TEKS Clarification Document. Science Physics

Transcription

1 TEKS Clarification Document Science Physics

2 Implementation of Texas Essential Knowledge and Skills for Science, High School, Beginning with School Year Source: The provisions of this adopted to be effective August 4, 2009, 34 TexReg 5063; amended to be effective August 24, 2010, 35 TexReg Physics, Beginning with School Year (a) General requirements. Students shall be awarded one credit for successful completion of this course. Algebra I is suggested as a prerequisite or corequisite. This course is recommended for students in Grade 9, 10, 11, or 12. (b) Introduction. (1) Physics. In Physics, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods and ethical and social decisions that involve the application of scientific information. (5) Scientific systems. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. 2012, TESCCC 06/26/12 page 2 of 40

3 P.1 Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: P.1A Demonstrate safe practices during field and laboratory investigations. Demonstrate SAFE PRACTICE DURING FIELD AND LABORATORY INVESTIGATIONS Following classroom safety guidelines Handling and wearing appropriate safety equipment Equipment P.1B The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Demonstrate an understanding of the use and conservation of resources and the disposal or recycling of materials. Demonstrate AN UNDERSTANDING OF THE USE AND CONSERVATION OF RESOURCES AND THE DISPOSAL OR RECYCLING OF MATERIALS Use and conservation of resources Disposal or recycling of materials The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. P.2 Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: P.2A Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. 2012, TESCCC 06/26/12 page 3 of 40

4 Know THE DEFINITION OF SCIENCE AND UNDERSTAND THAT IT HAS LIMITATIONS Science is the use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process. Some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. P.2B The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. Know THAT HYPOTHESIS ARE TENTATIVE AND TESTABLE STATEMENTS THAT MUST BE CAPABLE OF BEING SUPPORTED OR NOT SUPPORTED BY OBSERVATIONAL EVIDENCE Tentative and testable statements Supported or not supported by observational evidence Hypotheses tested over a wide variety of conditions are incorporated into theories. The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. P.2C I. Nature of Science A3 Formulate appropriate questions to test understanding of natural phenomena. I. Nature of Science A4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. Know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as 2012, TESCCC 06/26/12 page 4 of 40

5 new areas of science and new technologies are developed. Know SCIENTIFIC THEORIES ARE BASED ON NATURAL AND PHYSICAL PHENOMENA AND ARE CAPABLE OF BEING TESTED BY MULTIPLE INDEPENDENT RESEARCHERS Based on natural and physical phenomena Capable of being tested by multiple independent researchers Well-established, highly-reliable explanations Subject to change as new areas or science and new technologies are developed The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. P.2D I. Nature of Science A2 Use creativity and insight to recognize and describe patterns in natural phenomena. I. Nature of Science A4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. Distinguish between scientific hypotheses and scientific theories. Distinguish BETWEEN SCIENTIFIC HYPOTHESES AND SCIENTIFIC THEORIES Hypotheses Tentative and testable statements Supported or not supported by observational evidence Capable of becoming theories after being tested over a wide variety of conditions Theories Based on natural and physical phenomena 2012, TESCCC 06/26/12 page 5 of 40

6 Capable of being tested by multiple independent researchers Well-established, highly-reliable explanations Subject to change as new areas or science and new technologies are developed P.2E The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness. Design, Implement INVESTIGATIVE PROCEDURES Making observations Asking well-defined questions Formulating testable hypotheses Identifying variables Selecting appropriate equipment and technology Evaluating numerical answers for reasonableness The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. P.2F I. Nature of Science A3 Formulate appropriate questions to test understanding of natural phenomena. Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or 2012, TESCCC 06/26/12 page 6 of 40

7 equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. Demonstrate THE USE OF COURSE APPARATUS, EQUIPMENT, TECHNIQUES, AND PROCEDURES Multimeters (current, voltage, resistance) Triple beam balances Batteries Clamps Dynamics demonstration equipment Collision apparatus Data acquisition probes Discharge tubes with power supply (H, He, Ne, Ar) Hand-held visual spectroscopes Hot plates Slotted and hooked lab masses Bar magnets Horseshoe magnets Plane mirrors Convex lenses Pendulum support Stopwatches Trajectory apparatus Tuning forks Carbon paper Graph paper 2012, TESCCC 06/26/12 page 7 of 40

