Science Curriculum Matrix

Transcription

1 Science Curriculum Matrix Physics The Science Vertical Team has revised the Physics Science Curriculum Matrix for In addition to the necessary correlation to the Virginia Science Standards of Learning, the Physics content is organized by both concepts and topics. We encourage you to utilize this document while planning for instruction. A more dynamic version of this matrix is available on our wiki site at We anticipate making additional updates to this document as the school year progresses. Please contact Tony Borash with your comments and suggestions at tborash@k12albemarle.org. In addition to this document, we recommend that you review the Physics Curriculum Framework for additional clarification regarding the Physics Science SOL. Thanks, The Science Vertical Team

2 Scientific Investigation, Reasoning, and Logic CONCEPT: SCALE: Measurement ENDURING UNDERSTANDING: Measurement represents properties on a numerical scale. Measurement tools aid in observation by comparing specific properties to a standard unit s value. Each tool measures a specific physical property based on the unique qualities of that property. Each tool has a limit to its potential level of precision. Given a set of tools and a list of quantities, match the measurement tool with the appropriate quantity of measure. Given a quantity to measure and a specific tool, measure the quantity as accurately as possible. Compare the level of accuracy between two tools that measure the same quantity. Compare the level of precision between two tools that measure the same quantity. Given a quantity to measure and a group of tools, choose the tool that would give the highest level of accuracy for that task. Defend your choice. Given a quantity to measure and a group of tools, choose the tool that would give the highest level of precision for that task. Defend your choice. accuracy precision SOL PH.1 The student will plan and conduct investigations in which (a) the components of a system are defined. (b) instruments are selected and used to extend observations and measurements of mass, volume, temperature, heat exchange, energy transformation, motion, fields and electric charge. (e) the limitations of the experimental apparatus and design are recognized.

3 Scientific Investigation, Reasoning, and Logic CONCEPT: COMMUNICATION ENDURING UNDERSTANDING: Information can be collected, organized, communicated and verified in a deliberate manner. Effective presenters deliberately organize information using specific presentation methodsincluding tables, graphs and diagrams- with the purpose of sharing results with an audience. Adoption of a common system of measurement in scientific work promotes the opportunity to communicate and compare information more easily between and among interested parties. Significant figures and error ranges are meant to communicate the level of precision of a researcher s work to an audience. Given a completed lab report, label the different types of information that are being shared by the presenter. Given a set of values, determine the number of significant figures for each value. Given the measure in different unit systems of the same quantity for two or more different objects, compare the sizes of the values. Given specific lab equipment, measure and record values with the greatest level of precision possible with that tool. Given a set of data, organize and present the information in a way that purposefully communicates the information with an audience. Given a completed lab report or data collection, evaluate the presenter s organizational methods: what evidence do you see that this presenter organized the information with the purpose of making the work accessible to an audience? SI metric system significant figure accuracy precision SOL PH.1 The student will plan and conduct investigations in which (c) information is recorded and presented in an organized format. (d) metric units are used in all measurements and calculations. (f) the limitations of measured quantities are recognized through the appropriate use of significant figures or error ranges. (g) data gathered from non-si instruments are incorporated through appropriate conversions. (h) appropriate technology (including computers, graphing calculators and probeware) is used for gathering and analyzing data and communicating results.

