g., collide).
P3.3c
Explain the recoil of a projectile launcher in terms of forces and masses. (application)
P3.3d
Analyze why seat belts may be more important in autos than in buses. (application)
Unit
4
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 17
Unit
5
Periodic Motion
periodic
motion
may be constant
throughout period
acceleration
points inward
bicycle wheel or
Earth in orbit
SPEED
SPEED
TYPE
TYPE
REPRESENTED BY
period: time to
complete one cycle
Big Idea
Periodic motion describes objects that oscillate back and forth
or move in a circle. These motions are quantified by their period
or frequency.
Core Concept
•
changes
throughout period
Centripetal force is the force holding an object in circular
motion; it points radially inward. The force we perceive
when riding on an object moving in circular motion that
pushes us outward is called centrifugal force, a fictitious
force that results from our accelerated frame of reference.
In fact, it is a result of our inertia, which tends to move us
forward in a straight line, tangential to the circular motion.
wing or other
pendulum
net force on
object determines
acceleration
Inquiry, Reflection and
Social Implications
P1.1A
P1.1D
P1.1f
P1.1h
Generate questions for investigations
Relate patterns in data to theories
Predict results of changes in variables
Design and conduct investigations;
draw conclusions
Students can experience and investigate acceleration in circular motion on amusement park and
playground rides, generating questions, collecting
data, predicting results of changes in variables and
designing tests of their predictions, relating patterns in data to concepts of acceleration in circular
motion. They can do the same as they investigate
motion of pendulums and weighted springs. Accurate measurement techniques need to be devised
to minimize measurement error.
P1.1g Critique reasoning based on evidence
P1.2f Critique solutions to problems
Use the Projectile Motion simulator at http://phet.
colorado.edu to let students investigate changes in
speed and direction and critique the reasoning behind these concepts based on their evidence. This
is good practice for the citizenship duty of applying
evidence and reason to social policy decisions.
18 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P2.1E
Describe and classify various motions in a plane as one dimensional, two dimensional,
circular, or periodic. (definition of terms)
P2.1h
Identify the changes in speed and direction in everyday examples of circular
(rotation and revolution), periodic, and projectile motions.
P2.1F
Distinguish between rotation and revolution and describe and contrast the two speeds of an
object like the Earth. (application)
P2.2D
Explain how uniform circular motion involves acceleration without a change in speed.
P2.2f
Describe the relationship between changes in position, velocity, and acceleration during
periodic motion.
P3.4D
Identify the force(s) acting on objects moving with uniform circular motion
(e.g., a car on a circular track, satellites in orbit). (Links to Unit 6, Gravity)
Unit
5
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Unit
6
Gravity
gravity
IS
attractive force
between two
masses
OBEYS
inverse square
law
Big Idea
Gravity is one of four fundamental forces of nature, the attractive force between any two masses. It explains why objects fall
to the Earth and why planets and satellites stay in their orbits.
Core Concept
•
EXPLAINS
FELT AS
circular and
elliptical orbits
weight of object
on Earth
Inquiry, Reflection and
Social Implications
P1.1D
P1.1E
P1.1f
P1.1g
Relate patterns in data to theories
Give evidence to support conclusions
Predict results of changes in variables
Critique reasoning based on evidence
Using the Gravity Force Lab at
http://phet.colorado.edu, students can make predictions about what will happen if the masses and/
or distance between objects are changed, relating
patterns in the data to the universal law of gravitation. In class discussions, they can give evidence to
support their conclusions and critique reasoning
based on the evidence.
P1.2i
Explain progressions of ideas
The theory of gravity and solar system explorations
are two excellent case studies for looking at the
progression of ideas that lead to current scientific
knowledge.
The force of gravity is directly proportional to the product
of the masses of the two bodies and inversely proportional to the square of the distance between them.
20 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.1A
Identify the force(s) acting between objects in “direct contact” or at a distance.
P3.6B
Predict how the gravitational force between objects changes when the distance between
them changes.
P3.6A
Explain earth-moon interactions (orbital motion) in terms of forces. (application)
P3.6C
Explain how your weight on Earth could be different from your weight on another planet.
(application)
P3.6d
Calculate the force, masses, or distance between two bodies, given any three of these quantities, by applying the Law of Universal Gravitation, given the value of G.