8 Magnetic compasses Polarized film Prisms Protractors Resistors Friction blocks Mini lamps (bulbs) and sockets Electrostatics kits 90-degree rod clamps Metric rulers Spring scales Knife blade switches Celsius thermometers Meter sticks Scientific calculators Graphing technology Computers Cathode ray tubes with horseshoe magnets Ballistic carts or equivalent Resonance tubes Spools of nylon thread or string Containers of iron filings Rolls of white craft paper Copper wire Periodic table Electromagnetic spectrum charts Slinky springs 2012, TESCCC 06/26/12 page 8 of 40

9 Wave motion ropes Laser pointers P.2G The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer. Use A WIDE VARIETY OF ADDITIONAL COURSE APPARATUS, EQUIPMENT, TECHNIQUES, MATERIALS, AND PROCEDURES AS APPROPRIATE Ripple tank with wave generator Wave motion rope Micrometer Caliper Radiation monitor Computer Ballistic pendulum Electroscope Inclined plane Optics bench Optics kit Pulley with table clamp Resonance tube Ring stand screen Four-inch ring 2012, TESCCC 06/26/12 page 9 of 40

10 Stroboscope Graduated cylinders Ticker timer P.2H The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Make measurements with accuracy and precision and record data using scientific notation and International System (SI) units. Make MEASUREMENTS Accuracy Precision Record DATA Scientific notation International System (SI) units P.2I The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Identify and quantify causes and effects of uncertainties in measured data. Identify, Quantify CAUSES AND EFFECTS OF UNCERTAINTIES IN MEASURED DATA 2012, TESCCC 06/26/12 page 10 of 40

11 Instrument errors Reading errors User errors P.2J The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs. Organize, Evaluate, Make inferences from DATA Tables Charts Graphs P.2K The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. Communicate VALID CONCLUSIONS SUPPORTED BY THE DATA Lab reports Labeled drawings Graphic organizers Journals (science notebooks) Summaries 2012, TESCCC 06/26/12 page 11 of 40

12 Oral reports Technology-based reports P.2L The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations. Express, Manipulate RELATIONSHIPS AMONG PHYSICAL VARIABLES QUANTITATIVELY Graphs Charts Equations The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. P.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: P.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Analyze, Evaluate, Critique SCIENTIFIC EXPLANATIONS Using Empirical evidence Logical reasoning 2012, TESCCC 06/26/12 page 12 of 40

13 Experimental and observational testing The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. P.3B I. Nature of Science A1 Utilize skepticism, logic, and professional ethics in science. Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Communicate, Apply SCIENTIFIC INFORMATION EXTRACTED FROM VARIOUS SOURCES Current events News reports Published journal articles Marketing materials P.3C The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Draw inferences based on data related to promotional materials for products and services. Draw inferences BASED ON PROMOTIONAL MATERIALS FOR PRODUCTS Product labeling Marketing materials 2012, TESCCC 06/26/12 page 13 of 40

14 P.3D The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society. Explain THE IMPACTS OF SCIENTIFIC CONTRIBUTIONS Newton Faraday Einstein Galileo P.3E The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Research and describe the connections between physics and future careers. Research, Describe THE CONNECTIONS BETWEEN AND FUTURE CAREERS How physics is used in various careers P.3F The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. Express, Interpret RELATIONSHIPS SYMBOLICALLY IN ACCORDANCE WITH ACCEPTED THEORIES 2012, TESCCC 06/26/12 page 14 of 40

15 Make predictions. Solve problems mathematically. Proportional reasoning Graphical vector addition The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. VIII. Physics B1 Understand how vectors are used to represent physical quantities. VIII. Physics B2 Demonstrate knowledge of vector mathematics using a graphical representation. VIII. Physics B3 Demonstrate knowledge of vector mathematics using a numerical representation. P.4 Scientific concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to: P.4A Generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates. Readiness Standard Generate, Interpret GRAPHS AND CHARTS Describing different types of motion Linear Motion Freely-falling motion Information illustrated on graphs Position-time Velocity-time Acceleration-time 2012, TESCCC 06/26/12 page 15 of 40