4 Scientific Investigation, Reasoning, and Logic CONCEPT: COMMUNICATION: Model ENDURING UNDERSTANDING: Models vary in complexity and facilitate understanding trough the use of familiar concepts. Information should be purposefully organized including mathematically and graphically so as to facilitate understanding of the relationship (if any) between physical quantities. These inferred relationships based on observation should lead to modeling and prediction of behavior. Given a description of a physical relationship between two or more quantities, express that relationship in mathematical terms. Given a set of empirical data displayed on a graph, describe in words the relationship between the two (or more) quantities displayed on the graph. Given a collection of empirical data of two or more quantities, display the information graphically and determine the relationship between the manipulated quantity and a responding variable. Given a set of empirical data displayed on a graph, find the curve of best fit and determine the equation of the curve (with the appropriate units). Design an experiment testing the relationship between a specific independent variable and some corresponding dependent variable. After coming to a conclusion of a relationship between the two variables, defend that inferred relationship using the shape of a curve passing through experimentally obtained data. observation inference slope interpolate extrapolate dependent independent responding manipulated SOL PH.2 The student will investigate and understand how to analyze and interpret data. Key concepts include (a) a description of a physical problem is translated into a mathematical statement in order to find a solution. (b) relationships between physical quantities are determined using the shape of a curve passing through experimentally obtained data. (c) the slope of a linear relationship is calculated and includes appropriate units. (d) interpolated, extrapolated, and analyzed trends are used to make predictions.

5 Physics: Force, Motion & Energy: Force & Motion: Vectors CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Scale compares objects, living things, and events relative to time and space. Essential Understandings Assessment Samples SOL/Blooms Vocabulary Some quantities (called vectors) must be described by both their magnitude (or size) and direction in order to get a full description of their meaning. Because an arrow has both magnitude and direction, it is often used to describe vectors graphically so as to visually compare vectors to each other. Because vectors are quantities defined both by magnitude and direction, vectors are not combined using traditional addition. They must be combined using trigonometry so as to account for the direction. Given a list of quantities (e.g. speed, distance, velocity, acceleration, force, weight), determine whether the quantity represents a vector or scalar quantity. Given a list of measures (e.g. 10 m/s, 15 N!, 20 km north) or graphical representations (scaled lines vs. scaled lines with arrowheads), determine whether the measure represents a vector or a scalar quantity. Given a vector s size and direction, split it into its component parts. Given graphical representations of two or more vectors, draw the resultant sum of the vectors. Given the size and angular direction of two or more vectors, calculate the resultant sum of the vectors. Given a map/diagram and a described trip to take using that map/diagram, calculate the displacement between the start and the end of the trip. Given a desired start and destination, create two vector different maps that describe the path using the vector quantities of your choice (e.g. displacement and velocity). vector scalar magnitude direction component resultant sine cosine tangent SOL: PH.2 The student will investigate and understand how to analyze and interpret data. Key concepts include (e) analysis of systems employs vector quantities utilizing trigonometric and graphical methods.

6 Scientific Investigation, Reasoning, and Logic CONCEPT: COMMUNICATION: Theory ENDURING UND.: Theories explain why natural phenomena occur, and they evolve to incorporate new knowledge. The process of experimentation should answer research questions (e.g. verifiable hypotheses) through the deliberate collection and analysis of relevant evidence. The practice of inquiry involves observing both qualitatively and quantitatively, while making inferences that lead to explanations regarding the collected observations. Scientific understanding is tentative in that it is based on empirical evidence, and subject to change based on new evidence. Determine whether a given statement is an observation or an inference. Compare the relationships between and among observation, inference, theory and law. Given a historical context (e.g. shift from geocentric to heliocentric view of solar system), explain the role of observation and inference in paradigm shift. Given a situation involving the accomplishment of a seemingly impossible feat (e.g. magic trick), explain the feat using various observations as evidence for the explanation. Evaluate a given conclusion based on its relationship to the evidence that supports it. Design and test an experiment centered on a research question. Defend the collection of a specific set of data relative to its relevance to the desired research question. hypothesis observation empirical inference inquiry tentative theory SOL PH.3 The student will investigate and understand how to demonstrate scientific reasoning and logic. Key concepts include (a) analysis of scientific sources to develop and refine research hypotheses. (b) analysis of how science explains and predicts relationships. (c) evaluation of evidence for scientific theories. (d) examination of how new discoveries result in modification of existing theories or establishment of new paradigms. (e) construction and defense of a scientific viewpoint.

