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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