16 Using real-time technology Motion detectors Photogates P.4B VIII. Physics C1 Understand the fundamental concepts of kinematics. I. Nature of Science A4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. Describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration. Readiness Standard Describe, Analyze MOTION IN ONE DIMENSION USING EQUATIONS Vectors vs. scalars Distance Displacement Vector quantities of displacement and vector sum Pythagorean theorem a 2 + b 2 = c 2 Displacement problems Displacement = (initial velocity)(change in time) + ½ (acceleration)(change in time) 2 d = v i t + ½a t 2 Speed Speed problems Average velocity Average velocity = displacement/change in time 2012, TESCCC 06/26/12 page 16 of 40

17 v avg = d/ t Instantaneous velocity Vector problems Acceleration Acceleration problems Acceleration = final velocity initial velocity/change in time a = v f v i / t Acceleration = (final velocity) 2 (initial velocity) 2 /2(displacement) a = v f 2 v i 2 /2 d The STAAR Physics Reference Materials include the formulas for average velocity, acceleration, displacement, and Pythagorean theorem as listed above. P.4C VIII. Physics C1 Understand the fundamental concepts of kinematics. Analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples. Supporting Standard Analyze, Describe ACCELERATION MOTION IN TWO DIMENSIONS USING EQUATIONS Projectile motion Circular motion Centripetal acceleration = (tangential velocity) 2 /radius a c = v 2 t /r Torque = (force)(lever arm) 2012, TESCCC 06/26/12 page 17 of 40

18 Acceleration problems involving uniform acceleration and free fall using the kinematic equations The STAAR Physics Reference Materials include the formulas for centripetal acceleration and torque as listed above. P.4D VIII. Physics C1 Understand the fundamental concepts of kinematics. Calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. Readiness Standard Calculate THE EFFECT OF FORCES ON OBJECTS Net force Net force = (mass)(acceleration) F net = ma Law of inertia The relationship between mass and inertia using Newton s 1st law Relationship between force and acceleration Problems involving force, mass and acceleration using Newton s 2nd law Interpreting real-life situations using Newton s 3rd law Nature of force pairs between objects Mass vs. weight Force of gravitational attraction between two objects = (universal gravitation constant)((mass of 1 st object)(mass of 2 nd object) / (distance between centers of objects) 2 ) F g =G(m 1 m 2 /d 2 ) Action-reaction pairs 2012, TESCCC 06/26/12 page 18 of 40

19 Electrostatic forces Friction forces Collisions The forces acting on an object on an inclined plane The differences between friction-free and friction-inclusive systems The STAAR Physics Reference Materials include the formulas for net force and force of gravitational attraction between two objects as listed above. P.4E I. Nature of Science A2 Use creativity and insight to recognize and describe patterns in natural phenomena. VIII. Physics A3 Understand the concepts of mass and inertia. VIII. Physics A5 Understand the concepts of gravitational force and weight. VIII. Physics C2 Understand forces and Newton s Laws. Develop and interpret free-body force diagrams. Supporting Standard Develop, Interpret FREE-BODY FORCE DIAGRAMS Free-body diagrams of force analysis Forces acting on an object moving on an inclined plane P.4F VIII. Physics B1 Understand how vectors are used to represent physical quantities. VIII. Physics B2 Demonstrate knowledge of vector mathematics using a graphical representation. VIII. Physics B3 Demonstrate knowledge of vector mathematics using a numerical representation. VIII. Physics C2 Understand forces and Newton s Laws. Identify and describe motion relative to different frames of reference. 2012, TESCCC 06/26/12 page 19 of 40

