Download Major Understanding - Rochester City School District

ROCHESTER CITY SCHOOL DISTRICT
REGENTS PHYSICS
CURRICULUM
Science Curriculum
CURRICULUM FRAMEWORK
This curriculum should be used as a lesson planning guide/instructional design for teachers.
The Key Ideas
The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or
conceptual body of knowledge of what students should know.
The Performance Objectives
The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major
Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students
must demonstrate to provide evidence of the acquisition of the standard.
The Major Understanding
The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from
NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but
developed conceptually through instructional activities and cognitive processes.
Suggested Assessments
These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess
student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their
own assessments that measure acquisition of the Major Understandings and Performance Objectives.
Vocabulary
The essential vocabulary were listed in order to acquire the concepts of the Major Understanding. Students should be at the
acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.
The Suggested Activities
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The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other
activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the
assessment may also be used.
The Conceptual Question
The conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to
focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance
Objectives.
SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING
Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project
team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part
of group.
Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using
the information to develop a definition of the problem and to research possible solutions.
Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships
and patterns in the data.
Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the
dimensions of the problem.
Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.
Presenting Results — using a variety of media to present the solution and to communicate the results.
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SCIENCE PROCESSING SKILLS
Observing
 Using one or more of your senses to gather information about objects or events
 Seeing, hearing ,touching, smelling, or tasting or combinations of these
 Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.
 Scientific observations are always recorded
 Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.
Classifying
 Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of
common properties, methods, patterns, or systems.
 Based on an identification process objects or events can be grouped according to similarities and differences
 Objects or events are placed into categories based on their identifiable characteristics or attributes.
 Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve
information
Comparing and Contrasting
 Identifying observable or measurable similarities and differences between two or more objects, data, events or systems
 Using specific criteria to establish similarities and /or differences between two or more objects or events.
 Showing what is common and what is uncommon between two objects, events, conditions, data, etc.
Inferring
 A statement, reasonable judgment or explanation based on an observation or set of observations
 Drawing a conclusion based on past experiences and observations
 Inferences are influenced by past experiences
 Inferences often lead to predictions
 Taking previous knowledge and linking it to an observation
 An untested explanation
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Predicting
 Making a forecast of future events or conditions expected to exist
 Forecasting an expected result based on past observations, patterns, trends, data, or evidence
 Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted
 Using an inference to tell what will happen in the future
 Interpolated prediction is made between two known data points
 Extrapolated prediction is made outside or beyond known data points
Measuring
 Making direct and indirect comparisons to a standard unit
 Each measurement has a number and a unit
 Making quantitative observations or comparisons to conventional or non-conventional standards
 Instruments may be used to make reliable, precise, and accurate measurements
Communicating
 Verbal, graphic or written exchange of information
 Describing observations, procedures, results or methods
 Sharing information or observations with charts, graphs, diagrams, etc.
Hypothesizing
 Making a possible explanation based on previous knowledge and observations
 Making an “educated” guess
 Proposing a solution to a problem based on some pertinent information on the problem
 Constructing an explanation based on knowledge of the condition
 Tells how one variable will affect the other variable
 A logical explanation that can be tested
 Identifying variables and their relationship(s)
 Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)
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Testing a Hypothesis/ Experimenting
 Following a procedure to gather evidence to support or reject the hypothesis
 Applying the scientific method to gather supportive or non-supportive evidence
 Testing variables and drawing conclusions based on the results
 Designing investigations to test hypotheses
 Testing how one variable affects the other
 Following a precise method to test a hypothesis
 Forming conclusions based on information collected
 Controlling variables to isolate how one will affect the other.
 Answering a research question
Making Models
 Creating representations of objects, ideas or events to demonstrate how something looks or works
 Models may be physical or mental representations
 Models can be computer generated
 Displaying information, using multi-sensory representations
Constructing Graphs
 Identifying dependent and independent variables and showing relationships
 Showing comparisons between two or more , objects or events
 Distribution of percentages
 Producing a visual representative of data that shows relationships, comparisons or distribution
 Labeling and scaling the axis
 Descriptive data – bar graph
 Continuous data – line graph
 Converting discreet data into pictures
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Collecting and Organizing Data
 Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems
 Categorizing and tabulating the information to illustrate patterns or trends
 Recording measurements, male drawings, diagrams, lists or descriptions
 Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.
 Sorting, organizing and presenting information to better display the results
 Using titles, tables, and units for columns
Analyzing and Interpreting Data
 Looking for patterns, trends or relationships in the arrangement of data
 Deciding what the collection of information means
 Looking at pieces of data to understand the whole
 Looking at the independent and dependent variables and their relationship
 Looking for consistency and discrepancies in the data
 Making sense of the observations, data, etc.
Forming Conclusions
 Making final statements based on the interpretation of data
 Making a decision or generalization based on evidence supported by the data
 Telling whether the data supports the hypothesis or not
 A factual summary of the data
Researching Information
 Asking questions and looking for relevant information to answer it
 Using various methods and sources to find information
 Identifying variables and asking questions about it followed by gathering relevant information.
 Research questions may focus on one variable or the relationship between two variables.
 Asking relevant questions to a specific problem and identify resources to gather information and answer the problem
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Formulating Questions
 Asking the who, what, where, when, why, how, what if, of the problem, information, or even
 Using the given information to search for further understanding
 Asking textually explicit questions that can be answered by the text.
 Asking textually implicit questions that are inferential and cannot be answered by the text alone
Estimating
 Making a judgment about the size or number of an item, or attribute without actually measuring it
 Making a judgment based on past experiences or familiarity
Identifying Variables
 Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships
 Showing the cause and effect relationship in respect to the variables
 Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.
 There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are
held constant).
Controlling Variables
 Keeping variables consistent or constant throughout and experiment
 Controlling the effect or factors that influence the investigation
Forming Operational Definitions
 Tell how an object, item, idea, or model functions works or behaves
 Tells the purpose or the use of the object or model
 Tells what the term means and how to recognize it
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Reading Scales and Instruments
 Identifying the intervals and scales
 Reading or counting the total number of scales , graduations or points
 Identifying initial and final measurements, counts or increments
Calibrating Instruments
 Setting the instrument to zero before beginning to use it
 Adjusting the instrument to measure exact with known copies
 Setting the instrument measures to a known standard
Following Procedures
 Following a given set of oral or written directions to accomplish a specific task to obtain desired results
Applying Formulas
 Using theoretical formulas to a concrete or abstract situation
 Applying a theoretical measurement to a model
 Gathering information from a known condition or situation and substituting the elements or variables into a formula.
Interpreting Scientific Illustrations
 Looking for connections, sequences and relationships amongst the components
 Identifying individual and multiple relationships
 Categorizing groups and individual entities
 Reading the label or description of the illustration
Sequencing
 Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria
 Identifying the elements and organizing them chronologically
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Conduct an Investigation
 Identify the question or problem
 Conduct some preliminary research
 Identify the variables
 Develop and follow the procedures
 Make observations and collect data
 Analyze the information and report the results
Identifying Properties
 Selecting items, conditions or events based on specific attributes or features
Evaluating
 Making a judgment of worth or merit based on a set of criteria
 Deciding to approve or disapprove a based on some standard
 Asking how the data was obtained or how the information was collected
 Asking how the investigation was done
Seeking and Providing Evidence
 Searching for and sharing factual information
 Identifying relationships or proofs that support an argument
 Stating specific and significant or relevant information to support an idea, decision or argument
Making Decisions
 Gathering relevant information, or evidence to support a choice between alternatives
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Manipulating Materials
 Handling materials and equipment in a safe, skillfully and in an appropriate manner
Generalizing
 Making a general statements from specifics, particulars, or components
Identifying Cause and Effect Relationships
 Recognizing the influence of the independent variable on the dependent variable
 Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome
Constructing Tables
 Placing similar information into categories
 Ordering discrete information into groups to develop patterns, trends, etc
 Using columns and rows to distinguish elements and components of the information
Analyzing Results
 Determine the meaning of the data collected
 Identifying specific patterns from the information or effects
 Separating the information to understand the components
Interpreting Graphs
 Identify the variables and categories
 Look for relationships and patterns
 Look for sources of errors
 Asking what is evident from the information
 Can interpolations and extrapolations be made from the data
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Interpreting Diagrams
 Tell what the objects, or items represents
 Tell what the diagram is a model of, or represents
 Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes
 Tell the sequence of events or the chronology of the elements
 Construct an explanation from the interrelated parts or components
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TOPIC 1
MECHANICS
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STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.1
Measured quantities can be classified
as either vector or scalar.
Performance Objectives

Vocabulary/Visuals
Scalar quantities
Distance
Speed
Energy
Time
Power
Mass
Charge
Vector Quantities
Displacement Weight
Velocity
Momentum
Acceleration Torque
Force
Classify measured quantities as either a
vector or scalar value.
Suggested Assessment

Distinguish between vector and scalar
values (measurements).

