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REGENTS PHYSICS
UNIT 1; The Nature of Science, Measurement and Simple Motion
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
The movement of objects is described in terms of position, velocity, and acceleration. Using that context essential skills in
observation, measurement, and calculation are considered. Observation, modeling, prediction, and testing build knowledge.
Students will apply this process throughout the course and in this introductory unit all of these steps are incorporated. Two
basic numerical skills are also considered. Experiments produce a range of values and students need to know how to express
the range. To think about properties students need to be able to manipulate units and use scientific notation.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
What are the limits to what we can know?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
How do we know and communicate what we observe?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
Measured values have units and are intervals defined by the precision of the measuring device.
The motion of an object can be expressed using multiple representations.
AIMS SEQUENCE: WEEK 1, UNIT 2
SWBAT make and record measurements using a device with
Not Assessed but Assumed:
a linear scale
• Measure and record with appropriate estimate of
SWBAT manipulate numerical values including scientific
precision
notation, conversion of units and use of common prefixes
• Create and interpret graphs of 1-dimensional motion, such
as position vs. time, distance vs. time, speed vs. time,
velocity vs. time, and acceleration vs. time where
acceleration is constant.
• Represent numbers using scientific notation and common
prefixes (m, c, K, M, and G)
• Express measured values with units and precision
• Convert between units
5.1a Measured quantities can be classified as either vector or SWBAT identify the acceleration of an object in free fall with
scalar.
the weight of the object
5.1d An object in linear motion may travel with a constant
velocity or with acceleration.
SWBAT interpret a velocity-time graph to obtain
5.1l Weight is the gravitational force with which a planet
displacement.
attracts a mass. The mass of an object is independent of
the gravitational field in which it is located.
SWBAT analyze position-time data to obtain average velocity,
5.1e An object in free fall accelerates due to the force of
instantaneous velocity, and acceleration
gravity. Friction and other forces cause the actual motion of SWBAT represent word problems involving motion
a falling object to deviate from its theoretical motion.
mathematically and solve the resulting equation
Not Assessed but Assumed:
• Create and interpret graphs of 1-dimensional motion, such
as position vs. time, distance vs. time, speed vs. time,
velocity vs. time, and acceleration vs. time where
acceleration is constant.
SWBAT construct and interpret graphical representations of
data
SWABT use diagrams to represent changes in velocity and
displacement as vectors
5.1a Measured quantities can be classified as either vector or
scalar.
5.1d An object in linear motion may travel with a constant
velocity or with acceleration.
SWABT express acceleration as a change in velocity per unit
time symbolically and graphically
SWABT express velocity as a change in displacement per unit
time symbolically and graphically
SWABT predict the position of an object after an interval of
time given initial position, initial velocity, and acceleration
COMMON MISCONCEPTIONS
Confusion of scalar and vector properties
Vectors are complex concepts
Confusion of instantaneous and average
Confusion of displacement and position
Confusion of velocity and acceleration
Confusion of dependent and independent variables
Annotation is unnecessary
Graphs are a product rather than a process
F=ma is a formula
F is not the net force
Forces involve actors and agents and are intrinsic properties
Frequently use of the word “scalar” and try to replace
“number” with “value of a scalar variable”.
Use velocity as a vector property and speed as the scalar
Defer 2d vectors to later course
Use “left”, “right”, “towards”, and “away” to decomplexify.
Use familiar contexts such as gifts that were “given” and
“received”.
Defer calculus concepts for a later class and just compare
distance over time using piecewise continuous distance
graphs with linear segments.
Use multiple representations and translate among them
frequently
Consistently specify and ask that the student specifies the
origin
Consistently distinguish between uniform and accelerated
motion
Consistently use “what is the dependent variable?” and
“what is the independent variable?” as they develop models
during the initial phase of the learning cycle
Require (give credit) white board presentations to address
these questions.
Require (give credit) graphs to have titles and annotation
that defines the axes, units, and distinguishes between data
sets when multiple sets are present.
Consistently use graphs in reasoning during whole class
discussions and ask for graphs on white boards in small group
work.
Success in this course depends little on the kinds of
calculations that dominate many physics classes.
Do not value in presentations or assigned work the standard
problems in which you solve for a.
Value and credit narrative representations of phenomena
Always refer to individual contributions and to the net force.
Avoid “force acting on” and certainly “has a force acting on
it”, enforcing the misconception that an agent transfers a
force to an object; once the arrow leaves the bow there is no
force due to the agent “arm.”