20 Supporting Standard Identify, Describe MOTION RELATIVE TO DIFFERENT FRAMES OF REFERENCE Motion with respect to a specified position Effects of high-speed motion Time dilation Length contraction Mass change VIII. Physics C1 Understand the fundamental concepts of kinematics. VIII. Physics C2 Understand forces and Newton s Laws. P.5 Scientific concepts. The student knows the nature of forces in the physical world. The student is expected to: P.5A Research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces. Supporting Standard Research, Describe HISTORICAL DEVELOPMENT OF THE CONCEPTS OF GRAVITATIONAL, ELECTROMAGNETIC, WEAK NUCLEAR, AND STRONG NUCLEAR FORCES Gravitational forces Newton Cavendish Einstein 2012, TESCCC 06/26/12 page 20 of 40

21 Electromagnetic forces Franklin Millikan Coulomb Faraday Michelson Maxwell Nuclear forces Rutherford Chadwick Thompson Geiger Marsden Yukawa P.5B VIII. Physics C2 Understand forces and Newton s Laws. Describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers. Readiness Standard Describe, Calculate MAGNITUDE OF THE GRAVITATIONAL FORCE BETWEEN TWO OBJECTS Masses Distance between their centers The law of universal gravitation 2012, TESCCC 06/26/12 page 21 of 40

22 Force of gravitational attraction between two objects = (universal gravitation constant)((mass of 1 st object)(mass of 2 nd object)/(distance between centers of objects) 2 ) F g = G (m 1 m 2 /d 2 ) Universal gravitation constant G = 6.67 x N m 2 /kg 2 The amount of gravitational force between two objects The STAAR Physics Reference Materials include the formula for the force of gravitational attraction between two objects as listed above. P.5C VIII. Physics A5 Understand the concepts of gravitational force and weight. VIII. Physics C2 Understand forces and Newton s Laws. Describe and calculate how the magnitude of the electrical force between two objects depends on their charges and the distance between their centers. Supporting Standard Describe, Calculate MAGNITUDE OF THE ELECTRICAL FORCE BETWEEN TWO OBJECTS Charges Distance between their centers Coulomb s law Force between two charged particles = (Coulomb s constant)((charge of 1 st particle)(charge of 2 nd particle) / (distance between particles) 2 ) F electric = Kc (q 1 q 2 / d 2 ) Coulomb s constant = k c = 8.99 x 10 9 N m 2 / c 2 Workings of a Van de Graff generator Charging by induction 2012, TESCCC 06/26/12 page 22 of 40

23 Electric potential difference Capacitance Properties of electric fields Effects of electric fields on charges STAAR Physics Reference Materials includes Coulomb s constant and the formula for the Force between 2 charged particles as listed above. P.5D VIII. Physics I1 Discuss electric charge and electric force. Identify examples of electric and magnetic forces in everyday life. Supporting Standard Identify EXAMPLES OF ELECTRIC AND MAGNETIC FORCES IN EVERYDAY LIFE The direction of a magnetic field Magnetic field lines The force that a magnetic field exerts on a charged particle A transformer and how it works Medical applications MRI CAT scan P.5E VIII. Physics I1 Discuss electric charge and electric force. VIII. Physics I7 Understand magnetic fields and their relationship to electricity. VIII. Physics I8 Relate electricity and magnetism to everyday life. Characterize materials as conductors or insulators based on their electrical properties. 2012, TESCCC 06/26/12 page 23 of 40

24 Supporting Standard Characterize MATERIALS AS CONDUCTORS OR INSULATORS BASED ON THEIR ELECTRICAL PROPERTIES P.5F Conductors Insulators Design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. Readiness Standard Design, Construct, Calculate QUANTITIES FOR SERIES AND PARALLEL CIRCUITS Ohm s law Series vs. parallel electric circuits Equivalent resistance for resistors in series R = R 1 + R 2 + R 3 + Equivalent resistance for resistors in parallel 1/R =1/R 1 + 1/R 2 + 1/R 3 + Current = voltage / resistance I = V/R Potential difference across circuits Resistance in circuits Electric overload Electrical power = (voltage)(current) 2012, TESCCC 06/26/12 page 24 of 40