Conduct vector measurement and
analysis to determine values.

Conduct scalar measurements and
analysis to determine values.
Suggested Activities

Conduct measurements to determine their
scalar or vector values.

Using a detailed map of a city that shows
the city blocks, determine the distance and
displacement between two points.
Conceptual Questions

What is the difference between a scalar
and a vector value?
Magnitude
S.I. Unit
Meter
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STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.2
An object in linear motion may travel
with a constant velocity* or with
acceleration*. (Note: Testing of
acceleration will be limited to cases
in which acceleration is constant.)
Performance Objectives

Determine the velocity and acceleration
values of various objects.

Calculate the velocity of various
objects.

Construct and interpret graphs of position,
velocity, or acceleration versus time.

Calculate the acceleration of various
objects in motion.

Determine and interpret slopes and areas of
motion graphs.

Distinguish between acceleration and
deceleration graphically.

Demonstrate the relationship between
acceleration and velocity.
Vocabulary/Visuals
Average speed
Instantaneous speed
Ticker tape timer
X-Axis
Y-Axis
Position vs. Time Graph (p-t)
 uniform motion
 accelerated motion
Suggested Assessment
Suggested Activities
Conceptual Questions

Differentiate between velocity and
acceleration.

How is velocity related to
acceleration?

Practice velocity and acceleration
calculations.

What would the motion of an object be
if the acceleration was equal to 0?

Prepare and interpret v vs. t (uniform and
accelerated motion), v vs. t, and a vs. t (no
acceleration, constant acceleration,
constant rate) graphs.
Velocity vs. Time Graph (a-t)
 no acceleration
 constant acceleration
 constant rate
Slope
Area
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STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.3
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. (Note: Initial
velocities of objects in free fall may
be in any direction.)
Performance Objectives

Construct and interpret graphs of velocity
and acceleration versus time.

Calculate the acceleration of falling
objects.

Determine and interpret slopes and areas of
motion graphs.

Identify and explain the effects of
friction on falling objects.

Determine the acceleration due to gravity
near the surface of Earth.

Explain why two objects that are
dropped from the same height do not
always reach the floor at the same
time, velocity.

Graph the velocity vs. time of an
object that starts at rest and falls for
five seconds before reaching the floor.
Vocabulary/Visuals
Gravity
Acceleration due to gravity
Free fall
Friction
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Suggested Assessment
Suggested Activities

Lab: Using a golf ball, stop watch and tape
measure; calculate the acceleration of the
golf ball. Next, use a ping pong ball and
recalculate the acceleration due to gravity.
Conceptual Questions

How does friction affect the force of
gravity?

If all objects accelerate toward the
Earth at the same rate (  9.8 m 2 ),
s
then how can two objects that are
dropped at the same time from the
same height hit the floor at different
times?
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.4
The resultant of two or more vectors,
acting at any angle, is determined by
vector addition.
Performance Objectives

Determine the resultant of two or more
vectors graphically and algebraically.

Resolve a vector into perpendicular
components: both graphically and
algebraically
Vocabulary/Visuals
Vector diagram
Concurrent
Resultant
Equilibrant
Graphical Vector Addition
 Head-to-tail
 Parallelogram
Pythagorean Theorem
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Suggested Assessment

Using the parallelogram method,
determine the resultant of two
concurrent vectors.

Using the head-to-tail method,
determine the resultant of two
concurrent vectors.

Use the Pythagorean Theorem to find
the resultant of two concurrent vectors
acting at a right angle.
Suggested Activities

Using graph paper and a scale to convert
Newtons to cm, add vectors of various
magnitudes that act at angles ranging from
0° to 180° from each other using the
parallelogram and head-to-tail methods.

Use the Pythagorean Theorem to add
vector’s acting at 90° from each other.
Conceptual Questions

What is the result when two vectors act
on the same point at the same time?
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.5
A vector may be resolved into
perpendicular components.
Performance Objectives


Vocabulary/Visuals
Algebraic addition of vectors
Horizontal component
Vertical component
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Determine and construct the perpendicular
components of a vector (graphically and
algebraically).
Suggested Assessment

Resolve vectors into their
perpendicular components.

If you apply 10-N of force to a lawn
mower handle, then how much force is
being applied to move the mower
across the lawn?
Determine the resultant of two or more
vectors graphically and algebraically.
Suggested Activities

Draw scaled force diagrams, using a ruler

and a protractor to show the horizontal and
vertical components of a given vector.

Use vector diagrams to show the same
scaled vector acting at 0°, 30°, 45°, 60°,
and 90° (from East). Have students draw
and measure the portion of each vector
acting in the x- and y- directions. At what
angle does the vector have the greatest
magnitude in the x-direction and in the ydirection?

Using trig. functions, determine the x and y
components of a given vector
Conceptual Questions
How can a vector be resolved into its
perpendicular component?
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.6
The path of a projectile is the result

of the simultaneous effect of the
horizontal and vertical components of
its motion; these components act

independently.
Vocabulary/Visuals
Projectile
Trajectory
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Performance Objectives
Suggested Assessment
Describe the forces which act in the
horizontal and vertical directions that
determine the path of a projectile.

Draw the path of projectile and
indicate the horizontal and vertical
forces with act on the projectile.
Sketch the theoretical path of a projectile.

Draw a picture to indicate the angle at
which a projectile would be launched
to travel the farthest in the x-direction
(range).

Draw a picture to show a projectile
that would travel to the highest height
possible.
Suggested Activities
Conceptual Questions

When a football is kicked into the air,
what causes the ball to move with that
type of motion?
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.7
A projectile’s time of flight is
dependent upon the vertical
components of its motion.
Performance Objectives


Sketch the theoretical path of a projectile.

Determine the time of flight or height for a
projectile when given the initial velocity.
Vocabulary/Visuals
Time of flight
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Explain the influence of the vertical
components on time of a projectile’s
flight.
Suggested Assessment

Identify and describe the vertical
components of a projectile flight.

Show the pathway of a vertical
projectile and the velocity at the
release and highest point of the
projectile.

Calculate the time of flight or the
height reached for a vertical projectile.
Suggested Activities

Draw a diagram to show the vectors acting
on a vertical projectile.

Time of flight and height of a projectile
problem.

Demo: Place one coin on the edge of a
desk. Slide another coin across the
tabletop to knock it off. The struck coin
should fly across the room while the other
coin more or less falls straight downward.
Both coins will reach the ground at
approximately the same time.
Conceptual Questions

What factors determine the amount
time a projectile will remain in
motion?
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.8
The horizontal displacement of a
projectile is dependent upon the
horizontal component of its motion
and its time of flight.
Performance Objectives

Describe the factors that influence the
horizontal displacement of a projectile.

Sketch the theoretical path of a projectile.
Vocabulary/Visuals

Range
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Suggested Activities
Practice problems using the same time of
flight to calculate range when
v i = 0 and v i  0.
Suggested Assessment

Demonstrate the relationship of
horizontal displacement and time of
flight.

Determine the horizontal displacement
of various objects.

Identify the factors that influence
horizontal displacement.
Conceptual Questions

What determines how far a thrown
baseball will travel?
9
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.9
According to Newton’s First Law, the
inertia of an object is directly
proportional to its mass. An object
remains at rest or moves with
constant velocity, unless acted upon
by an unbalanced force.
Performance Objectives

Demonstrate how Newton’s first law
explains inertia.

Demonstrate the relationship between
inertia and mass.

Use vector diagrams to analyze
mechanical systems (equilibrium and nonequilibrium).

Determine the next force acting on an
object that is accelerating or at rest.

Draw vectors to represent an object
accelerating on a frictionless surface.

Explain why an object rolling across a
field will eventually stop.
Vocabulary/Visuals
Isaac Newton
First Law of Motion
Inertia
Unbalanced force
Suggested Activities


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Suggested Assessment
Demo: Give a student two objects with
approximately the same mass. Ask
student to judge which object is heavier.
If the student moves the objects back and
forth, then point out that the student is
subconsciously comparing their inertias.
Conceptual Questions

What is inertia?

