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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.