25 P = VI Power used by electric circuit elements Prevention of electric shock STAAR Physics Reference Materials include formulas for Equivalent resistance for resistors in series, Equivalent resistance for resistors in parallel, Current, and Electrical power as listed above. P.5G VIII. Physics I2 Gain qualitative understandings of voltage, current, and resistance. VIII. Physics I3 Understand Ohm s Law. VIII. Physics I4 Apply the concept of power to electricity. VIII. Physics I5 Discuss basic DC circuits that include voltage sources and combinations of resistors. VIII. Physics I6 Discuss basic DC circuits that include voltage sources and combinations of capacitors. VIII. Physics I7 Understand magnetic fields and their relationship to electricity. Investigate and describe the relationship between electric and magnetic fields in applications such as generators, motors, and transformers. Supporting Standard Investigate, Describe THE RELATIONSHIP BETWEEN ELECTRIC AND MAGNETIC FIELDS IN APPLICATIONS P.5H Generators Motors Transformers Faraday s law of induction Lenz s law Knowledge that a rotating loop in a magnetic field produces alternating current Describe evidence for and effects of the strong and weak nuclear forces in nature. Supporting Standard 2012, TESCCC 06/26/12 page 25 of 40

26 Describe EVIDENCE FOR AND EFFECTS OF STRONG AND WEAK NUCLEAR FORCES IN NATURE Radioactive decay P.6 Scientific concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: P.6A Investigate and calculate quantities using the work-energy theorem in various situations. Readiness Standard Investigate, Calculate QUANTITIES USING THE WORK-ENERGY THEOREM The sum of a moving object s kinetic and potential energies does not change in a frictionless system, but does change in real-world systems. Work in terms of energy transfer using the work-energy theorem Work = change in kinetic energy W = KE Work, power, and efficiency Work = (force)(distance) W = Fd Power = work/time P = W/t Energy = (power)(time) E = Pt Linear systems Kinetic energy = ½ (mass)(velocity) , TESCCC 06/26/12 page 26 of 40

27 KE = ½ mv 2 Potential energy PE = mgh Gravitational potential energy = (mass)(acceleration due to gravity)(height) PE g = mgh Elastic potential energy = ½ (spring constant)(distance stretched or compressed) 2 PE elastic = 1/2kx 2 Mechanical energy ME = KE + PE The STAAR Physics Reference Materials include the formula for the force of gravitational attraction between two objects as listed above. P.6B VII. Chemistry H1 Understand the Law of Conservation of Energy and processes of heat transfer. VIII. Physics D1 Understand potential and kinetic energy. VIII. Physics D2 Understand conservation of energy. VIII. Physics D3 Understand the relationship of work and mechanical energy. Investigate examples of kinetic and potential energy and their transformations. Readiness Standard Investigate EXAMPLES OF ENERGY AND THEIR TRANSFORMATIONS Transfer of energy in different systems Falling bodies Roller coasters Energy forms according to how they are calculated 2012, TESCCC 06/26/12 page 27 of 40

28 Gravitational potential energy = (mass)(acceleration due to gravity)(height) PE g = mgh Kinetic energy = ½ (mass)(velocity) 2 KE = 1/2mv 2 Thermal energy Electrical potential (voltage) Electric potential energy-distance PE = qed Elastic potential energy-stretch Elastic potential energy = ½ (spring constant)(distance stretched or compressed) 2 PE elastic = 1/2kx 2 Energy transformation Potential to kinetic Solar to electrical Mechanical to thermal Chemical to mechanical Properties of simple harmonic motion and oscillation Determining the period of a simple pendulum Hooke s law The STAAR Physics Reference Materials include the formulas for elastic potential energy as listed above. P.6C VII. Chemistry H1 Understand the Law of Conservation of Energy and processes of heat transfer. VIII. Physics D1 Understand potential and kinetic energy. Calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system. Readiness Standard 2012, TESCCC 06/26/12 page 28 of 40