P3.6e
Draw arrows (vectors) to represent how the direction and magnitude of a force changes on
an object in an elliptical orbit. (application)
Unit
6
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Unit
7
Mechanical Energy
engergy transfer
in interactions
VARIOUS SITUATIONS
work in sliding
an object on
the ground: W=Fd
work in moving
an object uphill
W=mgh
Big Idea
The amount of energy transferred when an object is moved is
equal to the work done on the object.
Core Concept
•
In mechanical systems, W = F d, where d is in the same
direction as F. This is a convenient equation when the
object is moved against the force of friction, with no
acceleration. When the object moves freely, the work done
is equal to its change in KE.
work in accelerating
an object
W=1/2mv2
Inquiry, Reflection and
Social Implications
P1.1A
P1.1D
P1.1f
Generate questions for investigations
Relate patterns in data to theories
Predict results of changes in variables
Energy Skate Park at http://phet.colorado.edu is
good for simulating transformations of GPE to KE.
Students can generate questions to investigate,
identify patterns in data and analyze them using
their knowledge of how to calculate GPE and KE,
and make and test predictions. Turn on the pie chart,
and set friction >0, to investigation transformations
to heat.
22 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.1c
Contrast the everyday meaning of “work” with the more precise scientific meaning. (reworded)
P4.1d
Calculate the amount of work done on an object that is moved from one position to another.
P3.2A
Compare work done in different situations. (application)
P4.1B
Explain instances of energy transfer by waves and objects in everyday activities
(e.g., why it hurts when you are hit by a baseball).
P4.1e
Using the formula for work, derive a formula for change in potential energy of an object lifted a
distance h. (application)
P4.3B
Describe the transformation between potential and kinetic energy in simple mechanical
systems (e.g., pendulums, roller coasters, ski lifts).
P4.3e
Calculate the changes in kinetic and potential energy in simple mechanical systems
(e.g., pendulums, roller coasters, ski lifts, using the formulas for kinetic energy and
potential energy).
P4.3d
Calculate the amount of kinetic energy of everyday examples of moving objects. (revised slightly)
(application)
P4.2e
Explain the energy transformation as an object (e.g., skydiver) falls at a steady velocity.
(application related to Unit 1)
P4.3f
Calculate the impact speed (ignoring air resistance) of an object dropped from a specific
height or the maximum height reached by an object (ignoring air resistance), given the initial
vertical velocity.
Unit
7
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Unit
8
Mechanical Waves
mechanical
waves
EXAMPLES
water waves,
earthquakes,
sound
TRANSFER
AS CHARACTERIZED BY
energy,
not matter
PROPAGATE
frequency and
wavelength, which are
inversely proportional
Big Idea
Mechanical waves are vibrations in a medium that move from
source to receiver, conveying energy.
Core Concepts
•
Sound waves are compression waves (longitudinal),
while water waves are transverse waves.
•
Waves can be described by their frequency or wavelength,
which are inversely proportional, and by their speed and
amplitude.
•
Waves created by a point source travel outward in all
directions, decreasing in intensity with the square of the
distance from the source.
•
Waves can interfere constructively or destructively.
through a medium,
unlike EM waves
RESULTING
IN
interference
patterns
Inquiry, Reflection and
Social Implications
P1.1f Predict results of changes in variables
P1.2C Access information from multiple sources
Students can use Slinkies to study both transverse
and compression waves and interference patterns,
changing variables and predicting results. There are
good wave simulations at http://phet.colorado.
edu, including Waves on a String and Wave Interference. The Tacoma Narrows Bridge Collapse video
dramatically illustrates resonance (http://www.youtube.com/watch?v=3mclp9QmCGs).
24 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.1B
Explain instances of energy transfer by waves and objects in everyday activities
(e.g., why the ground gets warm during the day, how you hear a distant sound).
P4.4A
Describe specific mechanical waves (e.g., on a demonstration spring, on the ocean) in terms
of wavelength, amplitude, frequency, and speed.
P4.4B
Identify everyday examples of transverse and compression (longitudinal) waves. (application)
P4.4C
Compare and contrast transverse and compression (longitudinal) waves in terms of
wavelength, amplitude, and frequency. (application)
P4.4d
Demonstrate that frequency and wavelength of a wave are inversely proportional in a given
medium.