Explain in terms of forces, why an
object that is put in motion will
eventually stop?
Draw a vector diagram to show:
 a book at rest on a desk
 a book accelerating down a ramp and
 a book at rest on a ramp
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.10
When the net force on a system is
zero, the system is in equilibrium.
Performance Objectives

Explain how equilibrium is established or
achieved.

Demonstrate the relationship between
net force and equilibrium.

Use vector diagrams to analyze mechanical
systems (equilibrium and nonequilibrium).

Calculate the net force on objects.

Using a vector diagram, draw two
vectors and then add the equilibrant to
balance the other two force vectors.
Vocabulary/Visuals
Equilibrium
Force
Newton (N)
Normal force
Free-body diagram
Dynamic equilibrium
Static equilibrium
Tension
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Suggested Assessment
Suggested Activities

Lab: force table

Mini-Lab: Using a spring scale, inclined
plane and an object.
Conceptual Questions

How do systems achieve equilibrium?
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.11
According to Newton’s Second Law,
an unbalanced force causes a mass to
accelerate.
Performance Objectives


Vocabulary/Visuals
Second Law of Motion
F - ma
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Verify Newton’s Second Law for linear
motion.
Determine the applied force, mass, or
acceleration on an object when given the
other two variables.
Suggested Assessment

Demonstrate the relationship between
acceleration and net external force
through a graph.

Calculate the force, mass, or
acceleration when given two of the
three values.
Suggested Activities

Use vector diagrams to analyze mechanical
systems (equilibrium and nonequilibrium).

Measure the acceleration of several masses
using an Atwood Machine. Use a 500 kg
mass hung from one side and various
masses (400 – 450 kg) on the other side.
Conceptual Questions

How does Newton’s Second Law of
motion explain acceleration?
12
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.12
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.
Performance Objectives

Describe the relationship between the
gravitational force and mass of an object.

Determine the weight of various
objects when given the gravity.

Determine the acceleration due to gravity
near the surface of Earth.

Compare weight and mass.
Vocabulary/Visuals
Weight
Law of Universal Gravitation
GM 1M 2
Fg =
r2
Universal gravitation constant
W = mg
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Suggested Assessment
Suggested Activities

Investigate student’s weights on other
planets.

Free-fall lab from the ceiling to determine
gravity.
Conceptual Questions

What are the relationship between
mass, weight and gravitational force?
13
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.13
Kinetic friction* is a force that
opposes motion.
Performance Objectives


Vocabulary/Visuals
Kinetic friction
Static friction
Coefficient of friction
Rolling friction
Fluid friction
841014269
Explain the relationship between friction
and motion.
Determine the coefficient of friction for
two surfaces.
Suggested Assessment

Identify and describe kinetic friction.

Determine the coefficient kinetic
friction of specific objects.

Determine the magnitude and direction
of the normal force.
Suggested Activities

Force of friction lab with a spring scale and
wooden block. Have students investigate
the effects of changing the amount of
surface area of the block making contact,
type of material making contact, and the
mass of the object making contact.
Conceptual Questions

What is kinetic friction?

How does kinetic friction affect
motion?
14
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.14
Centripetal force* is the net force
which produces centripetal
acceleration*. In uniform circular
motion, the centripetal force is
perpendicular to the tangential
velocity.
Performance Objectives

Explain the relationship of centripetal
acceleration and tangential acceleration.

Determine the centripetal force of
various objects in circular motion.

Verify Newton’s Second Law for uniform
circular motion.

Determine the acceleration due to the
net centripetal force of various objects
in motion.

Describe the relationship between
centripetal force and mass, velocity, or
radius.
Vocabulary/Visuals
Centripetal force
Centripetal acceleration
Uniform circular motion
Tangent
F c = Ma c
ac 
Suggested Assessment
Suggested Activities

Centripetal force lab

Using a racetrack, calculate the force on a
race car as it moves down the straightening
and around the curve with a constant speed.
Conceptual Questions

How can an object moving at a constant
speed be accelerating?
v2
r
841014269
15
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
I.15
The impulse* imparted to an object
causes a change in its momentum*.
Performance Objectives

Demonstrate the relationship between
impulse and momentum.

Determine the momentum of various
objects at different velocities.

Verify conservation of momentum.

Determine the changes in momentum
due to impulse.

Determine the impulse on various
moving objects.
Vocabulary/Visuals
Impulse
Momentum
Elastic collision
841014269
Suggested Assessment
Suggested Activities
Conceptual Questions

Practice momentum and impulse problems.

What is an impulse?

Impulse Lab – comparing the force applied
over time to the change in momentum.

How does impulse affect momentum?
16
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
I.16
Major Understanding
The elongation or compression of a
spring depends upon the nature of the
spring (its spring constant) and the
magnitude of the applied force*.
Performance Objectives


Vocabulary/Visuals
Hooke’s Law
Spring constant
Elongation
Compression
841014269
Explain how the magnitude of the applied
force influences the elongation or
compression of a spring.
Suggested Assessment

Calculate the spring force using
Hooke’s Law.

Calculate the force contained in a
spring when given the spring constant
and the distance stretched.
Determine a spring constant.
Suggested Activities
Conceptual Questions

Hooke’s Law Lab


Graph data of force vs. distance. Calculate
the slope of the line to determine the
spring constant.
What factors influence the elongation
of springs?

Why are some springs more difficult to
compress or elongate than others?
17
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
I.17
Major Understanding
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 directions.
Performance Objectives


Vocabulary/Visuals
Third Law of Motion
Action/reaction pair
841014269
Demonstrate how Newton’s Third Law
explains action-reaction pairs.
Suggested Assessment

Identify action-reaction pairs.

Describe the forces involved when
sitting on the floor or hitting a
volleyball with your hand.
Draw scaled force diagram using a ruler
and protractor to show an action force and
a reaction force.
Suggested Activities

Provide students with action-reaction
scenarios. Have students describe the
action and reaction forces in each example
and then have students develop their own
examples.
Conceptual Questions

Why do forces exist in pairs?
18
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
I.18
Major Understanding
Momentum is conserved in a closed
system*. (Note: Testing will be
limited to momentum in one
dimension.)
Performance Objectives

Vocabulary/Visuals
Laws of conversation of momentum
Elastic collision
Inelastic collision
841014269
Explain the Law or Conservation of
momentum.
Suggested Assessment

Demonstrate how momentum is
conserved in collisions.

Determine the velocities of objects
after collision.

Determine the mass of one object after
a collision when the momentum,
velocities of both objects and the mass
of the second object are known..
Suggested Activities

Calculate the velocity of a given mass after
a collision when the momentum of the
system before the collision is known as
well as the mass and the velocity of the
second object.

Use P before – P after to solve problems.

Draw a scaled diagram to represent the
masses and velocities of objects before
and after a collision. Show how
momentum before equals momentum
after.
Conceptual Questions

How is momentum conserved in a
closed system?
19
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
I.19
Major Understanding
Gravitational forces are only
attractive, whereas electrical and
magnetic forces can be attractive or
repulsive.
Performance Objectives

Vocabulary/Visuals
Newton’s Law of Universal Gravitation
841014269
Explain the force of gravity.
Suggested Assessment

Suggested Activities

Explain why human beings do not attract
all objects in the same way that all objects
in the same way that all objects attract to
the Earth.
Why doesn’t the force of gravity cause
all matter to attract and “stick”
together.
Conceptual Questions

Why do objects fall toward the Earth?

How would life be different if gravity
was both attractive and repulsive?
20
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
I.20
Major Understanding
The inverse square law applies to
electrical* and gravitational* fields
produced by point sources
Performance Objectives

Vocabulary/Visuals
GM 1M 2
Fg =
r2
841014269
Explain the relationship between the
gravitational field and the distance
between the masses.
Suggested Assessment

How will the gravitational field be
affected if the distance separating the
masses is doubled? cut in half?