Use “force exerted on” and “force due to” to emphasize that
(as far as this course is concerned) forces are symmetric
interactions between a pair of objects.
UNIT 2; Force and Motion
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
The movement of objects is described in terms of position, velocity, and acceleration. The experimental development of
motion and force engages the student essential scientific process skills of observation, measurement, graphical analysis, and
manipulation of quantities. Students begin to develop higher-level skills of prediction, explanation, and experimental design
and other skills needed for model building. To make predictions about the behavior of a system, a model relationship
between two features of the system must be constructed. Students have come to believe that models are received and true
rather than constructed and approximate or conditionally true. They often do not feel sufficiently empowered to choose a
letter to represent a feature, fearing that there is a correct letter. It is important for the student to understand that in
science until a prediction based on a model has been made there can be no experiment, with the exclusion of surveys such as
sky maps, the human genome project, and biodiversity inventories. Refer to situations in which the student is provided with
a procedure as activities. The ability to initiate model building requires scaffolding, which begins here.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
What causes motion?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
How do we construct our model of motion?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
The way of knowing that we call science began with Galileo’s inquiries into motion that led to a description of the dynamics
of objects ranging from atoms to galaxies.
AIMS SEQUENCE: WEEK 1, UNIT 2
5.1a Measured quantities can be classified as either vector or SWBAT apply the concept that when the net force acting on
scalar.
an object is zero the object does not accelerate and is said to
5.1i According to Newton’s First Law, the inertia of an object be in equilibrium
is directly proportional to its mass. An object remains at
rest or moves with constant velocity, unless acted upon
by an unbalanced force.
5.1j When the net force on a system is zero, the system is in
equilibrium.
5.1k According to Newton’s Second Law, an unbalanced force
causes a mass to accelerate.
Not Assessed but Essential:
• Use a free-body force diagram to show forces acting on a
system consisting of a pair of interacting objects. For a
diagram with only co-linear forces, determine the net force
acting on a system and between the objects.
AIMS SEQUENCE: WEEK 2, UNIT 2
Not Assessed but Assumed:
SWBAT apply the second law to determine values of force
• Right-angle trigonometry
components, acceleration, and velocity for motion problems
5.1b A vector may be resolved into perpendicular
in two dimensions.
components.
SWBAT distinguish weight and mass
\
5.1c The resultant of two or more vectors, acting at any
angle, is determined by vector addition.
5.1l Weight is the gravitational force with which a planet
attracts a mass. The mass of an object is independent of
the gravitational field in which it is located.
5.1e An object in free fall accelerates due to the force of
gravity. Friction and other forces cause the actual motion of
a falling object to deviate from its theoretical motion.
SWBAT numerically compare the acceleration due to gravity
on another planet with that of Earth given values of force
and mass
SWBAT describe the acceleration due to gravity on a planet
as the gravitational field strength
AIMS SEQUENCE: WEEK 3, UNIT 2
Not Assessed but Assumed:
SWABT use friction coefficients to determine the net
• Right-angle trigonometry
force, acceleration, mass, or components of the force
5.1b A vector may be resolved into perpendicular
exerted on an object on a frictional horizontal surface.
components.
5.1c The resultant of two or more vectors, acting at any
angle, is determined by vector addition.
5.1l Weight is the gravitational force with which a planet
attracts a mass. The mass of an object is independent of
the gravitational field in which it is located.
5.1e An object in free fall accelerates due to the force of
gravity. Friction and other forces cause the actual motion of
a falling object to deviate from its theoretical motion.
COMMON MISCONCEPTIONS
Confusion of scalar and vector properties
Vectors are complex concepts
Confusion of instantaneous and average
Confusion of displacement and position
Confusion of velocity and acceleration
Confusion of dependent and independent variables
Annotation is unnecessary
Graphs are a product rather than a process
Frequently use of the word “scalar” and try to replace
“number” with “value of a scalar variable”.
Use velocity as a vector property and speed as the scalar
Defer 2d vectors to later course
Use “left”, “right”, “towards”, and “away” to decomplexify.
Use familiar contexts such as gifts that were “given” and
“received”.
Defer calculus concepts for a later class and just compare
distance over time using piecewise continuous distance
graphs with linear segments.
Use multiple representations and translate among them
frequently
Consistently specify and ask that the student specifies the
origin
Consistently distinguish between uniform and accelerated
motion
Consistently use “what is the dependent variable?” and
“what is the independent variable?” as they develop models
during the initial phase of the learning cycle
Require (give credit) white board presentations to address
these questions.