P4.4e
Calculate the amount of energy transferred by transverse or compression waves of different
amplitudes and frequencies (e.g., seismic waves). (extension)
P4.5A
Identify everyday examples of energy transfer by waves and their sources. (application)
P4.5B
Explain why an object (e.g., fishing bobber) does not move forward as a wave passes under it. (application)
P4.5C
Provide evidence to support the claim that waves transfer energy, not matter.
(slightly revised) (application)
P4.5D
Explain how waves propagate from vibrating sources and why the intensity decreases with
the square of the distance from a point source.
P4.5E
Explain why everyone in a classroom can hear one person speaking, but why an amplification
system is often used in the rear of a large concert auditorium. (application)
P4.8c
Describe how two wave pulses (e.g., propagated from opposite ends of a demonstration
spring) interact as they meet.
P4.8d
List and analyze everyday examples that demonstrate the interference characteristics of waves
(e.g., dead spots in an auditorium, whispering galleries, colors in a CD, beetle wings).
(application)
Unit
8
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 25
Unit
9
Electromagnetic Waves,
Visible Light, and Optics
electromagnetic
waves
CHARACTERISTICS
frequency,
wavelength,
speed of light
radio, microwave
—transmission
Big Idea
Electromagnetic waves transfer energy and information from
place to place without a material medium, and visible light is
a form of electromagnetic radiation. All electromagnetic waves
move at the speed of light in a vacuum.
TYPES AND USES
visible light,
infrared—optics
Inquiry, Reflection and
Social Implications
P1.1A
P1.1D
P1.1f
Generate questions for investigations
Relate patterns in data to theories
Predict results of changes in variables
Students can generate questions, test predictions,
identify patterns and relate them to theoretical
models using optics experiments. For example, a laser can be used with various transparent materials to
collect data on refraction and test Snell’s Law.
P1.2j
Predict effects of technology
Simple communications devices can be constructed
in the lab, such as a modulated laser and electronic
eye used to transmit voice. This kind of design and
building process can give students insight into the
use of scientific principles to anticipate effects of
technological design decisions.
Core Concepts
•
Light waves reflect, scatter, refract and interfere with each
other in ways similar to mechanical waves.
•
Our perception of color is a result of the color of light
incident on an object and the colors that are reflected and
absorbed by the object.
x-rays—medical uses;
safety concerns
26 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.6A
Identify the different regions on the electromagnetic spectrum and compare them
in terms of wavelength, frequency, and energy (recognizing that all EM waves
travel at the same speed in a vacuum).
P4.6B
Explain why radio waves can travel through space, but sound waves cannot. (application)
P4.6C
Explain why there is a time delay between the time we send a radio message to astronauts
on the moon and when they receive it. (application)
P4.6D
Explain why we see a distant event before we hear it (e.g., lightning before thunder,
exploding fireworks before the boom). (application)
P4.6e
Explain why antennas are needed for radio, television, and cell phone transmission and
reception. (application)
P4.6f
Explain how radio waves are modified to send information in radio and television programs, radiocontrol cars, cell phone conversations, and GPS systems. (extension)
P4.6g
Explain how different electromagnetic signals (e.g., radio station broadcasts or cell phone
conversations) can take place without interfering with each other. (extension)
P4.6h
Explain the relationship between the frequency of an electromagnetic wave and its
technological uses. (extension)
P4.9B
Explain how various materials reflect, absorb, or transmit light in different ways.
P4.9C
Explain how scattering accounts for atmospheric phenomena
(e.g., blue sky, red sun at sunset).
P4.8A
Draw ray diagrams to indicate how light reflects off objects or refracts through
transparent media.
P4.8B
Predict the path of reflected light from flat, curved, or rough surfaces (e.g., flat and curved
mirrors, painted walls, paper). (application)
P4.8e
Given an angle of incidence and indices of refraction of two materials, calculate the path of a
light ray incident on the boundary (Snell’s Law).
P4.8f
Explain how Snell’s Law is used to design lenses (e.g., eye glasses, microscopes, telescopes,
binoculars). (application)
P4.9A
Identify the principle involved when you see a transparent object (e.g., a piece of glass) in a clear
liquid. (application)
Unit
9
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Unit
10
Electric Forces
electric forces
exist between
charged objects
MAGNITUDE
as with gravity,
electric forces obey
inverse square law
INTERACTIONS
as with magnetic poles,
like charges repel and
unlike charges attract
charge can be
induced on an
object
Big Idea
All objects are composed of electrical charges. The electric and
magnetic forces are the result of the strength and motion of
charges. Most interactions in everyday life (other than gravity)
are the result of electric and magnetic forces.