Sketch a graph to demonstrate the
relationship between the gravitational
field and the distance between the
masses.
Suggested Activities

Ask conceptual questions regarding hoe
altering the radius affects the gravitational
field.
Conceptual Questions

How is the gravitational field altered
by a change in the radius between
masses?
21
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Mechanics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
I.21
Major Understanding
Field strength* and direction are
determined using a suitable test
particle. (Notes: 1) Calculations are
limited to electrostatic and
gravitational fields. 2) The
gravitational field near the surface of
Earth and the electrical field between
two oppositely charged parallel
plates are treated as uniform.)
Performance Objectives

Vocabulary/Visuals
Gravitation field
GM
g= 2
r
841014269
Determine the gravitational field given the
mass and radius of the object.
Suggested Assessment

Suggested Activities

Calculate the force of gravity on several

planets when provided the mass and radius
of each.
Calculate the gravitational field of the
Earth.
Conceptual Questions
How is the gravitational field
determined for a planet?
22
Science Curriculum
TOPIC II
ENERGY
841014269
23
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Energy
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.1 When work is done on or by a system,
there is a change in the total energy of
the system.
Performance Objectives

Observe and explain energy conversions
in real-world situations by describing
how objects gain or lose kinetic and/or
potential energy.
Suggested Assessment


Vocabulary/Visuals
“done on” vs. “done by”
joule
kinetic energy
mechanical energy
potential energy
System
total energy
work
W = F.d
W = ∆ET = ∆KE + ∆PE
841014269



Suggested Activities
Measure the minimum force and
distance needed to lift an object of
known mass a given height, h. Calculate
the total work done on the object.
Drop a golf ball from a height of 1
meter. Measure the maximum height
after 1 bounce. Calculate the work done
by the ball when it strikes the ground.
Repeat for various balls and various
heights.
Measure the maximum speed of an
object moving horizontally as it is
accelerated from rest. Then, measure the
speed as it is allowed to slow down.
Calculate the work done on the object,
the work done by the object, and the net
work of the object.


Determine the work done by a car as it
rolls between points on a real (friction
affected) roller coaster. The speed and
height of the car must be given at each
point.
Examine a series of ‘before and after’
pictures of several objects. Determine if
work was done on or by each object.
Conceptual Question
What do Physicists mean when they say
that work is done on (or by) a system?
How is work related to the gain or loss
of mechanical energy?
24
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Energy
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.2 Work done against friction results in an
increase in the internal energy of the
system.


Performance Objectives
Determine the coefficient of friction for
two surfaces.
Observe and explain energy conversions
in real-world situations by describing
how objects gain or lose kinetic and/or
potential energy.


Vocabulary/Visuals
Coefficient of friction
Friction force
Internal energy, Q
Negligible
Normal force
Work against friction
Wf = Ff.d
Ff = FN
841014269


Suggested Activities
With a spring scale, measure the amount
of force needed to pull a block at
constant speed a distance d along the
floor. Vary the angle of the applied
force. Discuss why the total work
required for each case changes as the
angle changes.
Measure the minimum force and
distance needed to pull an object up an
inclined plane to a given height, h.
Compare this to the force and distance to
lift the object vertically. Calculate the
total work, work against friction, and
work against gravity in both cases.



Suggested Assessment
Determine the work done against friction
when an object is pulled across a
surface. The object’s mass and
composition must be given. The
distance pulled must be listed. The
composition of the object and surface
must be paired so that the coefficient of
friction can be looked up in the reference
tables.
Calculate the work of friction as a box
slides down an incline. The height of
the incline, mass of the box, and speed
of the box at the bottom must be given.
Conceptual Question
What is friction?
What factors affect the amount of
friction between two objects that are
sliding past each other?
How do mechanics problems change
when friction is no longer negligible?
25
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Energy
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.3 Power is the time-rate at which work is
done or energy is expended.

Performance Objectives
Compare the power developed when the
same work is done at different rates.


Vocabulary/Visuals
Expended
Power
Time-rate
Watt
Joule/second
P = W/t = F.d/t = F.v
841014269

Suggested Activities
Put students in pairs (or groups of 4.)
Give students 10-20 blocks to stack.
Start with blocks flat on bench or table.
Calculate the total increase in potential
energy when blocks are stacked.
Student A measures the time to stack
blocks. Student B stacks block using
one hand. Calculate the power. Repeat
with student B using both hands. Repeat
with Student A and B reversing roles.



Suggested Assessment
Calculate the power of two engines
based on the amount of work each can
do in a 60 second interval.
Identify which of several motors is more
powerful based on the time each requires
to do an equal amount of work.
Conceptual Question
What factors determine the power of a
body, system, or device?
What is the key difference between
power and energy?
How are strength and endurance
analogous to power and energy?
26
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Energy
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.4 All energy transfers are governed by the
law of conservation of energy.


Vocabulary/Visuals
Closed system
Energy transfer
Internal energy
Law of conservation of energy

ET = KE + PE + Q

841014269
Performance Objectives
Describe and explain the exchange
between potential energy, kinetic energy,
and internal energy for simple
mechanical systems, such as a
pendulum, a roller coaster, a spring, or a
free falling object.
Observe and explain energy conversions
in real-world situations.
Suggested Activities
Confirm the conservation of energy with
several pulleys with different wheel
numbers. Have students determine the
total work (applied force and distance)
needed to lift an object of known mass
some distance, h. Compare this to the
gain in potential energy of the mass.
Analyze the motion of a ball moving
along a roller coaster track. Discuss the
effect of friction on the maximum speed
and maximum height that the ball can
achieve.




Suggested Assessment
Qualitatively describe the exchange
between potential energy, kinetic energy,
and internal energy for simple
mechanical systems, such as a
pendulum, a roller coaster, a spring, or a
free falling object.
List the energy conversions that occur in
real-world processes and events such as
an airplane during takeoff, water rushing
over a waterfall, a rock shot from a
slingshot, a box slid across a floor, etc.
Conceptual Question
What are some forms that energy can
take?
As a closed system gains or loses
mechanical energy what evidence
supports the fact that the total energy of
the system remains constant?
27
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Energy
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.5 Energy may be converted among
mechanical, electromagnetic, nuclear,
and thermal forms.


Vocabulary/Visuals
Battery
Converted
Electromagnetic energy
Energy-mass equivalent
Generator
Motor
Nuclear energy
Photocell
Thermal energy
E = mc2
Q = mc∆T (optional)



841014269
Performance Objectives
Recognize and describe conversions
among different forms of energy for
devices such as a motor, a generator, a
photocell, a battery.
Observe and explain energy conversions
in real-world situations.
Suggested Activities
Research a particular energy resource
(nuclear, coal, wind, solar,
hydroelectric.) Describe the energy
conversions that are required to produce
electricity. Determine the efficiency of
each type of power plant and the
environmental impact.
Draw plans for a “Rube Goldberg
device” that has at least 5 energy
conversions to complete a simple task
such as picking up a golf ball.
(See http://www.rube-goldberg.com)
Research the Physics and energy
conversions behind the internal
combustion engine, a gas powered
generator, the motor on a cordless drill.





Suggested Assessment
Identify the form of energy at each point
along a nuclear-powered or coalpowered turbine.
Write an essay on the benefits and
drawbacks to one or more energy
resources used to generate power in the
U.S.
Conceptual Question
What common devices do Physicists and
engineers typically use to carryout useful
or productive energy conversions?
What energy conversions take place in
nuclear, hydro-electric, or fossil fuel
burning power plants?
What happens to the total mass and
energy during a nuclear reaction?
28
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Energy
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.6 Potential energy is the energy an object
possesses by virtue of its position or
condition. Types of potential energy are
gravitational and elastic.


Performance Objectives
Determine the energy stored in a spring.
Determine the change in stored energy
as an object changes position (∆h) with
respect to the vertical axis.



Vocabulary/Visuals
Elastic (spring) potential energy
Equilibrium position
Gravitational potential energy
Potential energy
Spring compression
Spring constant
Spring expansion
Stored energy
Vertical axis
∆PE = mg∆h
PES = ½ kx2


Suggested Activities
Examine the total energy stored in a
mousetrap, catapult, or compressed
spring. Determine the spring constant or
spring stretch based on given data.
Have students place 5 common objects
of different mass at heights so that every
object has the same gravitational
potential energy.


Suggested Assessment
Determine the energy stored in several
springs that are compressed equal
distances, but whose spring constants are
different.
Calculate the potential energy of an
object at various points as it is in freefall toward the Earth.
Draw a graph that shows the qualitative
relationships between potential energy
and height.
Conceptual Question
How can an object without motion have
mechanical energy?
How do Physicists use the maximum
speed of a projectile or a falling object to
determine the potential energy stored
before the object’s release?
STANDARD 4: The Physical Setting/Physics – Energy
841014269
29
Science Curriculum
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.7 Kinetic energy is the energy an object
possesses by virtue of its motion.

Performance Objectives
Determine the kinetic energy of a
moving object.


