Download Instructional Targets Unit I Motion and Stability: Forces and their

Instructor: Mr. Frontera
Physics
2016-2017
Instructional Targets
Unit I Motion and Stability: Forces and their Insertions
•
•
•
Analyze and Interpreting Data
Using Mathematics and Computational Thinking
Planning and Carrying out Investigations
Standards Addressed: NGSS N/A
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.7, WHST.11-12.2,
WHST.11-12.8
Mathematics: MP.2, MP.4, HSN.QA.1, HSA.CED.A.1, HSA.CED.A.2, HSF-IF.C.7
Learning Target: Motion
This unit will focus on describing motion graphically in terms of position versus time, and velocity versus
time. The mathematical relationship of slope to calculate position and velocity. Find the total distance
represented graphically in segments by using the area under the curve. Measure and create tables using
spreadsheets, and calculate acceleration.
What students will know after the unit.
• How to describe position and displacement
• Describe the difference between speed and velocity
• The difference between scalar and vector
• Describe instantaneous velocity
• Understand that the slope of a position vs. time graph represents velocity / speed
• Understand that the slope of a velocity vs. time graph represents acceleration
• Understand by find the area from a velocity vs. time graph can describe the objects
displacement
• Describe free-fall both graphically and mathematically
Assessment Targets
• Manipulate equations to solve for velocity, distance, time, and acceleration.
• Create motion graphs from a table to describe an objects motion.
• Use the slope equation to find acceleration and velocity, by graphing position vs. time and
velocity vs. time.
• Describe in writing if the object is increasing, decreasing, moving fast, slowing down, or moving
steady.
• Graph free-fall and relate the free-fall equation with slope.
Standards Addressed
NGSS. Motion and Stability: Forces and interactions
HS-PS2-1. Analyze data to support the claim that Newton’s 2nd law of motion describes that the
mathematical relationship among the net force, relating its mass, and acceleration.
• PS2.A: Newton’s 2nd Law accurately predicts changes in the motion of microscopic objects.
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.7, WHST.11-12.2,
WHST.11-12.8
Mathematics: MP.2, MP.4, HSN.QA.1, HSA.CED.A.1, HSA.CED.A.2, HSF-IF.C.7
Learning Target: Forces
Unit will focus on balanced, unbalanced forces, and related these forces with mass, and acceleration.
What students will know after the unit.
•
Be able to define a balanced force in terms of equilibrium, and relate Newton’s first law
as the law if inertia.
Everyday Forces
• Weight
• Normal Force
• Force of friction
•
•
•
•
Describe Newton’s second law of motion and translate Newton’s second law in
terms of directly proportional and indirectly proportional in terms of acceleration.
Draw a force diagram and describe the concurrent forces acting on the object.
Create graphically force vs. acceleration and mass vs. acceleration
Understand that Newton’s third law describes equal and opposite forces.
Assessment Targets
•
•
•
•
Manipulate the equation of force in terms of mass and acceleration.
Use the four equations of motion to determine the velocity and displacement if the
acceleration is known.
Draw a free body diagram and demonstrate an understanding of concurrent forces
acting on an object.
Draw a graph and relating acceleration vs. time and force vs. time in terms of the slope.
Standards Addressed
NGSS. Motion and Stability: Forces and interactions
HS-PS2-4. Use mathematical representation of Newton’s Law of Gravitation to describe and predict the
gravitational forces between them.
• PS2.B: Forces at a distance are explained by fields (gravitational, electric, and magnetic)
permeating space that can transfer energy through space. Magnets or electric currents cause
magnetic fields; electric charges or changing magnetic fields cause electric fields
• PS2.B: Forces at a distance are explained by fields (gravitational) that can transfer energy
through space.
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.7, WHST.11-12.2,
WHST.11-12.8
Mathematics: MP.2, MP.4, HSN.QA.1, HSA.CED.A.1, HSA.CED.A.2, HSF-IF.C.7
Learning Target: Gravitational and Circular Forces
Unit will focus on gravitational forces and centripetal force.
What students will know after the unit.