7 Scientific Investigation, Reasoning and Logic CONCEPT: CHANGE & CONSTANCY: Cause & Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Students should understand that Increased scientific knowledge results in incremental advances in understanding that lead to advancements in facets of society. List examples of instances increased where increased scientific knowledge has led to advancements in society. List examples of advancements in society that have come about due to increased scientific knowledge. Given a list of technological advancements, determine the change in scientific understanding that caused this advancement. Given a choice of multiple scientific investigations (e.g. from Project Physics Readers), analyze one investigation in terms of the factors that led to investigation as well as the implications of the results of that investigation on future endeavors. Given a choice of multiple scientific investigations (e.g. from Project Physics Readers), write an alternate history of the world imagining that one investigation had ended in a different result. advancement technology SOL PH.4 The student will investigate and understand how applications of physics affect the world. Key concepts include (a) examples from the real world. (b) explorations of the roles and contributions of science and technology.

8 Physical Science: Force, Motion and Energy: Force & Motion: Linear Motion CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. The relationships between and among position, displacement, velocity and acceleration (and their dependence on time) describe the concept of motion. Graphical analysis helps to organize and display the relationship between any pair of these concepts that describe motion. Define (in words and accompanying diagrams) your interpretations of the concepts of displacement, velocity, and acceleration. In a word problem dealing with an object s constant acceleration, given three pieces of information from this system of five concepts (displacement, time interval, initial and/or final velocity, and acceleration), calculate the unknown quantities that describe the object s motion. Given a position vs. time graph, identify periods of positive, zero, and negative displacement, velocity, and/or acceleration. Given a velocity vs. time graph, identify periods of positive, zero, and negative displacement, velocity, and/or acceleration. Question written for the student: scalar vector position displacement velocity acceleration time slope constant On roads across Virginia, the Department of Motor Vehicles (DMV) lays down pressure-sensitive wires that are a given distance apart from each other. Those wires when connected to a data recorder can register the exact time at which a large force is applied to them. Given what you know about physics and kinematics, what information do you think you could learn from this collection of time data? Give a description of the information, as well as how you might use the wires and data recorder to find that information. SOL PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include (a) linear motion.

9 Physical Science: Force, Motion and Energy: Force & Motion: Circular Motion CONCEPT: CHANGE & CONSTANCY: Cause & Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Any object moving uniformly along a circular path must have a centripetal force applied to cause the motion. This force is in a direction toward the center of the circular path, perpendicular to the direction of its velocity. The amount of force needed to keep an object moving in a circular path depends on the object s speed, its mass, and the radius of the circular path. The lack of a centripetal force keeps an object from maintaining a circular path: its inertia leads it to continue to move in a straight-line path. Given a diagram of an object moving in a circular path, label the direction of the object s velocity and acceleration, as well as the direction of the force causing it to move in a circular path. Given a situation with an object moving in a circular path, identify the source of the centripetal force that causes the circular motion. Given a scenario in which the centripetal force applied an object moving in a circular path is removed, determine the path of the object. Given any three of the following pieces of information- an object s mass, its speed, the radius of its circular path, or the amount of centripetal force available to be applied- calculate information related to the object s circular motion. Evaluate the suggested speed limit displayed on a flat, curved section of highway, given information about the road s radius of curvature (and access to information including but not limited to sample coefficients of friction between rubber tires and asphalt roadways). vector centripetal centrifugal tangential inertia SOL PH.5 The student will investigate and understand the interrelationships among mass, distance, force and time through mathematical and experimental processes. Key concepts include (b) uniform circular motion.