Vocabulary/Visuals
Kinetic Energy
Motion
Speed
KE = ½ mv2
KEave = 3/2 kT (optional)


Suggested Activities
Determine the kinetic energy of a
marble, tennis ball, and bowling ball
rolling along a flat surface.
Examine the relationship between mass
and kinetic energy; then examine the
relationship between speed and kinetic
energy.


Suggested Assessment
Draw graphs that show the qualitative
relationships between kinetic energy and
mass or speed.
After measuring the average speed and
mass of a rolling marble, calculate the
kinetic energy of the marble.
Conceptual Question
What factors determine the kinetic
energy of a moving object?
Under what conditions will a slower
moving object have more kinetic energy
than a faster moving object?
STANDARD 4: The Physical Setting/Physics – Energy
841014269
30
Science Curriculum
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.8 In an ideal mechanical system, the sum
of the macroscopic kinetic and potential
energies (mechanical energy) is constant.



Vocabulary/Visuals
ideal mechanical system
implied
macroscopic
Emechanical = KE + PE
KEmax + PE min = KEmin + PEmax



841014269
Performance Objectives
Predict velocities, heights, and spring
compressions based on energy
conservation.
Construct and interpret graphs of
position or velocity versus time.
Describe and explain the exchange
between potential energy and kinetic
energy for simple ideal mechanical
systems, such as a pendulum, a roller
coaster, a spring, a free falling object.
Suggested Activities
Using a tickertape timer or other device,
record the height and velocity as an
object falls. Calculate the PE and KE at
each point. Analyze the PE, the KE, and
PE + KE data.
Predict the velocity or height at a given
time based on position or velocity vs.
time graphs for a pendulum or spring.
Using a marble launcher, determine the
maximum height when marble is
launched vertically. Calculate the vi of
the marble based on the maximum
height.





Suggested Assessment
Determine the kinetic energy of an
object if the total energy and potential
energy are given for the following
systems: pendulum, frictionless roller
coaster, bobbing spring, catapult, free
falling object, projectile.
For a given ideal event (pendulum,
spring, object in free fall, etc.) identify
the correct pair of PE and KE graphs or
identify the correct pair of speed and
distance graphs that describe the event.
Conceptual Question
When Physicists talk about an ideal
system, what is implied about the energy
transfers within the system?
Are there any truly ideal mechanical
systems on Earth?
How would you design a system that is
most nearly ideal?
31
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Energy
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
II.9 In a nonideal mechanical system, as
mechanical energy decreases there is a
corresponding increase in other energies
such as internal energy.


Vocabulary/Visuals
nonideal mechanical energy
terminal velocity
ET = KE + PE + Q
Q = mc



841014269
Performance Objectives
Describe and explain the exchange
between potential energy and kinetic
energy for simple nonideal mechanical
systems, such as a pendulum, a roller
coaster, a spring, a free falling object.
Construct and interpret graphs of
position or velocity versus time for
nonideal events.
Suggested Activities
Measure the potential energy of an
object at the top of a roller coaster track
or inclined plane. Measure the
maximum speed at the bottom.
Calculate the loss in mechanical energy
along the track.
Measure the potential energy of a
pendulum before release. Measure the
maximum height of the pendulum 1, 2,
3, 4 , and 5 minutes later. Calculate the
loss in mechanical (potential) energy
between each time interval.
Seal a given mass of metal shot in a
piece of PVC pipe approximately 1
meter long. Allow the shot in the pipe to
fall from end to the other 40-50 times.
Measure the temperature of the metal
shot before and after.



Suggested Assessment
Determine the kinetic energy of an
object if the total energy, potential
energy, and change in internal energy
are given for the several of the following
systems: pendulum, roller coaster,
bobbing spring, catapult, free falling
object, projectile.
Conceptual Question
In nonideal mechanical systems, what
must happen to the total mechanical
energy over time?
As a space shuttle reenters the Earth’s
atmosphere, what happens to the speed
and temperature of the shuttle?
32
Science Curriculum
TOPIC III
ELECTRICITY
AND
MAGNETISM
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33
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
III.1 Gravitational forces are only attractive,
whereas electrical and magnetic forces
can be attractive or repulsive.




Vocabulary/Visuals
Electrons
Electroscope
Law of charges
Pith balls
Static charge
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Performance Objectives
Describe the creation of a changed
object.
Explain the interaction between
electrical forces.
Define the behavior of magnetic forces.
Map the magnetic filed of a permanent
magnet, indicating the direction of the
field between the N (north-seeking) and
S (south-seeking) poles.
Suggested Activities

Charge a balloon and stick it to the
wall. Place scraps of paper on the
ballroom until the balloon slides off the
wall.
- Why does the balloon stick to the wall?
- Why does the balloon slide off of the
wall when the paper is placed on it?

Use pith balls and electroscopes to
investigate induction and conduction.






Suggested Assessment
Show how a neutral object can obtain a
change by induction; by conduction.
Compare and contrast an object being
charged by induction and conduction.
Describe the action between a + & a –
electrical force.
Tell how a North Pole of a magnet
would interact with a North Pole of a 2nd
magnet.
Conceptual Question
What are the behaviors of static charges?
What are the behaviors of magnetic
forces?
34
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Students can explain and predict different patterns of motion of objects (e.g., linear and uniform circular motion,
velocity and acceleration, momentum and inertia).
Major Understanding
III.2 The inverse square law applies to
electrical and gravitational fields
produced by point sources.


Performance Objectives
Explain how changing the distance
between point sources affects the
electrical field.
Calculate the electrostatic force between
two charged particles whose distance of
separation and exact charge is known.




Vocabulary/Visuals
Direct relationship
Electric field
Electrostatic force
Inverse relationship
Point source
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
Suggested Activities
Calculate the magnitude of the
electrostatic force between two charges,
q 1 and q 2 , when the distance between
the charges is known.
1
Prepare graphs of F vs. q and F vs. 2
r
and summarize the relationship between
these variables


Suggested Assessment
How would the electrical field be
affected if the distance between charges
was doubled?
How would the electrical field be
changed if the distance between point
sources was cut in half?
Solve for the magnitude of the
electrostatic force between two charges,
q 1 and q 2 , that are a given distance
apart.
1
Identify a graph of F vs. 2 .
r
Conceptual Question
What is an electric field and how are
they created?
What type of relationship exists between
the electric field and a. the distance and
b. charge?
35
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
III.3 Energy may be stored in electric or
magnetic fields. This energy may be
transferred through conductors or space
and may be converted to other forms of
energy.
Vocabulary/Visuals
Battery
Electricity
Electric potential
Electric potential energy
Potential difference (V)
Volt (v)
Voltage (V)
Voltaic cell
W= qV
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


Performance Objectives
Calculate the energy released (or
required) when a charge, q, moves
through a potential difference, V.
Identify scenarios where the movement
of two point charges either produces an
energy output or requires an energy
input.
Suggested Activities
Van de Graff generator demonstrations
Investigate the different properties of A,
AA, AAA, C, and D batteries with regard
to voltage and available energy.





Suggested Assessment
Determine the work needed (or released)
when a charge, q, is passed through a
potential difference, V.
Explain how a Van de Graff generator
works.
Tell how a battery is charged and why
all batteries run out of energy/charge.
Conceptual Question
How is charge manipulated to store
electrical potential energy?
How does a battery store and release
electrical potential energy?
36
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
III.4 The factors affecting resistance in a
conductor are length, cross-sectional
area, temperature, and resistivity.


Performance Objectives
Explain how length, cross-sectional area,
temperature and resistivity affect
resistance.
Measure and compare the resistance of
conductors of various lengths and crosssectional areas.



Vocabulary/Visuals
Cross-sectional area
Resistivity
pL
R
A
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
Suggested Activities
Measure and graph the voltage and
current when various lengths of wire are
connected in series to a battery


Suggested Assessment
Calculate resistance of a given material
if the length, cross-sectional area, and
resistivity of the material are known.
Select the resistor with the greatest or
smallest resistance from a set of pictures
of resistors made of the same material
but varying lengths and cross-sectional
areas.
Describe how increasing the length,
cross-sectional area, temperature, or
resistivity would affect the resistance in
a conductor.
Conceptual Question
What factors can change the resistance
in a wire?
Why do electrical devices run more
effectively at low temperatures?
37
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
III.5 All materials display a range of
conductivity. At constant temperature,
common metallic conductors obey
Ohm’s Law.