•
•
•
•
•
Be able to describe that more mass of an object means more gravitational force.
Explain that mass and the gravitational force is directly related. And fir an object farther
away (less force) the force is inversely proportional to the distance squared (Newton’s
Law of Gravitation).
Describe the centripetal force is directed towards the center and relate centripetal force
to an object moving in a circle or orbit.
Understand that centrifugal force comes from an objects inertia in an accelerated
frame of reference.
Explain that when an object moves in a circle at a constant speed, it experiences
constant acceleration and does not have constant velocity, and has a constant period of
rotation.
Assessment Target
•
•
•
•
•
Determine the gravitational force mathematically using Newton’s Law of Gravitation.
Describe how gravitational forces act differently at different distances.
Calculate if an object will accelerate due to a force.
Describe centrifugal and centripetal force and how they are caused.
Explain how the speed and the period of an object in rotation different size of mass
compared to different forces.
Standards Addressed
NGSS. Energy
HS-PS3-1. Calculate the change in the energy of one component in a system when the change in energy
flows in and out of a system.
HS-PS-2. Use the methods to illustrate that energy can be accounted for either motion or energy stored
in fields.
HS-PS3-2. Students will be able to develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as a combination of energy associated with the motions of particles (objects)
and energy associated with the relative position of particles [Clarification Emphasis: Examples of
phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy,
the energy stored due to position of an object above the Earth, and the energy stored between two
electrically charged plates. Examples of models could include diagrams, drawings, descriptions, and
computer simulations.]
•
•
•
PS3.A: Energy is quantitative property of a system that depends on the motion and interactions
of matter and radiation within that system. That there is a single quantity called energy is due
to the fact that system’s total energy is conserved, even as, within the system, energy is
continually transferred from one object to another and between its various possible forms
PS3.A: At the macroscopic scale, energy manifests itself in multiple ways, such as in motion,
sound, light, and thermal energy
PS3.A: These relationships are better understood at the microscopic scale, at which all of the
different manifestations of energy can be modeled as a combination of energy associated with
the motion of particles and energy associated with the configuration (relative position of the
particles). In some cases the relative position energy can be thought of as stored in fields (which
mediate interactions between particles). This last concept includes radiation, a phenomenon in
which energy stored in fields moves across space.
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, WHST.9-12.7,
Mathematics: MP.2, MP.4, HSN.Q.A.1, HSN.Q.A.2, SL.11-12.5
Learning Target. Energy and Conservation of energy
Unit will cover the transfer of energy and understand the Law of Conservation of energy
What students will know after the unit
•
•
•
•
•
•
Be able to describe how work is done when a force is applied to an object over a certain
distance.
Describe that potential energy is stored energy and kinetic energy is energy in motion
Explain that when energy is transferred through friction, the transferred energy causes
heat.
Describe power and its relationship to work and potential energy.
Calculate power, kinetic, and potential energy
Graphically represent the total work covered in a system by the area under the curve.
Assessment Target
•
•
•
•
•
Explain both potential and kinetic energy, and determine what type of energy is
represented in a system
Calculate potential and kinetic energy
Describe how work is done by dividing the time during which the work is done
Calculate Power and relate in terms of work, which is by the mass times gravity times
height dividing by the time interval.
Calculate the work by finding the area under the curve
Standards Addressed
NGSS. Motion and Stability: Forces and interactions
HS-PS2-2. Use mathematical representation to support the claim that the total momentum of an object
is conserved when there is no net force.
• PS2-2A: Momentum is defined for a particular frame of reference; it is the mass times velocity of
the object.
• PS2-2A: If a system interacts with objects outside itself, the total momentum of the system can
change, however any such change is balanced by the momentum of objects outside the system.
HS-PS2-3. Evaluate the force of an object during collisions.
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.7, WHST.11-12.2,
WHST.11-12.8
Mathematics: MP.2, MP.4, HSN.QA.1, HSA.CED.A.1, HSA.CED.A.2, HSF-IF.C.7
Learning Target. Momentum and Impulse
Unit will cover Energy and Conservation of energy
What the students will know after the unit
•
•
•
•
•
•
•
•
•
Be able to describe linear momentum
Explain the difference between momentum and momenta
Describe conservation of momentum, that if there no outside force the object would
continue to move forever
Know the difference between elastic and inelastic collisions. Where inelastic objects
stick together and elastic, objects bounce off.