Require (give credit) graphs to have titles and annotation
that defines the axes, units, and distinguishes between data
sets when multiple sets are present.
Consistently use graphs in reasoning during whole class
F=ma is a formula
F is not the net force
Forces involve actors and agents and are intrinsic properties
Fictitious forces are imagined
discussions and ask for graphs on white boards in small group
work.
Success in this course depends little on the kinds of
calculations that dominate many physics classes.
Do not value in presentations or assigned work the standard
problems in which you solve for a.
Value and credit narrative representations of phenomena
Always refer to individual contributions and to the net force.
Avoid “force acting on” and certainly “has a force acting on
it”, enforcing the misconception that an agent transfers a
force to an object; once the arrow leaves the bow there is no
force due to the agent “arm.”
Use “force exerted on” and “force due to” to emphasize that
(as far as this course is concerned) forces are symmetric
interactions between a pair of objects.
The free-body diagram is a both an assessment and an
intervention strategy.
UNIT 3; ENERGY
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
The application of the law of energy conservation requires a definition of a system boundary. Across this boundary energy
can be transferred to or from the system as work or heating. To analyze the energy change between initial and final states of
a system we choose a frame of reference and define kinetic energy in terms of the velocities of objects within the system
relative to that frame of reference. We define potential energy to account for the interaction between objects. Their
interactions depend on relative position. Systems evolve along paths governed by the equations of motion in such a way
that the sum of the energies of objects within the system and energy transferred to or from the system is strictly constant.
The analysis of changes in energy between two points along this path provides an alternative, and complementary way to
describe force and motion.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
Why do we have different types of energy?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
What is the system and what forms of energy are present?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?

The amount of energy in the universe is constant.
 Energy within a system is categorized as either kinetic or potential energy.
 An external force can transfer energy to a system as work.
 Energy transferred to an object within a system that cannot be described in terms of the velocity or position can be
categorized as internal energy.
AIMS SEQUENCE: WEEK 1, UNIT 3
4.1a All energy transfers are governed by the law of
SWBAT describe the total energy of a closed system as
conservation of energy.
constant.
4.1d Kinetic energy is the energy an object possesses by
SWBAT describe situations in which the sum of potential and
virtue of its motion.
kinetic energies as changing with time in terms of changes in
4.1e In an ideal mechanical system, the sum of the
internal energy.
macroscopic kinetic and potential energies (mechanical
SWBAT calculate the kinetic energy of an object given the
energy) is constant.
mass and velocity of the object
4.1c Potential energy is the energy an object possesses by
virtue of its position or condition. Types of potential
SWBAT compare the kinetic energies of objects whose
energy include gravitational and elastic.
velocities and mass are given
Not Assessed but Useful:
SWBAT apply the energy conservation principle to determine
• Energy analysis begins with a definition of the system.
changes in kinetic and potential energies of a system
• The change in the energy of a system is equal to the
work done to the system plus the heat transferred to the
system.
AIMS SEQUENCE: WEEK 2, UNIT 3
4.1g When work is done on or by a system, there is a change SWABT calculate the spring constant from the elongation due
in the total energy of the system.
to a hanging mass
4.1h Work done against friction results in an increase in the
internal energy of the system.
4.1i Power is the time-rate at which work is done or energy is SWABT calculate the potential energy for a particular
expended.
elongation given the spring constant
4.1f In a non-ideal mechanical system, as mechanical energy
SWABT separate a ballistic motion into horizontal and
decreases there is a corresponding increase in other
vertical components in which the time-of-flight is determined
energies such as internal energy.
by only the vertical component of the initial velocity
Not Assessed but Useful:
SWABT predict the dependence of the maximum range on
• The change in the energy of a system is equal to the work the orientation of the initial velocity in a ballistic motion
done to the system plus the heat transferred to the system.
• Describe the measurable properties of waves (velocity,
frequency, wavelength, amplitude, period) and explain the
relationships among them. Recognize examples of simple
harmonic motion.gravitational potential energy to kinetic
energy and vice versa.
Describe both qualitatively and quantitatively how work can
be expressed as a change in mechanical energy.
Describe both qualitatively and quantitatively the concept of
power as work done per unit time.
COMMON MISCONCEPTIONS
Energy is not always conserved
Consistently require students to define the system.
There is a work-energy theorem that is not consistent with
the principle of energy conservation.
Avoid the “work-energy theorem” and problems that refer to
it. All problems should be solved by first including all terms
and then eliminating those are not relevant to the problem.