Vocabulary/Visuals
Amperes or amps (A)
Conductivity
Current (I)
Ohm (Ω)
Ohm’s Law
Resistance, R
V = IR
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

Performance Objectives
Explain the characteristics of a good
conductor.
Measure current and voltage in a circuit
and use these measurements to
determine the resistance of a circuit
element.
Interpret graphs of voltage versus
current.
Suggested Activities
Ohm’s Law lab
Alternative activity – provide students
with materials and have them design an
experiment to verify Ohm’s Law
(Perform a check of each experimental
design to ensure that the meters will not
be damaged.) After having students
verify Ohm’s Law with a few different
items (resistors, wire lengths), give
them a light bulb to do the same. Why
doesn’t it follow Ohm’s Law?





Suggested Assessment
Calculate the voltage, current, or
resistance of a circuit when the other two
variables are given.
Explain the conditions necessary for
Ohm’s Law to be true.
Plot current vs. voltage date. Determine
the resistance using the graph.
Conceptual Question
Why are metals good conductors?
How does increasing the resistance in a
circuit affect the current (assuming the
potential difference remains the same)?
38
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
III.6 A circuit is a closed path in which a
current can exist.
Vocabulary/Visuals
Ammeter
Circuit
Circuit breaker
Circuit diagram
Circuit load
Closed circuit
Conductor
Fuse
Insulator
Open circuit
Switch
Voltmeter
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
Performance Objectives
Draw an interpret circuit diagrams which
include voltmeters and ammeters and
also include:
1. a voltage source
2. a closed loop
3. a conducting material throughout
loop
Suggested Activities
Calculate the current through several
wires knowing the amount of charge, q,
that passes a point in a specific time.


Suggested Assessment
Draw a circuit that contains one 5-Ω
resistor and a 10-V battery. Include a
switch and a properly placed ammeter
and voltmeter. What should the
ammeter read?
Conceptual Question
What information can physicists and
electricials express with circuit
diagrams?
39
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
III.7 Electrical power and energy can be
determined for electric circuits.
Vocabulary/Visuals
Electric power
Electricity meter
Kilowatt – hour
P = VI
E = VIt




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Performance Objectives
Calculate the power and total energy
consumed by an appliance operating at a
specific current and voltage for a
specific time.
Suggested Activities
Show the UL (underwriter’s laboratory)
voltage/current ratings on appliances and
calculate the power and typical daily
energy consumption.
Study the monthly energy demands of a
typical home and interpret an electricity
bill from a local supplier.
Using some of the simple circuits from
earlier labs, calculate the power of the
electrical circuits.



Suggested Assessment
Determine the power and total energy
consumed by a resistor if the voltage and
current of the resistor are known.
Conceptual Question
What quantities must be measured to
determine the amount of energy that a
circuit consumes?
How is RG & E able to determine the
amount of electricity used at each home
and business?
40
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
III.8 Circuit components may be connected
in series or in parallel. Schematic
diagrams are used to represent circuits
and circuit elements.
Vocabulary/Visuals
Series circuit
Parallel circuit
I series = I 1 , = I 2 = I 3 = . . .
V series = V 1 , + V 2 + V 3 + . . .
R series – R 1 + R 2 + R 3 + . . .
I parallel = I 1 + I 2 + I 3 + . . .
V parallel = V 1 , + V 2 + V 3 = . . .
1
1
1
1
 +...
parallel = ,
R R2 R3
R
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

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Performance Objectives
Identify a circuit with two or mote
resistors as either series or parallel.
Predict the behavior of light bulbs in
series and parallel circuits.
Suggested Activities
Construct and analyze circuits with two
and three resistors connected in series.
Construct and analyze circuits with two
and three resistors connected in parallel.




Suggested Assessment
Predict the change (if any) in brightness
of an existing light bulb when a second
bulb is connected in series. In parallel.
Compare and contrast parallel and series
circuits.
Conceptual Question
How does adding more resistors affect
the total resistance of a series circuit?
A parallel circuit?
How would you arrange 3 light bulbs in
a circuit to make them glow the brightest
at a given voltage? Explain why.
41
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Electricity and Magnetism
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can observe and describe transmission of various forms of energy.
Major Understanding
III.9 Moving electric charges produce
magnetic fields. The relative motion
between a conductor and a magnetic
field may produce a potential
difference in the conductor.



Performance Objectives
Map the magnetic field produced by a
current bearing wire when given the
direction of e – flow.
Explain how a magnetic field is created.
Identify the magnetic field patterns for a
single and/or pair of bar magnets.




Vocabulary/Visuals
Electromagnetic induction
Generations
Magnetic field lines
Right hand rules
Transformers
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


Suggested Activities
Mapping the field of a bar magnet.
Magnetic field around a current bearing
wire lab.
Electromagnetic induction, generators,
transformers.


Suggested Assessment
Draw an arrow to represent the direction
of the magnetic field above the wire.
Draw a picture to illustrate the correct
magnetic field lines for a single bar or
horseshoe magnet.
Predict the direction that a compass
needle will point when placed near a bar
magnet.
The picture below shows a wire carrying
e – into the page.
Conceptual Question
What is magnetism?
How are electricity and magnetism
related?
42
Science Curriculum
TOPIC IV
WAVES
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.I An oscillating system produces waves.
The nature of the system determines the
type of wave produced.
Performance Objectives


Vocabulary/Visuals
antinode
longitudinal wave
node
oscillating
period
simple harmonic motion
sound wave
transverse wave
vibration
wave
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

Differentiate between transverse and
longitudinal waves.
Draw wave forms with various
characteristics.
Suggested Activities
Examine the simple harmonic motion &
periodic properties of a pendulum.
Examine the simple harmonic motion &
periodic properties of a bobbing spring.
Create longitudinal and transverse
oscillations with a slinky.
Suggested Assessment




Identify a physical event as either
oscillating or not.
Characterize a picture or diagram of a
wave as longitudinal or transverse.
Conceptual Question
What are some physical events that
cause waves to form?
What is required for all wave motion?
44
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV. 2 Waves carry energy and information
without transferring mass. This energy
may be carried by pulses or periodic
waves.

Vocabulary/Visuals
energy
information
transfer
wave pulse
wave train (periodic wave)



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Performance Objectives
Draw wave forms with various
characteristics.
Suggested Activities
Demonstrate/construct tin cans & string
telephone.
Place a piece of masking tape on one
slinky coil. Measure the maximum
displacement and total displacement
when a pulse is sent down the slinky.
Establish a simple code with different
pulses on a slinky. Send messages along
the slinky using the code.



Suggested Assessment
Characterize a picture or diagram of a
wave as a pulse or periodic wave train.
Conceptual Question
What moves around the stadium when a
crowd does a “wave” at a sporting
event?
Physicists agree that waves transfer
energy without transferring mass. Is this
true? What does this mean?
45
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.3 Waves are categorized by the direction
in which particles in a medium vibrate
about an equilibrium position relative to
the direction of propagation of the wave
such as transverse and longitudinal
waves.
Vocabulary/Visuals
direction of propagation
equilibrium position
longitudinal
parallel
perpendicular
transverse
vibration
841014269
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

Performance Objectives
Differentiate between transverse and
longitudinal waves.
Draw wave forms with various
characteristics.
Suggested Activities
Slinky Lab



Suggested Assessment
Identify a wave as longitudinal or
transverse if given two arrows that show
the direction of the medium’s vibration
and the direction of the wave’s
propagation.
Conceptual Question
When a wave passes through a slinky,
will the slinky coils always oscillate in
the same direction as the wave motion?
How does the vibration of a transverse
wave differ from the vibration of a
longitudinal wave?
46
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.4 Mechanical waves require a material
medium through which to travel.
Vocabulary/Visuals
material medium
mechanical wave
ocean wave
sound wave
standing wave






Performance Objectives
Determine the speed of sound in air.
Identify nodes and antinodes in pictures
of waves.
Suggested Activities
“Ring” a bell in an evacuated bell jar and
then ring one in a bell jar that has air in
it. Compare and discuss the results.
Speed of sound lab.
Speed of sound calculations.
Ripple tank.




Suggested Assessment
Identify the nodes and antinodes in a
diagram of a periodic wave.
Solve speed of sound problems using:
v = fλ.
Conceptual Question
Why can’t sound travel in a vacuum?
Why does sound travel faster in steel or
water than in air?
v = f
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47
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.5 The model of a wave incorporates the
characteristics of amplitude,
wavelength, frequency, period, wave
speed, and phase.



Performance Objectives
Compare the characteristics of two
transverse waves such as amplitude,
frequency, wavelength, speed, period,
and phase.
Draw wave forms with various
characteristics.
Determine the speed of sound in air.




