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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 841014269 I Science Curriculum 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. 841014269 II Science Curriculum 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 841014269 III Science Curriculum 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) 841014269 IV Science Curriculum 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 841014269 V Science Curriculum 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 841014269 VI Science Curriculum 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 841014269 VII Science Curriculum 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 841014269 VIII Science Curriculum 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 841014269 IX Science Curriculum 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 841014269 X Science Curriculum 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 841014269 XI Science Curriculum TOPIC 1 MECHANICS 841014269 1 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.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 841014269 2 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.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 841014269 3 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.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 841014269 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? 4 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 841014269 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? 5 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 841014269 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? 6 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 841014269 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? 7 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 841014269 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? 8 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 841014269 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 841014269 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 10 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 841014269 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? 11 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 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 841014269 43 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 841014269 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) 841014269 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 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 841014269 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 841014269 48 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 841014269 49 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 841014269 50 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 841014269 51 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: n1sin1 = n2sin2 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. n1sin1 = n2sin2 841014269 52 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 841014269 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. 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? 53 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. Vocabulary/Visuals Antinode Constructive interference Destructive interference In phase Interference Node Out of phase Standing waves Superposition 841014269 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. 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. Vocabulary/Visuals Constructive interference Natural frequency Pitch Resonance 841014269 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.) 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. Vocabulary/Visuals Diffraction Double-slit diffraction Single-slit diffraction 841014269 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. 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 841014269 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. 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 841014269 58 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). Vocabulary/Visuals Energy level diagram Energy-level diagram Ephoton = Ei – Ef Excitation Ground state Quanta 841014269 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. 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 841014269 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. 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 841014269 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. 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. Vocabulary/Visuals Photon E = hf Planck’s constant (h) 841014269 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 841014269 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. 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. Vocabulary/Visuals Principle of conservation 841014269 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) 841014269 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. 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) 841014269 Performance Objectives Explain how advances in science has led to a greater understanding of atomic structure. 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 841014269 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 841014269 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