Core Concepts
•
Electric and magnetic forces obey the same inverse square
law that governs gravitational interactions.
•
Positive electric charges are carried by protons, while
negative electric charges are carried by electrons.
Electrostatic charge on an object, both positive and
negative, is the result of the addition or removal of
electrons only.
some objects can
acquire an excess
electric charge
example: balloon
rubbed on a wall
Inquiry, Reflection and
Social Implications
P1.1B Evaluate conclusions
P1.1E Give evidence to support conclusions
Students can investigate static electric charges
and the forces between them using a van de Graaf
generator, hair, pith balls, electroscopes, balloons,
acetate and vinyl strips, etc. Students can use their
observations to construct a model of forces on electric charges.
P1.2g Identify tradeoffs in designs
Students can understand and critique technological solutions to problems involving electric charges,
such as the need for computer technicians to ground
themselves when working with electrically sensitive
computer parts.
28 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.1A
Identify the force(s) acting between objects in “direct contact” or at a distance.
P3.1b
Explain why scientists can ignore the gravitational force when measuring the net force
between two electrons. (application)
P3.1c
Provide examples that illustrate the importance of the electric force in everyday life.
(application)
P3.7A
Predict how the electric force between charged objects varies when the distance
between them and/or the magnitude of charges change. (Coulomb’s Law)
P3.7B
Explain how an object acquires an excess static charge (e.g., how your hair is affected by pulling off a wool cap, touching a Van de Graaff generator, combing it in the winter, etc.)
P3.7e
Explain why an attractive force results from bringing a charged object near a neutral object.
(electrostatic induction)
P3.7c
Draw the redistribution of electric charges on a neutral object when a charged object is brought
near.
P3.7d
Identify examples of induced static charges.
P3.7f
Determine the new electric force on charged objects after they touch and are then
separated. (conservation of charge)
Unit
10
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Unit
11
Electric Current
electric
circuits
ARE EXPLAINED BY
flow of electric
charges in
closed circuits
ARE MEASURED BY
ARE USED TO
electric current,
voltage and
resistance
Big Idea
Electric current is used to transfer energy and to do work.
Core Concepts
•
Electric current is a flow of electric charges; the quantity
of electric current (I) is the rate of flow of electric charges.
Voltage (V) is the electrical force that drives a current; it is
always measured between two points in a circuit. Electrical resistance (R) is a measure of an object’s opposition to
a steady current. I = V/R
•
Electric power (measured in watts) is the rate at which
electric energy is transferred through a circuit. Power
equals current x voltage.
transfer
energy
energy = power x time
power = current x voltage
Inquiry, Reflection and
Social Implications
P1.1h Design and conduct investigations; draw conclusions
Students can build simple series and parallel circuits
to investigate the relationships between voltage,
current and resistance. These investigations can
begin qualitatively, using light bulbs to estimate
quantities, then they can become more quantitative,
using meters for more precise measurements (“…using appropriate tools and techniques.”) “Black box”
experiments with circuits are also useful for testing
their understanding.
P1.1f
P1.1g
P1.2f
P1.2g
Predict results of changes in variables
Critique reasoning based on evidence
Critique solutions to problems
Identify tradeoffs in designs
Building simple electromagnets demonstrates concepts while allowing students to investigate factors related to the magnet’s strength. Students can
also build simple electric motors to understand the
design solutions behind this ubiquitous technology.
30 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P3.7g
Explain current flow in an electric circuit. (shortened)
P4.10e
Explain energy transfer in a circuit, using an electrical charge model.
P4.10C
Identify complete circuits, open circuits, and short circuits and explain the reasons for the
classification. (shortened)
P4.10h
Explain how circuit breakers and fuses protect household appliances. (application)
P4.10D
Discriminate between voltage, resistance, and current as they apply to an electric circuit.
P4.10g
Compare the currents, voltages, and power in parallel and series circuits.
P4.10f
Calculate the amount of work done when a charge moves through a potential difference, V.