Calculate collision problems relating to inelastic and elastic collisions
When describing collisions, the total momentum before the collision is equal to the
momentum after the collision.
Describe impulse over a small time interval will increase the force, and by increasing the
time, creates a small force
Show that Newton’s 2nd law of motion relates to impulse
Know that impulse does not equal momentum, state that impulse equals the change in
momentum
Assessment Target
•
•
•
•
•
Calculate linear momentum
Determine by reading word problems that two objects are either elastic or inelastic and
calculate the final momentum.
Describe impulse and how it relates to the change of momentum
Show an understanding that Newton’s 2nd law F = ma relates to a = v/t will derive to the
equation of impulse.
Relate Newton’s 3rd law of Motion to collisions. And that if there is no outside forces
acting on an object, then no change in the total momentum of that particular system
occurs.
Unit II Electricity and Magnetism
•
•
•
Analyze and Interpreting Data
Using Mathematics and Computational Thinking
Planning and Carrying out Investigations
Standards Addressed
NGSS. Motion and Stability: Forces and interactions
HS-PS-4. Use mathematical representation of Coulomb’s law to describe and predict electrostatic forces
between objects.
HS-PS-5. Develop and use a model of two object interacting through electric or magnetic fields to
illustrated the force between objects and changes in energy of objects due to the interaction.
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.7, WHST.11-12.2,
WHST.11-12.8
Mathematics: MP.2, MP.4, HSN.QA.1, HSA.CED.A.1, HSA.CED.A.2, HSF-IF.C.7
Learning Target. Electrical Forces and Coulombs Law
What the student will know after the unit.
•
•
•
•
•
•
•
•
Describe how opposite charges attract and same charges repel
Relate like Coulombs law to Newton’s Law of Gravitation
Show by using Coulomb’s inverse square law, that objects at a far distance will
experience less force (inversely proportional) to that distance squared.
Calculate the net force different charges by using Coulomb’s Law.
Draw a diagram to determine the direction of the net force by using vectors.
Graphical represent electric forces vs. charge, and electric force vs. distance
Explain that electric fields are produced by electric charges around them
Described how electric energy can be stored (relate to potential energy) in batteries.
Assessment Target
•
•
•
•
•
•
•
•
•
•
Be able to describe that an increase of charge means an increase of electric force, and show that
the electric force and charge are directly related
Explain that opposite charges attract and like charges repel
Show mathematically that charges far away from each other have less force, that is inversely
proportional to that distance squared
Describe how electric charges produce electric fields
Be able to distinguish be conductors and insulators
Calculate the force by using Coulomb’s Law
Be able to construct a force diagram by vectors for a charge and explain the net force
acting on that charge
Construct graphically electric force vs. charge and electric force vs. distance
Use vectors to draw electric field lines around objects that are charged
Explain that electrical energy can be stored (to conduct flow of electrons) and related
stored energy as potential energy (stored energy)
Standards Addressed
NGSS. Motion and Stability: Forces and interactions
HS-PS3-3. Refine a device that works within given constraints to convert one form of energy into
another form of energy.
HS-PS2-5. Provide evidence that an electric current can produce a magnetic field and that a charging
magnetic field can produce an electric current.
• PS2.B: Forces at a distance are explained by fields (gravitational, electric, and magnetic)
permeating space that can transfer energy through space. Magnets or electric currents cause
magnetic fields; electric charges or changing magnetic fields cause electric fields.
• PS3.A: “Electric energy” may mean energy stored in a battery or energy transmitted by electric
currents.