Use the stepwise approach to the solution of these kinds of
problems that is described in the scope and sequence
document.
Emphasize, as described in the scope and sequence
document, that potential energies arise from the interactions
of objects and depend on relative positions of the interacting
objects.
Emphasize that the only positions that matter in applications
of energy conservation when there are no dissipative forces
(such as friction or drag)
Emphasize, as described in the scope and sequence
document, that potential energies arise from the interactions
of objects and depend on relative positions of the interacting
objects.
Emphasize the graphical representation of the relationship
The initial and final states are not identified in applications of
energy conservation.
An isolated object has a potential energy.
The change in potential energy depends on the path that is
taken.
An isolated object has a potential energy.
The relationship between work and force is unclear.
A student’s movement is perceived as a violation of energy
conservation
Rates have incorrect units.
Examine the whole system, including muscles using a
comparison to a spring
Since units are sometimes regarded as non-essential, it is
important to emphasize (and credit) correct units in all
calculations and narratives.
UNIT 4; MOMENTUM CONSERVATION
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
When no external force is exerted on a system the momentum of the system is conserved. The concept can be applied to
systems where the forces exerted are too complicated to describe such as explosions, propulsion and collisions.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
How does a rocket work?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
Is there an external force exerted on the system?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
The rate of change of the momentum of a system is equal to the external force exerted on the system and where no external
force is exerted then there is no change in momentum.
AIMS SEQUENCE: WEEK 1, UNIT 4
5.1r Momentum is conserved in a closed system.
SWBAT compare the momenta of two objects whose mass
5.1p The impulse imparted to an object causes a change in its and velocity are known
momentum.
SWBAT express the change in momentum due to a constant
5.1q According to Newton’s Third Law, forces occur in
external force as the product of the force and time over
action/reaction pairs. When one object exerts a force on a
which the force is exerted
second, the second exerts a force on the first that is equal in
SWBAT given any two of the average force, interval of time
magnitude and opposite in direction
over which the force acts, or impulse, calculate is able to
calculate the third
SWBAT to represent energy transfer using annotated
particulate drawings
AIMS SEQUENCE: WEEK 2, UNIT 4
5.1r Momentum is conserved in a closed system.
5.1p The impulse imparted to an object causes a change in its
momentum
SWBAT express the momentum of a system of two particles
before and after an elastic collision in one dimension
SWBAT calculate an unknown momentum, velocity, or mass
for one of two bodies undergoing one-dimension explosions
or collisions, both elastic and inelastic
AIMS SEQUENCE: WEEK 3, UNIT 4
5.1r Momentum is conserved in a closed system.
SWBAT calculate an unknown momentum, velocity, or mass
5.1p The impulse imparted to an object causes a change in its for one of two bodies undergoing one-dimension explosions
momentum.
or collisions, both elastic and inelastic
4.1f In a non-ideal mechanical system, as mechanical energy
decreases there is a corresponding increase in other energies
such as internal energy
COMMON MISCONCEPTIONS
Rockets move when the exhaust gas pushes on something
PhET simulation of the lunar lander is helpful.
UNIT 5; ACTION AT A DISTANCE
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
A force is exerted on an object with mass when it is in the gravitational field of another object. The spherical
symmetry of the field of a single gravitational source produces an inverse-square dependence on distance from the
center of the source. The strength of the field is proportional to the source mass. The strength of the force is the
product of the field strength and the mass of the other object. The force is always attractive. An object with
kinetic energy in a gravitational field will orbit the source with an acceleration that is directed towards the source
and proportional to the kinetic energy divided by the orbital radius. A force is exerted on an object with charge
when it is in the electrostatic field of another object. There are two types of charge, so the force can be either
attractive or repulsive. In a conducting material the highly mobile, charged particles rearrange in response to a
field to produce polarity. All points at the same distance from a single mass or charge form a surface of equal
potential on which a test particle will have the same gravitational or electrostatic potential energy.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
How does a solar system work?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
How is a force exerted on an object without touching it?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
A field is a property of the space surrounding a mass or charge.
AIMS SEQUENCE: WEEK 1, UNIT 5
5.1l Weight is the gravitational force with which a planet
SWBAT describe the acceleration due to gravity on a planet
attracts a mass. The mass of an object is independent of as the gravitational field strength
the gravitational field in which it is located.
SWBAT numerically compare the acceleration due to gravity
5.1t Gravitational forces are only attractive, whereas
on another planet with that of Earth given values of force
electrical and magnetic forces can be attractive or
and mass
repulsive.