29 Calculate MECHANICAL ENERGY Power-generated energy E = Pt Impulse = (force)(change in time) = (mass)(change in velocity) J = F t = m v Energy transfer Momentum = (mass)(velocity) p = mv m 1 v 1i + m 2 v 2i = m 1 v 1f + m 2 v 2 f The STAAR Physics Reference Materials include the formulas for power, impulse, and momentum as listed above. P.6D VIII. Physics C3 Understand the concept of momentum. VIII. Physics D1 Understand potential and kinetic energy. VIII. Physics D2 Understand conservation of energy. VIII. Physics D3 Understand the relationship of work and mechanical energy. Demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension. Readiness Standard Demonstrate, Apply THE LAWS OF CONSERVATION OF MOMENTUM IN ONE DIMENSION Impulse and change in momentum The importance of impulse and momentum in daily situations 2012, TESCCC 06/26/12 page 29 of 40

30 Protection in car accidents Seat belts Air bags Collapsible barriers Sports Collision in football Collisions in auto racing Baseball Tennis The law of conservation of momentum m 1 v 1i + m 2 v 2i = m 1 v 1f + m 2 v 2f The STAAR Physics Reference Materials include the formula the law of conservation of momentum as listed above. P.6E VIII. Physics C3 Understand the concept of momentum. VIII. Physics D1 Understand potential and kinetic energy. VIII. Physics D2 Understand conservation of energy. Describe how the macroscopic properties of a thermodynamic system such as temperature, specific heat, and pressure are related to the molecular level of matter, including kinetic or potential energy of atoms. Supporting Standard Describe HOW THE MACROSCOPIC PROPERTIES OF A THERMODYNAMIC SYSTEM ARE RELATED TO THE MOLECULAR LEVEL OF MATTER Temperature in terms of average molecular motion Heat in terms of the transfer of molecular motion within a system 2012, TESCCC 06/26/12 page 30 of 40

31 Concept of thermal equilibrium Heat gained or lost = (mass)(specific heat)(change in temperature) Q = mc p T Specific heat Pressure Kinetic energy of atoms Potential energy of atoms Relationship between temperature, heat, and work P.6F VIII. Physics D1 Understand potential and kinetic energy. VIII. Physics D2 Understand conservation of energy. VIII. Physics H1 Understand the gain and loss of heat energy in matter. VIII. Physics H2 Understand the basic laws of thermodynamics. Contrast and give examples of different processes of thermal energy transfer, including conduction, convection, and radiation. Supporting Standard Contrast, Give EXAMPLES OF DIFFERENT PROCESSES OF THERMAL ENERGY TRANSFER Temperature in terms of average molecular motion Heat in terms of the transfer of molecular motion within a system The concept of thermal equilibrium Conduction Convection Radiation VIII. Physics H1 Understand the gain and loss of heat energy in matter. 2012, TESCCC 06/26/12 page 31 of 40

32 P.6G Analyze and explain everyday examples that illustrate the laws of thermodynamics, including the law of conservation of energy and the law of entropy. Supporting Standard Analyze, Explain LAWS OF THERMODYNAMICS Melting and boiling problems The importance of thermal expansion - alternative heating methods Heat exchange Air conditioning Radiant Solar Geothermal Law of conservation of energy KE 1 + PE 1 = Ke f + PE f Law of entropy Heat gained or lost = (mass)(specific heat)(change in temperature) Q = mc p T The relationship between temperature, heat, and work VIII. Physics D2 Understand conservation of energy. VIII. Physics H2 Understand the basic laws of thermodynamics. P.7 Scientific concepts. The student knows the characteristics and behavior of waves. The student is expected to: P.7A Examine and describe oscillatory motion and wave propagation in various types of media. Supporting Standard 2012, TESCCC 06/26/12 page 32 of 40

33 Examine, Describe OSCILLATORY MOTION IN VARIOUS TYPES OF MEDIA Oscillatory motion Spring Pendulum Tuning fork Examine, Describe WAVE PROPAGATION IN VARIOUS TYPES OF MEDIA Waves terms Transverse Longitudinal Surface Seismic Pulses Periodic P.7B VIII. Physics G1 Understand basic oscillatory motion and simple harmonic motion. Investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wave speed, frequency, and wavelength. Readiness Standard Investigate, Analyze CHARACTERISTICS OF WAVES 2012, TESCCC 06/26/12 page 33 of 40