(application)
P4.10j
Explain the difference between electric power and electric energy (as used in bills from an
electric company).
P4.10i
Compare the energy used in one day by common household appliances
(e.g., refrigerator, lamps, hair dryer, toaster, televisions, music players). (application)
P3.8b
Explain how the interaction of electric and magnetic forces is the basis for electric
motors, generators, and the production of electromagnetic waves.
Unit
11
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Unit
12
Nuclear Physics
nuclear processes
involve changes
in the nuclei
of atoms
RADIOACTIVE DECAY
used in medical
treatments and
research, etc.
radioactive isotopes
spontaneously
decay to lighter
elements
NUCLEAR FISSION
heavy nuclei like
uranium split into
lighter nuclei
Big Idea
Radioactive decay is the spontaneous transmutation of one
nucleus into another with the release of high energy particles.
Nuclear fission and nuclear fusion create new elements and release high energy particles and massive amounts of radiation.
Core Concept
•
Einstein’s equation E=mc2 governs the amount of energy
released in nuclear reactions.
NUCLEAR FUSION
source of energy
in nuclear
power plants
two light nuclei
like hydrogen
combine to form
heavier nuclei
source of sun’s energy;
possible long-term
energy solution
Inquiry, Reflection and
Social Implications
P1.2A
P1.2B
P1.2f
Determine scientifically answerable questions
Apply science to social issues
Critique solutions to problems
Students can discuss important social questions like,
“Are the risks worth the benefits—of nuclear energy,
irradiated foods, radiation medicine, etc.”
P1.2C Access information from multiple sources
P1.2g Identify tradeoffs in designs
Students can discuss the many scientific trade-offs
involved in nuclear power, including waste disposal.
P1.2E Be aware of careers in science
Students can learn about careers in the nuclear medicine, power and research fields.
P1.2j Predict effects of technology
P1.2k Analyze how science and society interact
Students can research and discuss historical, political
and social perspectives on nuclear warfare, as well as
the development of theories of nuclear fission and
fusion.
32 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
P4.12A
Describe peaceful technological applications of nuclear fission and radioactive decay.
P4.12B
Describe possible problems caused by exposure to prolonged radioactive decay.
P4.12C
Explain how stars, including our Sun, produce huge amounts of energy (e.g., visible, infrared, or
ultraviolet light).
P4.12d
Identify the source of energy in fission and fusion nuclear reactions.
Unit
12
Also see the Chemistry HSCEs under Nuclear Stability (C2.5x) and Mass Defect (C3.5x)
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P1.1 Scientific Inquiry
Science is a way of understanding nature. Scientific research may begin by generating new scientific questions that can
be answered through replicable scientific investigations that are logically developed and conducted systematically.
Scientific conclusions and explanations result from careful analysis of empirical evidence and the use of logical reasoning. Some questions in science are addressed through indirect rather than direct observation, evaluating the consistency
of new evidence with results predicted by models of natural processes. Results from investigations are communicated in
reports that are scrutinized through a peer review process.
P1.1A
Generate new questions that can be investigated in the laboratory or field.
P1.1B
Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic
of experimental design, and/or the dependence on underlying assumptions.
P1.1C
Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument
that measures the desired quantity–length, volume, weight, time interval, temperature–with the appropriate level of precision).
P1.1D
Identify patterns in data and relate them to theoretical models.
P1.1E
Describe a reason for a given conclusion using evidence from an investigation.
P1.1f
Predict what would happen if the variables, methods, or timing of an investigation were changed.
P1.1g
Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or
explanation.
P1.1h
Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from
data presented in charts or tables.
P1.1i
Distinguish between scientific explanations that are regarded as current scientific consensus and the
emerging questions that active researchers investigate.
34 | ISD/RESA/RESD Collaborative • High School Physics Priority Expectations
P1.2 Scientific Reflection and Social Implications
The integrity of the scientific process depends on scientists and citizens understanding and respecting the “Nature of Science.” Openness to new ideas, skepticism, and honesty are attributes required for good scientific practice. Scientists must
use logical reasoning during investigation design, analysis, conclusion, and communication. Science can produce critical
insights on societal problems from a personal and local scale to a global scale. Science both aids in the development of
technology and provides tools for assessing the costs, risks, and benefits of technological systems. Scientific conclusions
and arguments play a role in personal choice and public policy decisions. New technology and scientific discoveries have
had a major influence in shaping human history. Science and technology continue to offer diverse and significant career
opportunities.