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.7, WHST.11-12.2,
WHST.11-12.8
Mathematics: MP.2, MP.4, HSN.QA.1, HSA.CED.A.1, HSA.CED.A.2, HSF-IF.C.7
Learning Target. Magnetism and Magnet Fields
What will the student know after the unit
•
•
•
•
•
Be able to show how magnets will repel or attract each other for a given situation
Describe the magnetic field around a permanent magnet
Draw magnetic domain and describe its orientation
Be able to use the right-hand rule to determine the direction of the magnetic field in a
current-carrying wires (H. Physics and Physics II)
Describe and calculate the strength of the magnetic field given the force on a charge in a
magnetic field.
•
Describe the magnitude and direction of the force on a wire
Assessment Target
•
•
•
•
•
•
•
Be able to predict whether magnets will repel or attract each other
Describe the magnetic field around a permanent magnet
Be able to calculate the magnetic field
Explain the magnetic force of a current carrying wire
Calculate the magnetic field produced by current in a conductor
Be able to determine the magnitude and direction of the force in a wire current-carrying
wire
Be able to describe the direction of the force by using the right-hand rule on a charge
moving through a magnetic field
Standards Addressed:
NGSS. Motion and Stability: Forces and interactions
HS-PS2-5. Students will be able to plan and conduct an investigation to provide evidence that an electric
current can produce a magnetic field and that a changing magnetic field can produce an electric current
• PS2.B: Forces at a distance are explained by fields (gravitational, electric, and magnetic)
permeating space that can transfer energy through space. Magnets or electric currents cause
magnetic fields; electric charges or changing magnetic fields cause electric fields.
• PS3.A: “Electric energy” may mean energy stored in a battery or energy transmitted by electric
currents.
HS-PS2-6. Communicate scientific and technical information about why the molecular level structure is
important in the functions of designed materials.
Common Core State Standards:
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.7, WHST.11-12.2,
WHST.11-12.8
Mathematics: MP.2, MP.4, HSN.QA.1, HSA.CED.A.1, HSA.CED.A.2, HSF-IF.C.7
Learning Target. Electricity and Circuits
What the student will learn after the unit.
•
•
•
•
•
•
•
•
Be able to describe basic properties of electric current
Calculate problems relating to current, charge and time
Relate Ohm’s Law that voltage is directly related to current, and resistance is inversely related to
current.
Calculate resistance, current, and voltage by using Ohm’s Law.
Distinguish between series and parallel circuits
Be able to draw a schematic of basic and complex circuits
Calculate the equivalent resistance of both basic and complex circuits (H. Physics,
Physics II)
Graphical represent ohmic, current vs. voltage and non-ohmic, current vs. resistance.
•
•
•
•
Differentiate between direct and alternating current
Be able to relate electric power to the rate at which electrical energy is converted to
other forms of energy
Relate Ohm’s Law to power, and graphically represent power vs. current
Calculate electric power and the cost of running electric appliances
Assessment Target
•
•
•
•
•
•
•
•
•
•
Calculate the charge knowing the current and time
Be able to explain the basic characteristics and functions of a circuit
Describe Ohm’s law in terms of indirectly or directly proportions by relating current and
resistance
Create a graph of current vs. voltage and current vs. resistance
Calculate voltage, resistance and current by applying Ohm’s Law
Find the equivalent for both series and parallel circuits
Find the equivalent for both series and parallel complex circuits (H. Physics and Physics
II)
Be able to read technical article and construct a schematic
Calculate the power by relating Ohm’s Law
Graphical represent power vs. current
Unit IV Light and Waves
Standards Addressed:
NGSS. Waves and their Applications in Technologies for information Transfer
HS-PS4-1. Use mathematical relationships to support a claim regarding relationships among frequency,
wavelength, and speed of waves traveling in various mediums.
Common Core State Standards
Literacy: RST. 9-10.7, RST.11-12.1, RST.11-12.7, WHST.9-12.2, WHST.9-12.2, WHST.11-12.8
Mathematics: MP.2, MP.4, HAS-SSEE.A.1, HAS-SSE.B.3, HAS.CED.A.4
Learning Target. Sound and Waves
What the student will know after the unit.