Vocabulary/Visuals
amplitude
frequency
period
phase
wave speed
wavelength



Suggested Activities
Slinky lab.
Analyze graphs of waves.
Construct pictures of waves from
specific physical characteristics.

Suggested Assessment
Determine the amplitude, wavelength,
frequency, period, and /or speed of
several waves plotted on a single graph.
Draw a rough y(m) vs. x(m) sketch of a
transverse wave given the wavelength
and amplitude.
Draw a rough y(m) vs. t(sec) sketch of a
transverse wave given the amplitude and
period or frequency.
Solve speed of sound problems using:
v = fλ.
Conceptual Question
What characteristics can be described for
any wave pulse or wave?
T = 1/f
v = f
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.6 Electromagnetic radiation exhibits wave
characteristics. Electromagnetic waves
can propagate through a vacuum.


Vocabulary/Visuals
Electromagnetic radiation
EM radiation
Gamma rays
Infrared radiation
Microwave
Radio wave
UV radiation
Vacuum
Visible light
x-rays



Performance Objectives
Compare the characteristics of two
transverse waves such as amplitude,
frequency, wavelength, speed, period,
and phase.
Determine the speed of light in air.
Suggested Activities
Assign a portion of the EM spectrum to
student groups. Students do research
and present their findings.
Research/demonstrate/perform Young’s
double-slit experiment and discuss the
wave-model results.
Solve speed of light problems using:
c = fλ.





Suggested Assessment
Solve speed of light problems using:
c = fλ.
Rank several types of EM radiation by
frequency or wavelength using the chart
in the reference tables.
Conceptual Question
Why do Physicists consider visible light,
x-rays, and radio waves all to be
electromagnetic radiation?
If a vacuum is totally empty, how can
light waves travel through the
emptiness?
What evidence supports the fact that
light can travel through a vacuum?
c = f
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.7 All frequencies of electromagnetic
radiation travel at the same speed in a
vacuum.


Vocabulary/Visuals
speed of electromagnetic radiation
speed of light (c)

Performance Objectives
Compare the characteristics of two
electromagnetic waves such as
frequency, wavelength, speed, and
period in a vacuume.
Determine the speed of light in a
vacuum.
Suggested Activities
Calculate the frequencies of various
electromagnetic radiation given their
wavelengths and c.


Suggested Assessment
Solve speed of light problems using:
c = fλ.
Conceptual Question
If different colored light traveled at
different speeds, how would sunrises and
sunsets look different?
c = f
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.8 When a wave strikes a boundary
between two media, reflection,
transmission, and absorption occur. A
transmitted wave may be refracted.


Vocabulary/Visuals
absorption
angle of incidence
angle of reflection
boundary
media
normal
opaque
reflection
refraction
translucent
transmission
transparent




Performance Objectives
Observe, sketch, and interpret the
behavior of wave fronts as they reflect,
refract, and diffract.
Draw ray diagrams to represent the
reflection and refraction of waves.
Suggested Activities
Thermal conductivity lab (painted
aluminun cups vs. unpainted.)
Law of reflection lab.
Investigate properties of plane mirrors.
Draw reflection lines for rays striking a
reflective surface.




Suggested Assessment
Identify “before and after” pictures as
examples of reflection, transmission, or
absorption.
Draw a reflected or incident ray if the
other is given.
Conceptual Question
How are the interactions different when
light strikes a mirror, a tinted window, or
a clear window?
Why can a window show a better
reflection at night than during the day?
i = r
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.9 When a wave moves from one medium
into another, the wave may refract due
to a change in speed. The angle of
refraction (measured with respect to the
normal) depends on the angle of
incidence and the properties of the
media (indices of refraction.)
Vocabulary/Visuals
Angle of incidence
Angle of refraction
Index of refraction
Normal
Refract
Snell’s law







Performance Objectives
Observe, sketch, and interpret the
behavior of wave fronts as they reflect,
refract, and diffract.
Draw ray diagrams to represent the
reflection and refraction of waves.
Determine empirically the index of
refraction of a transparent medium.
Suggested Activities
Snell’s law lab.
Practice Snell’s law problems.
Draw refracted rays from incident rays
using a protractor and ruler.
Discuss or research the uses of total
internal reflection (TIR.)




Suggested Assessment
Solve Snell’s law problems using:
n1sin1 = n2sin2
Draw a refracted or incident ray if the
other is given.
Explain how to experimentally
determine the index of refraction of a
material.
Conceptual Question
Does a piece of spaghetti (or pencil)
bend when placed half way into water?
Explain your answer.
n1sin1 = n2sin2
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.10 The absolute index of refraction is
inversely proportional to the speed of a
wave.



Vocabulary/Visuals
Absolute index of refraction
n2/n1 = v1/v2
n2/n1 = λ1/λ2
n = c/v



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Performance Objectives
Compare the speeds of two waves, one
that is refracted and one that is not.
Draw ray diagrams to represent the
reflection and refraction of waves.
Determine empirically the index of
refraction of a transparent medium.
Suggested Activities
Predict the speed of light through
various media using the table of indices
of refraction in the reference tables.
Calculate the speed or wavelength of
light in different media using:
n2/n1 = v1/v2 = λ1/λ2
Research Cerenkov radiation and its
modern applications.




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Suggested Assessment
Solve index of refraction problems
using: n = c/v and the table of indices in
the reference tables.
Solve index of refraction problems
using: n2/n1 = v1/v2 = λ1/λ2
Rank the speed of light through several
media from fastest to slowest using the
table of indices in the reference tables.
Conceptual Question
Why does light travel slower in glass or
oil than in water?
Can matter ever travel faster than light?
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.11 When waves of a similar nature meet,
the resulting interference may be
explained using the principles of
superposition. Standing waves are a
special case of interference.
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Vocabulary/Visuals
Antinode
Constructive interference
Destructive interference
In phase
Interference
Node
Out of phase
Standing waves
Superposition
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Performance Objectives
Identify nodes and antinodes in standing
waves.
Draw wave forms with various
characteristics.
Predict the superposition of two waves
interfering constructively and
destructively (indicating nodes,
antinodes, and standing waves.)
Suggested Activities
Slinky lab.
Ripple tanks.
Demonstrate a standing wave through a
string with a string vibrator or ticker tape
timer as the wave source.
Make a tuning fork vibrate in sympathy
with a vibrating tuning fork of equal
frequency.
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Suggested Assessment
Draw the resultant when two wave
pulses overlap.
Identify the nodes and antinodes in a
diagram of a standing wave.
Conceptual Question
What happens when two waves meet
along a medium?
What does a Physicist mean when using
the terms “in phase” and “out of phase?”
54
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.12 Resonance occurs when energy is
transferred to a system at its natural
frequency.
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
Vocabulary/Visuals
Constructive interference
Natural frequency
Pitch
Resonance
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Performance Objectives
Compare the characteristics of two
transverse waves such as amplitude,
frequency, wavelength, speed, period,
and phase.
Predict the superposition of two waves
interfering constructively and
destructively (indicating nodes,
antinodes, and standing waves.)
Suggested Activities
Show a video of a singer or trumpeter
shattering crystal (ex. beginning to “The
Absent Minded Professor”)
Research the use of sonication to treat
kidney stones.
Research the cilia found in the cochlea
of a human ear. Investigate how they
are crucial to pitch indentification.
Determine the resonance length of a
column of air that amplifies the sound of
a tuning fork (requires cylinders with
varying heights of water and air.)
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Suggested Assessment
Identify the one wave, out of several
drawn, that could cause resonance in a
string of known length.
Conceptual Question
Why does music with a lot of base (low
frequencies) seem to rumble through
your chest?
What happens when you are swinging on
a swing and you “pump” at the right
time? What about the wrong time?
55
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.13 Diffraction occurs when waves pass by
obstacles or through openings. The
wavelength of the incident wave and
the size of the obstacle or opening
affect how the wave spreads out.
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
Vocabulary/Visuals
Diffraction
Double-slit diffraction
Single-slit diffraction
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Performance Objectives
Observe, sketch, and interpret the
behavior of wave fronts as they reflect,
refract, and diffract.
Draw ray diagrams to represent the
diffraction of waves.
Predict the superposition of two waves
interfering constructively and
destructively (indicating nodes,
antinodes, and standing waves.)
Suggested Activities
Young’s double-slit experiment.
Investigate diffraction gratings.
Ripple tank lab.
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
Suggested Assessment
Identify the diagram that illustrates
diffraction.
Conceptual Question
If you are standing back to back with
someone in an open field, how is it
possible to hear them talking?
What happens to the direction of sound
waves when they come out of a tube
such as a paper towel roll?
56
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Waves
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce
them, e.g., molecules, electrons, and nuclear particles.
Major Understanding
IV.14 When a wave source and an observer
are in relative motion, the observed
frequency of the waves traveling
between them is shifted (Doppler
effect.)
Vocabulary/Visuals
Blue-shifted light
Doppler effect
Frequency shift
Red-shifted light
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Performance Objectives
Compare the frequencies of two waves
emitted from the same source. One
wave travels toward an observer at rest,
the other wave travels toward an
observer in motion away from or toward
the wave.
Suggested Activities
Research the expansion of the universe
and the Doppler red-shift of light.
Show a T.V. segment of NASCAR or a
video clip that demonstrates the change
in pitch of a train as it approaches and
passes.
Research how Doppler radar is used to
predict weather.
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Suggested Assessment
Predict the change in frequency of a
wave when the Doppler effect occurs.
Conceptual Question
What evidence do Physicists use to
explain why the universe is expanding?
How do weather people use the Doppler
effect to predict weather?
57
Science Curriculum
TOPIC V
MODERN PHYSICS
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Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.1 States of matter and energy are restricted
to discrete values (quantized).
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
Vocabulary/Visuals
Energy level diagram
Energy-level diagram
Ephoton = Ei – Ef
Excitation
Ground state
Quanta
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Performance Objectives
Describe the quantization of matter and
energy.
Interpret energy – level diagrams.
Suggested Activities
Practice calculating the energy level
jumps possible for electrons at various
levels in a hydrogen or mercury atom.
Flame test demonstration.
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Suggested Assessment
Explain why you cannot find a half of an
atom or a neutron.
Using the energy level diagram of
mercury, calculate the number and
energy of photons possible as a d level
electron returns to the ground state.
Conceptual Question
Is it possible for an atom to contain 6 ½
protons?
Why don’t electrons become excited
every time they are given energy?
59
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.2 Charge is quantized on two levels. On
the atomic level, charge is restricted to
the elementary charge (charge on an
electron or proton). On the subnuclear
level charge appears as fractional values
of the elementary charge (quarks).