SWBAT apply the power law dependence in the universal law
5.1u The inverse square law applies to electrical and
of gravitation to predict the dependence of gravitational
gravitational fields produced by point sources.
force on distance
4.1j Energy may be stored in electric or magnetic fields. This
energy may be transferred through conductors or space SWBAT calculate the gravitational force between two bodies
given their mass and separation
and may be converted to other forms of energy.
5.1s Field strength and direction are determined using a
suitable test particle
5.1q According to Newton’s Third Law, forces occur in
action/reaction pairs. When one object exerts a force on
a second, the second exerts a force on the first that is
equal in magnitude and opposite in direction.
Assessed but Not Explicit in the Standards:
• The attractive or repulsive forces between charged
objects are proportional to the magnitude of the charges and
inversely proportional to the square
AIMS SEQUENCE: WEEK 2, UNIT 5
5.1n Centripetal force is the net force which produces
SWBAT compare the direction of the force causing a circular
centripetal acceleration. In uniform circular motion, the
motion and the direction of the centripetal acceleration
centripetal force is perpendicular to the tangential velocity
SWBAT compare the directions of the tangential velocity and
Not Assessed but Useful:
acceleration vectors in a uniform circular motion
Translate linear to rotational equations of motion
SWBAT apply the velocity and radius dependence of the
Translate linear kinetic energy to rotational kinetic energy
centripetal acceleration to make and justify predictions.
Translate linear momentum to angular momentum
SWBAT calculate the velocity, radius or acceleration in a
uniform circular motion given the value of the other two
properties
SWBAT compare the direction of the force causing a circular
motion and the direction of the centripetal acceleration
AIMS SEQUENCE: WEEK 3, UNIT 5
4.1j Energy may be stored in electric or magnetic fields. This
SWBAT calculate the force exerted between a pair of charges
energy may be transferred through conductors or space and
or mass given the separation
may be converted to other forms of energy.
SWBAT construct and interpret field lines in the space
5.1s Field strength and direction are determined using a
surrounding a pair of point charges, a single point charge,
suitable test particle
and conducting sphere.
Not Assessed but Assumed:
SWBAT construct and interpret the electric field lines in the
• Recognize that an electric charge tends to be static on
space around a pair of charged plates.
insulators and can move on and in conductors. Explain that
SWBAT describe the direction of a force on a charged particle
energy can produce a separation of charges
in the space between a pair of charged plates.
COMMON MISCONCEPTIONS
A field is a “force field” so it also depends on two objects
Gravitational forces can be repulsive.
In space you are weightless.
There is no prior conception of the concept of a field as a
structure that can be visualized.
Observation and measurement involving a test particle with
the question, “is the field there with no test particle?”
The vector is located on the object upon which the force is
exerted.
Multiple representations, especially the graph of inverse
distance squared are useful
This abstraction is very challenging without mathematics.
The best that can be done in an algebra-based course is to
emphasize that the symmetry of the source is extended
through the surrounding space.
UNIT 6; CHARGE CONSERVATION
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
A source of potential energy in a closed loop of conducting material, such as copper wire, creates an electrical
current. Electric potential is the electrostatic potential energy per unit charge. In many conducting materials,
electric potential difference between two points produces a proportional current with a constant of
proportionality, the resistance, which is a property of the material, its shape, and its temperature. At junctions in
circuit configurations charge is conserved. Along a closed path in a circuit, energy conservation can be applied.
The current in circuit branches depends on series or parallel configurations of circuit elements: batteries, resistors,
and light bulbs.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
How does a light come on?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
How is an electrical circuit like fluid flow and how is it different?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
The analysis of the properties of an electrical circuit is an application of charge and energy conservation.
AIMS SEQUENCE: WEEK 1, UNIT 6
4.1n A circuit is a closed path in which a current can exist.
SWBAT calculate current as a rate of charge passing between
(Note: Use conventional current.)
two points in a conductor
4.1o Circuit components may be connected in series or in
SWBAT describe the relationship among power, current,
parallel. Schematic diagrams are used to represent
resistance, and potential graphically.
circuits and circuit elements.