•
•
•
•
Describe that waves are a form of periodic motion
Explain that waves transfer energy but does not transfer energy
Be able to explain that transverse are perpendicular to the direction of the wave and
longitudinal waves are parallel to the direction of the wave
Be able to draw a wave and label the wavelength distance between two points (crest to crest),
high point of a wave (crest), through (lowest point of a wave), trough (lowest point of a wave),
compression and refraction
•
•
•
•
•
•
•
•
•
•
•
•
•
Describe that the frequency of a wave is the number of cycles per second and its unit is Hertz
Be able to calculate the speed of the wave is the wavelength times frequency
Explain that the speed of a mechanical wave depends on the medium that its traveling through
Describe that reflection and interference waves produce standing waves
Explain that frequency of sound creates a pitch
Interpret tables of intensity of sound to determine the loudness
Explain that beats are created by interfering sound
Distinguish between a sound source in motion leaving an observer or coming towards an
observer by using the Doppler effect
Be able to show that simple harmonic motion relates to the periodic motion of a wave
Distinguish between pulse wave, transverse and longitudinal waves
Describe the superposition principle to explain resonance and standing waves
Be able to label and describe nodes and antinodes that are created on a standing wave
Explain why sounds experience a Doppler shift and describe its applications
Assessment Target.
•
•
•
•
•
Draw a sound wave and label it corresponding characteristics
Calculate frequency, wavelength, and speed of a wave
Use the wave equation speed equals wavelength times frequency to find the distance of a sound
source
Distinguish and draw transverse and longitudinal waves
Be able to draw and describe interference patterns
Standards Addressed:
NGSS. Waves and Their Applications in Technology for Information Transfer
HS-PS4-1. Use mathematical representation to support a claim regarding relationships among
frequency, wavelength, and speed of waves traveling through various mediums
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation
can be describes either by a wave model or a particle model, and that for some situations one model is
more useful than the other
HS-PS4-5. Communicate technical information about how some technical information about how some
technological devices use the principles of wave behavior and wave interactions with matter to transmit
and capture information and energy.
• PS4.A: The wavelength and frequency of a wave are related to one another by the speed of
travel of the wave, which depends on the type of wave and the medium through which it is
passing
• PS4.B: Electromagnetic Radiation can be modeled as a wave of changing electric and magnetic
fields or as particles called photons. The wave model is useful for explaining many features of
electromagnetic radiation, and particles model explains other features
•
PS4.B: When light or longer wavelength electromagnetic radiation is abosorbed in
matter, it is generally converted into thermal energy. Shorter wavelength electronagetic
radiation can ionize atoms and cause damage to cell
Learning Target. Electromagnetic Spectrum and Light
What the student will know after the unit.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Be able to describe that EM is related to frequency
Explain the types of waves that correspond to the EM spectrum
Describe that EM wave don’t require a medium to travel trough
The speed is the same when EM waves travel though an empty space
Be able to explain how EM waves slow down and refract when entering different
mediums
Describe the law of reflection, and how the angle of incidence equals the angle of
reflection
Distinguish between diffuse and specular reflection
Describe mirages and how light of rays produces a mirage
Calculate the total internal reflection, when a light ray travels through a medium of high
index to a low medium of index of refraction
Describe and calculate the critical angle
Distinguish between refraction and reflection
Describe diffraction, that the wave moves around corners
Describe how light waves interfere with each other
Describe how images are formed by mirrors and lenses
Distinguish between diverging and converging lenses
Describe concave and convex mirrors and lenses
Draw ray diagrams to represent diverging and converging lenses
Draw and interpret a ray diagram and label the image location for both mirrors and
lenses
Distinguish between virtual and real images
Calculate the focal length, image distance, and object distance using the lens equation
(H. Physics, Physics II)
Calculate the magnification of an image
Assessment Target
•
•
•
•
•
•
•
Label the electromagnetic spectrum and explain the applications of each type
Draw a ray diagrams for both mirrors and lenses
Calculate image position, object position, and the focal point
Describe virtual and real images by creating a ray diagram for concave and convex mirrors and
lenses
Construct and describe a ray diagram for diverging and converging
Calculate the angle of incidence and refraction by using Snell’s Law
Calculate the index of refraction