34 Frequency (f) Wavelength ( ) Velocity = (frequency)(wavelength) Amplitude Crest Trough Period Phase Energy E = mc 2 Calculate USING THE RELATIONSHIP BETWEEN Wave speed Frequency Wavelength STAAR Physics Reference Materials include the formula for velocity and energy as listed above. P.7C VIII. Physics G1 Understand basic oscillatory motion and simple harmonic motion. VIII. Physics G3 Understand wave terminology wavelength, period, frequency, amplitude. Compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves. Supporting Standard 2012, TESCCC 06/26/12 page 34 of 40

35 Compare CHARACTERISTICS AND BEHAVIORS OF TRANSVERSE AND LONGITUDINAL WAVES Transverse waves Electromagnetic waves Electromagnetic spectrum Polarization Color perception Color mixing Longitudinal waves Sound waves How sound waves are produced How intensity relates to sound and wave characteristics Decibels Why different instruments playing the same note sound different Timbre How standing waves relate to stringed and pipe instruments P.7D VIII. Physics G2 Understand the difference between transverse and longitudinal waves. VIII. Physics G4 Understand the properties and behavior of sound waves. Investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect. Readiness Standard Investigate BEHAVIORS OF WAVES 2012, TESCCC 06/26/12 page 35 of 40

36 Reflection Refraction Diffraction Grating Diffraction pattern Interference Constructive Destructive Nodes Antinodes Resonance Doppler effect P.7E VIII. Physics G4 Understand the properties and behavior of sound waves. Describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. Supporting Standard Describe, Predict IMAGE FORMATION Reflection from a plane mirror Refraction through a thin convex lens Focal length 1/focal length = 1/distance to image + 1/distance to object 1/f = 1/d 1 + 1/d o 2012, TESCCC 06/26/12 page 36 of 40

37 Image location Object location Magnification Real images Virtual images STAAR Physics Reference Materials included the formula for Focal length as listed above. P.7F I. Nature of Science A2 Use creativity and insight to recognize and describe patterns in natural phenomena. VIII. Physics J3 Understand concepts of geometric optics. Describe the role of wave characteristics and behaviors in medical and industrial applications. Supporting Standard Describe ROLE OF WAVE CHARACTERISTICS AND BEHAVIORS IN MEDICAL AND INDUSTRIAL APPLICATIONS Ultrasound (sonograms) Doppler weather and police radar Echolocation Seismic waves Electronic communications P.8 Scientific concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to: P.8A Describe the photoelectric effect and the dual nature of light. Readiness Standard Describe 2012, TESCCC 06/26/12 page 37 of 40

38 THE PHOTOELECTRIC EFFECT AND THE DUAL NATURE OF LIGHT Photoelectric effect Dual nature of light Inverse relationship between energy and wavelength P.8B VIII. Physics J2 Understand the wave/particle duality of light. Compare and explain the emission spectra produced by various atoms. Supporting Standard Compare, Explain THE EMISSION SPECTRA PRODUCED BY VARIOUS ATOMS The identification of gases by their spectra The line spectra from different gas-discharge tubes Lasers P.8C VIII. Physics J1 Know the electromagnetic spectrum. Describe the significance of mass-energy equivalence and apply it in explanations of phenomena such as nuclear stability, fission, and fusion. Supporting Standard Describe THE SIGNIFICANCE OF MASS-ENERGY EQUIVALENCE 2012, TESCCC 06/26/12 page 38 of 40

39 P.8D Mass-energy equivalence Explanations of phenomena Nuclear stability Fission Fusion Give examples of applications of atomic and nuclear phenomena such as radiation therapy, diagnostic imaging, and nuclear power and examples of applications of quantum phenomena such as digital cameras. Supporting Standard Give EXAMPLES OF APPLICATIONS OF ATOMIC AND NUCLEAR PHENOMENA AND QUANTUM PHENOMENA Atomic and nuclear phenomena Radiation therapy Diagnostic imaging Nuclear power Applications of quantum phenomena Digital cameras 2012, TESCCC 06/26/12 page 39 of 40

40 BIBLIOGRAPHY American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for science. Retrieved from Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from , TESCCC 06/26/12 page 40 of 40