4.1p Electrical power and energy can be determined for
electric circuits
AIMS SEQUENCE: WEEK 2, UNIT 6
4.1l All materials display a range of conductivity. At constant SWBAT describe the relationship among the resistance,
temperature, common metallic conductors obey Ohm’s Law
resistivity, cross-sectional area and length of a material
satisfying Ohm’s law
SWBAT evaluate the relationship among the resistance,
resistivity, length, and cross-sectional area of a material that
satisfies Ohm’s law
SWBAT construct or interpret a graph of the relationship
V=IR
SWBAT, given value of two of the variables in V=IR, calculate
the third
SWBAT use tabular or graphical data to evaluate V=IR
SWBAT compare changes in the current or potential drop
across a resistor when the other varies.
SWBAT express the fate of energy dissipated by a resistor as
heat transferred to the environment and calculate the rate of
heat transfer given the power consumed by the resistor
SWBAT, given two values of the variables power, current,
and resistance the student is able to calculate the third using
the relationship among these variables
AIMS SEQUENCE: WEEK 3, UNIT 6
4.1j Energy may be stored in electric or magnetic fields. This
SWBAT compare the equivalent resistance of configurations in
energy may be transferred through conductors or space and
which resistors are connected in series or in parallel circuit
may be converted to other forms of energy.
segments
5.1s Field strength and direction are determined using a
SWBAT construct a circuit diagram using conventional symbols
suitable test particle
for batteries, resistors, and switches and correctly predict the
Not Assessed but Assumed:
direction of conventional current
• Recognize that an electric charge tends to be static on
SWBAT describe the correct connections of ammeters and
insulators and can move on and in conductors. Explain that
voltmeters for the measurement of current and electric potential
energy can produce a separation of charges
SWBAT analyze the current, potential and equivalent
resistance in a simple circuit involving single or multiple
batteries with resistors connected either in series or parallel.
COMMON MISCONCEPTIONS
Current is a fluid flow
Emphasize that there garden hose; the loop must be closed.
Ammeters and voltmeters are not differentiated.
Use this tools.
A light bulb is not a resistor because it “shines.”
Emphasize that heating by a resistor is a radiant energy
transfer but may not be in the visible part of the spectrum.
Only by practicing the analysis with a loop can they hope to
overcome this very durable misconceptions.
Practice!
What is “downstream” of a point does not influence the
current or potential at that point.
Brightness in bulb is determined by proximity to a battery.
UNIT 7; MAGNETIC FIELDS
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
A charge in motion generates a magnetic field and symmetrically, a current can be deflected by a magnetic field.
The operations of motors and turbines are based on this symmetry. An electric potential is produced in a circuit
when it is placed in a changing magnetic field.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
How does an electric motor work?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
A magnetic field exists in the space surrounding a current.
AIMS SEQUENCE: WEEK 1, UNIT 7
4.1j Energy may be stored in electric or magnetic fields. This
SWBAT describe a magnetic field as being produced by a
energy may be transferred through conductors or space moving charge
and may be converted to other forms of energy.
SWBAT describe forces due to magnetic interactions as both
4.1k Moving electric charges produce magnetic fields. The
attractive and repulsive.
relative motion between a conductor and a magnetic
field may produce a potential difference in the
conductor.
5.1s Field strength and direction are determined using a
suitable test particle
AIMS SEQUENCE: WEEK 2, UNIT 7
Not Assessed but Useful:
These two weeks should be used either as an opportunity to
• A motor converts energy contained in a magnetic field into
pursue basic technologies or as additional time for the study
kinetic energy
of circuits. Circuits are often challenging and the allocation
• A turbine uses kinetic energy to generate a current
of time in this schedule is slightly less than 10-12 % of the
4.1k Moving electric charges produce magnetic fields. The relative
Regents Exam on circuits.
motion between a conductor and a magnetic field may produce a
potential difference in the conductor
AIMS SEQUENCE: WEEK 3, UNIT 7
If this time is used for magnetism these devices are engaging
projects:
• build a motor (inexpensive kits are available)
• build an electromagnet
• make an ipod transmit an music through an induced emf
Not Assessed but Useful:
• A motor converts energy contained in a magnetic field into
kinetic energy
• A turbine uses kinetic energy to generate a current
4.1k Moving electric charges produce magnetic fields. The relative
motion between a conductor and a magnetic field may produce a
potential difference in the conductor
COMMON MISCONCEPTIONS
Magnetic forces are exerted on all metals.
Only magnets produce magnetic fields.
Let them sort this out experimentally and look at descriptions
of spin.
Put a compass up next to a wire with a current.
UNIT 8; WAVE MOTION
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
The coherent, periodic motion of a system of objects produces a mechanical wave. Because the motion of each
object is periodic, in an average sense, there is no net motion of the medium through which a mechanical wave
propagates. Waveforms of interacting waves are additive. Waves are reflected and diffracted by barriers.