Vocabulary/Visuals
Quark
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Performance Objectives
Explain how the charge (or lack of
charge) on an ion/atom is obtained.
Describe how charge is quantized in
subatomic particles.
Suggested Activities
Use chart of the Particles of the Standard
Model to make feasible baryons (based on
charge).
When given the number of protons and
electrons in various atoms/ions, determine
the charge on the atoms/ions.
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Suggested Assessment
Why can’t a baryon have a charge of
2/3?
A particle with the quark composition
“down down charm” would have what
electric charge?
Conceptual Question
How can an atom become charged?
Since quarks make up protons and
quarks have fractional charge (2/3, 1/3,
etc.), can an atom have a fractional
charge?
60
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.3 On the atomic level, energy is emitted or
absorbed in discrete called photons.


Vocabulary/Visuals
Absorption spectrum
Photon
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Performance Objectives
Explain how energy is absorbed or given
off by an atom.
Correlate spectral lines with an energylevel diagram.
Suggested Activities
Using spectroscopes, have students
identify unknown gases based on their
spectra.
Practice calculations to determine the
energy absorbed or emitted in different
energy level transitions in either a
hydrogen or a mercury atom.
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Suggested Assessment
Calculate the energy given off in a
hydrogen atom in an electron’s transition
from energy level n = 3 ton = 1.
Conceptual Question
How is energy absorbed in an atom?
How does a neon light work?
61
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.4 The energy of a photon is proportional to
its frequency.
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
Vocabulary/Visuals
Photon
E = hf
Planck’s constant (h)
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Performance Objectives
Determine the energy of a photon when
given its frequency.
Determine the frequency of a photon
when given its energy.
Suggested Activities
Convert the energy of an emitted photon
in joules (E=hf).

Suggested Assessment
Calculate the frequency of an emitted
photon with 2.86 eV of energy.

Conceptual Question
What is the relationship between the
energy and frequency of a photon?
62
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.5 On the atomic level, energy and matter
exhibit the characteristics of both waves
and particles.
Vocabulary/Visuals
Albert Einstein
Compton effect
Photoelectric effect
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Performance Objectives
Describe the characteristics of energy
and matter that demonstrate its wave and
particle nature.
Suggested Activities
Double Slit Experiment (Demo)
Explanation of photoelectric and Compton
Effect.
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Suggested Assessment
Explain how light demonstrates particle
properties.
Explain how light demonstrates wave
characteristics.
Conceptual Question
Does light exhibit properties of a wave
or a particle?
63
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.6 Among other things, mass-energy and
charge are conserved at all levels (from
subnuclear to cosmic).

Performance Objectives
Apply the principle of conservation to
mass-energy and charge.
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
Vocabulary/Visuals
Principle of conservation
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Suggested Activities
Electroscope Lab
Calculations converting various amounts
of mass into Joules or Mev.

Suggested Assessment
Explain the statement: “The fundamental
source of all energy in the universe is the
conversion mass into energy.”
Using an example from static electricity,
explain how charge is conserved.
Conceptual Question
What does “The Law of Conservation
of …” mean?
64
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.7 The Standard Model of Particle Physics
has evolved from previous attempts to
explain the nature of the atom and states
that:
1. Atomic particles are composed of
subnuclear particles.
2. The nucleus is a conglomeration of
quarks which manifest themselves as
protons and neutrons.
3. Each elementary particle has a
corresponding antiparticle.
Vocabulary/Visuals
antimatter
antiquark
Baryon
bottom quark (b)
charm quark (c)
down quark (d)
Lepton
Meson
Standard Model
strange quark (s)
top quark (t)
up quark (u)
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Performance Objectives
Explain how the Standard Model of
Particle Physics represents the physical
make-up of matter.
Suggested Activities
Website: particleadventure.org
Determining the charge for selected
baryons and mesons.
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Suggested Assessment
What particles are composed of quarks?
What quarks combine to form a proton?
Explain antimatter.

Conceptual Question
What are protons, neutrons, and
electrons made up of?
65
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.8 Behaviors and characteristics of matter,
from the microscopic to the cosmic
levels, are manifestations of its atomic
structure. The macroscopic
characteristics of matter, such as
electrical and optical properties, are the
result of microscopic interactions.
Vocabulary/Visuals
Bohr model of the atom
energy level
Ernest Rutherford
gold-foil experiment
ionization potential
modern (quantum mechanical) model
Neils Bohr
uncertainty principle (Heisenberg)
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Performance Objectives
Explain how advances in science has led
to a greater understanding of atomic
structure.
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
Suggested Activities
Simulated Rutherford’s scattering
experiment
Black-box activity

Suggested Assessment
Describe the currently accepted model of
the atom including the particles that
compose the internal structure.
Describe how fundamental forces act to
shape atomic structure.
Conceptual Question
How have advances in science allowed
for a greater understanding of atomic
structure?
66
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.9 The total of the fundamental interactions
is responsible for the appearance and
behavior of the objects in the universe.
Vocabulary/Visuals
Coulomb’s Law
Electromagnetic force
Fundamental forces
Graviton
Gravity
Higgs boson
Photons
Pions
Strong force
W and Z basons
Weak force
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Performance Objectives
Explain how the four fundamental forces
shape the properties of matter.
Compare and contrast the strengths and
ranges of the four fundamental forces.
Suggested Activities
Website: particleadventure.org


Suggested Assessment
Why does the nucleus of an atom form if
charges repel? (There are lots of
positive charges in the nucleus.)
Conceptual Question
If atoms are mostly empty space, then
why don’t we fall through the floor?
67
Science Curriculum
STANDARD 4: The Physical Setting/Physics – Modern Physics
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.3: Students can compare energy relationships within an atom’s nucleus to those outside the nucleus.
Major Understanding
V.10. The fundamental source of all energy
in the universe is the conversion of
mass into energy.


Vocabulary/Visuals
E = mc
2
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Performance Objectives
Describe how energy and mass are
related.
Determine the energy contained in a
given mass.
Suggested Activities
Mathematically, determine the amount
of energy contained in various masses.



Suggested Assessment
If the mass of one proton is totally
converted into energy, then how much
energy would be produced?
Conceptual Question
Why don’t we see isolated quarks?
What does E = mc 2 mean?
68