P1.2A
Critique whether or not specific questions can be answered through scientific investigations.
P1.2B
Identify and critique arguments about personal or societal issues based on scientific evidence.
P1.2C
Develop an understanding of a scientific concept by accessing information from multiple sources.
Evaluate the scientific accuracy and significance of the information.
P1.2D
Evaluate scientific explanations in a peer review process or discussion format.
P1.2E
Evaluate the future career and occupational prospects of science fields.
P1.2f
Critique solutions to problems, given criteria and scientific constraints.
P1.2g
Identify scientific tradeoffs in design decisions and choose among alternative solutions.
P1.2h
Describe the distinctions between scientific theories, laws, hypotheses, and observations.
P1.2i
Explain the progression of ideas and explanations that lead to science theories that are part of the
current scientific consensus or core knowledge.
P1.2j
Apply science principles or scientific data to anticipate effects of technological design decisions.
P1.2k
Analyze how science and society interact from a historical, political, economic, or social perspective.
ISD/RESA/RESD Collaborative • High School Physics Priority Expectations | 35
Changes from Companion Document:
• P4.10A and P4.10B moved to Unit 1 from Unit 10
• P4.3C moved to Unit 1 from Unit 6
• P4.1B moved from Unit 12 to both Unit 7 and Unit 8
• P3.1A added to Unit 9 (not the “direct contact” part)—also appears in Unit 3
• P3.7g and P3.8b moved from Unit 9 to Unit 10
• P4.11b (Unit 1) — Original wording: Calculate the final temperature of two liquids (same or different materials) at the
same or different temperatures and masses that are combined. Slightly edited: Calculate the final temperature of two
liquids after they are combined, given their initial temperatures and masses (same or different materials).
• P4.2C (Unit 1) — Original wording: Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision). Slightly revised: Explain energy conservation in
common systems (e.g., light incident on a leaf, mechanical energy in a collision).
• P2.2D (Unit 5) — State that Explain how uniform circular motion involves acceleration without a change in speed.
• P3.6d (Unit 6) — Calculate the force, masses, or distance between two bodies (added), given any three of these quantities,
by applying the Law of Universal Gravitation, given the value of G.
• P4.1c (Unit 7) — Original wording: Explain why work has a more precise scientific meaning than the meaning of work in
everyday language. Changed to: Contrast the everyday meaning of “work” with the more precise scientific meaning.
• P4.3d (Unit 7) — Original wording: Rank the amount of kinetic energy from highest to lowest of everyday examples of
moving objects. Changed to: Calculate the amount of kinetic energy of everyday examples of moving objects.
• P4.6A (Unit 9) — Identify the different regions on the electromagnetic spectrum and compare them in terms of wavelength, frequency, and energy. Added at end: (recognizing that all EM waves travel at the same speed in a vacuum).
Rationale: This was not mentioned anywhere in the HSCEs.
• P4.5C (Unit 7) Original wording: Provide evidence to support the claim that sound is energy transferred by a wave, not
energy transferred by particles. Changed to: Provide evidence to support the claim that waves transfer energy, not matter.
• P4.8c (Unit 7) middle phrase put in parentheses
• P4.9C (Unit 8) — Original wording: Explain why the image of the Sun appears reddish at sunrise and sunset. This HSCE
was generalized, with examples added in parentheses — New version: Explain how scattering accounts for atmospheric phenomena (e.g., blue sky, red sun at sunset).
• P3.7B (Unit 9) — Original wording: Explain why acquiring a large excess static charge (e.g., pulling off a wool cap,
touching a Van de Graaff generator, combing) affects your hair. This HSCE was generalized, with examples placed in
parentheses: Explain how an object acquires an excess static charge (e.g., how your hair is affected by pulling off a wool
cap, touching a Van de Graaff generator, combing it in the winter, etc.)
• P3.7g (Unit 10) — Shortened: Propose a mechanism based on electric forces to Explain current flow in an electric circuit.
• P4.10C (Unit 11) — Shortened: Given diagrams of many different possible connections of electric circuit elements, Identify
complete circuits, open circuits, and short circuits and explain the reasons for the classification.
• Some Big Ideas were reworded.
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