Electromagnetic waves propagate without a medium. Transmission of light through a medium involves a series of
adsorption and emission events that delay transmission, resulting in an effective speed that is smaller than c. The
refractive index is a measure of the effective speed and generally increases as the density of the medium
increases. Ray tracing can describe refraction and reflection of light.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
How do microphones and microscopes work?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
What is in motion in wave motion?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
Mechanical waves transmit a disturbance through a material medium. Electromagnetic waves travel at a much
greater speed and do not require a medium.
AIMS SEQUENCE: WEEK 1, UNIT 8
4.3d Mechanical waves require a material medium through
SWBAT describe a wave in terms of period, frequency,
which to travel.
wavelength, and amplitude
4.3e Waves are categorized by the direction in which
SWBAT identify the amplitude of a mechanical wave as
particles in a medium vibrate about an equilibrium
increasing as energy increases.
position relative to the direction of propagation of the
SWBAT describe the direction of displacement of a point in
wave, such as transverse and longitudinal waves.
the mediums through which a transverse or longitudinal
4.3a An oscillating system produces waves. The nature of the
wave propagates
system determines the type of wave produced.
SWBAT identify the amplitude in graphical representations of
4.3b Waves carry energy and information without
transverse and longitudinal waves.
transferring mass. This energy may be carried by pulses
SWBAT identify points in a graphical representation of a
or periodic waves.
transverse wave that have the same phase
4.3c The model of a wave incorporates the characteristics of
Given any two of the speed, wavelength, or frequency of a
amplitude, wavelength, frequency, period, wave speed, and
transverse wave, SWBAT calculate the third property.
phase.
SWBAT perform calculations involving the wavelength and
frequency of a sound wave at STP
SWBAT calculate the distance to a point source of both sound
and light given the delay in the arrival of the signals
AIMS SEQUENCE: WEEK 2, UNIT 8
SWBAT predict the result when two pulses interact in one
dimension.
4.3a An oscillating system produces waves. The nature of the SWBAT predict interference pattern produced by the
system determines the type of wave produced.
interaction of two waves with the same frequency and
4.3b Waves carry energy and information without transferring amplitude
mass. This energy may be carried by pulses or periodic
waves.
4.3c The model of a wave incorporates the characteristics of
amplitude, wavelength, frequency, period, wave speed,
and phase.
4.3f Resonance occurs when energy is transferred to a system
at its natural frequency.
Not Assessed but Useful:
• Describe the apparent change in frequency of waves due
to the motion of a source or a receiver (the Doppler effect).
SWBAT predict the result of interacting pulses and waves in
terms of the phase difference
SWBAT describe a standing wave in terms of the number of
nodes and antinodes
SWBAT describe the interaction in one medium oscillation
produces oscillations at the same frequency in another
medium as resonance
COMMON MISCONCEPTIONS
Sound and light travel at the same speed and both travel
through a vacuum
Sound waves are transmitted through the speaker wires.
Energy of a mechanical wave is determined by vibrational
frequency rather than amplitude.
Go outside and hit a ball to the outfield.
Clip and strip each end of a ipod output and make a coil on
each end. Certain orientations produce sound.
This misconception is tested frequently on the regents exam.
It is an easy phenomenon to study with a CBL using a
microphone
UNIT 9; PHOTONS
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
Some properties of electromagnetic radiation can be described with a wave model. Some properties can be described with a
particle model. Interactions between radiation and matter are observed to involve absorption and emission events with
particular changes in energy. The frequency of absorbed or emitted radiation is proportional to the change in energy.
Energy level diagrams of electrons bound within an atom are used to represent this relationship. An orbital model of the
atom can account for hydrogen emission spectra but the model is inconsistent with other properties of electromagnetic
radiation and cannot account for helium emission spectra.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
How does a telescope work?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
What about media is digital?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
Energy changes in matter are quantized and at the atomic scale these quanta are observed and modeled as the absorption
and emission of photons..
AIMS SEQUENCE: WEEK 1, UNIT 9
Assessed but not Explicit in the Standards:
SWBAT describe the energy of a photon as proportional to
•
The electromagnetic spectrum has these regions (in
the frequency of electromagnetic radiation.
increasing frequency): radio waves, microwaves,
SWBAT describe the relationship between the momentum of
infrared radiation, visible light (red, orange, yellow,
a photon and the energy.
green, blue, indigo, and violet), ultraviolet rays, x-rays,
and gamma rays.
SWBAT construct and interpret a graphical representation of
4.3g Electromagnetic radiation exhibits wave characteristics. the dependence of photon energy on frequency and
Electromagnetic waves can propagate through a
wavelength
vacuum.
SWBAT describe diffraction of light as evidence of duality.
5.3d The energy of a photon is proportional to its frequency.
5.3e On the atomic level, energy and matter exhibit the
characteristics of both waves and particles
AIMS SEQUENCE: WEEK 2, UNIT 9
5.3a States of matter and energy are restricted to discrete
SWBAT calculate the energy of an electronic transition
values (quantized).
between states using tabulated data and describe the color
5.3c On the atomic level, energy is emitted or absorbed in
of the photon emitted or absorbed
discrete packets called photons.
5.3d The energy of a photon is proportional to its frequency.
5.3e On the atomic level, energy and matter exhibit the
characteristics of both waves and particles
COMMON MISCONCEPTIONS
Light is visible
The hook in the selected essential question is that one of the
most romantic tools in physics is misperceived to be based
on visible light. Tap into secondary literature describing the
discoveries of this century
The universe has an edge
The Earth is a unique object
Read to them from secondary literature on cosmic
microwave radiation
Read to them from secondary literature on extrasolar planets
and the use of infrared telescopes
UNIT 10; ATOMIC STRUCTURE
UNIT BACKGROUND
Key Words:
UNIT SUMMARY
Charge is quantized. There is a fundamental charge that is consistent with the charge of both protons and electrons. A
model that accounts for the charge on a proton and the neutron introduces a fractional elementary charge. In this model for
each particle there is an anti-particle with an opposite charge. The stability of the nucleus can be explained with a model of
interactions among these sub-nuclear particles that is very short-ranged but very strong. The strength of this interaction can
account for the conversion of matter to energy during a fission or fusion process.
ESSENTIAL QUESTIONS: What questions will guide this unit and focus learning and teaching?
Why does a star shine?
FRAMING QUESTIONS: What questions will be presented at the start of the unit and returned to as the unit progresses?
What is mass?
ENDURING UNDERSTANDINGS: What enduring understandings are desired?
Models of atomic structure must account for the properties of the universe from the smallest to the largest scales.
AIMS SEQUENCE: WEEK 1, UNIT 10
5.3f Among other things, mass-energy and charge are
SWBAT calculate energy changes resulting from changes in
conserved at all levels (from sub-nuclear to cosmic).
mass in a nuclear process.
5.3j The fundamental source of all energy in the universe is
SWBAT describe process particle-antiparticle pair
the conversion of mass into energy.
annihilation as a process that produces photons with
Not Assessed but Useful:
energies that can be calculated.
•
The mechanism of energy production in the Sun is
SWBAT identify charge conservation as a condition that
hydrogen fusion.
nuclear processes satisfy and, given particle charges, confirm
•
The atoms on the periodic table are built through fusion
charge conservation.
AIMS SEQUENCE: WEEK 2, UNIT 10
5.3b Charge is quantized on two levels. On the atomic level,
SWBAT identify the following as correct statements:
charge is restricted to multiples of the elementary
• particles are classified as hadrons or leptons
charge (charge on the electron or proton). On the sub- • baryons and mesons are hadrons
nuclear level, charge appears as fractional values of the • quarks and leptons have charges that are tabulated
elementary charge (quarks).
• baryons are composed of three quarks and so have charges
5.3g The Standard Model of Particle Physics has evolved
of ±1, 0, and 2 in multiples of the magnitude of the charge
from previous attempts to explain the nature of the
on an electron
atom and states that:
• protons are baryons with a charge of +1 • 1.6x10-19 C
• atomic particles are composed of subnuclear
• neutrons are baryons with a charge of 0
particles
• electrons are leptons with a charge of -1 x 1.6x10-19 C
• the nucleus is a conglomeration of quarks which
• mesons are composed of a quark and an antiquark
manifest themselves as protons and neutrons
• particles and antiparticles have the same mass and
• each elementary particle has a corresponding antiparticle
opposite sign
SWBAT describe the attractive interactions among protons,
neutrons, and quarks as the strong force.
SWBAT describe the attractive and repulsive interactions
between charges as the electromagnetic force.
COMMON MISCONCEPTIONS
Matter is continuous
The “names of things” expectation of this part of the Regents
Exam is not going to break down this very durable world
view. Reading from Lederman’s God Particle is more
effective! Physics is fun. Infinite divisibility is boring.