10 Physical Science: Force, Motion and Energy: Force & Motion: Projectile Motion CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Because of the independent causes of the horizontal and vertical components of a projectile s motion, these two dimensions of motion can be independently analyzed. In a uniform gravitational field with negligible air resistance, a projectile moves at a constant horizontal velocity while constantly accelerating in the vertical direction. The relationship between a projectile s horizontal and vertical motion allows an observer to accurately predict the projectile s path. Given a scenario of a projectile fired at a specific angle, describe the projectile s horizontal motion in terms of its position, velocity and acceleration at a given point in its path. Given a scenario of a projectile fired at a specific angle, describe the projectile s vertical motion in terms of its position, velocity and acceleration at a given point in its path. Given a situation where a projectile is fired at a given angle relative to the ground, calculate the horizontal range and the maximum vertical height of the projectile, as well as the time that the projectile will spend aloft before reaching the ground. Given a projectile cannon (or some other mechanism that fires a projectile with consistent initial velocity), use an understanding of projectile motion to design the conditions by which the projectile will reach some specified location in space (e.g. a spot on the ground, a hoop suspended in air). vector component horizontal vertical independence projectile range apogee gravitational acceleration SOL PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include (c) projectile motion.

11 Physical Science: Force, Motion, and Energy: Force and Motion: Newton s Laws of Motion GRADE: Physics CONCEPT: CHANGE & CONSTANCY: Cause and Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. A force describes a push or pull exerted on a body. The net force on a body can be represented as a vector sum of individual forces. When forces on a body are balanced, the body moves with a constant velocity. Unbalanced forces on a body cause the body to accelerate. The resulting acceleration is directly proportional to the net force applied to it, but inversely proportional to its mass. Forces come in pairs: the presence of a force applied to one body by a second results in a force applied to the second body by the first. These forces are equal in size, but opposite in direction. Define Newton s three laws of motion. Given a description of an object s motion, determine whether the forces applied to the object are balanced or unbalanced. Given a situation where an object has a force applied to it, label any actionreaction pairs. Given a situation where an object has multiple forces applied to it, determine the net force being applied to the object. Given a scenario (written or visual through physical or video presence) where a body undergoes a sudden change in motion, make observations of the body s motion in terms of the inferred causes for that change in motion (using Newton s laws as a reference). Given an accelerating body, solve problems relating the body s mass and acceleration to the net force applied to the body. Given a desired set of observable outcomes for a body s motion, design a scenario that achieves those outcomes through the use of specific forces over set periods of time. (Example: A car on a track must safely pass through a set of closing doors and stop before it reaches the end of the track.) Design the optimal vehicle for specified conditions, taking into account the different forces present and how they will affect performance. Design an experiment that tests the effect of various forces on an object s acceleration. component force free body diagram friction inertia mass net force vector weight SOL: PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include (d) Newton s Laws of Motion.

12 Physical Science: Force, Motion, and Energy: Force and Motion: Gravitation GRADE: Physics CONCEPT: CHANGE & CONSTANCY: Cause and Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Objects with mass are affected by a gravitational force field that surrounds other objects with mass. The force of attraction that this field applies to an object depends on the mass of the two objects in question as well as the distance between the two objects. This force described by Newton s Law of Universal Gravitation causes the observed motion of celestial objects. Define Newton s Law of Universal Gravitation. Compare Kepler s Laws of Planetary Motion to Newton s Law of Universal Gravity. Describe the relationship between the Sun, Earth and Moon in terms of the effect that gravity has on Earth processes (e.g. the changing tides). Describe the motion of a given celestial body in terms of the gravitational forces acting on it. Solve problems related to the gravitational force applied to one object by another given the objects masses and the distance between them. Solve problems comparing the gravitational force applied to an object by another when the distance between the objects is changed. Write a report that examines the relationship between the motion of any celestial body (e.g. planet, star, satellite, man-made spacecraft) and the effect that gravitational force has on its observed and/or desired motion. centripetal force ellipse field gravitation orbit satellite vector SOL: PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include (e) gravitation, and (f) planetary motion.

13 Physical Science: Force, Motion and Energy: Energy: Work, Power and Energy CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Energy is collected and used in order to do work or apply a force over some distance. When work is done by one body in a system to others, energy changes forms and is transferred from one body to the others. More powerful objects do work more quickly than less powerful objects. Describe in words the relationship between work and energy. Describe in words the relationship between work and power. Given a situation where multiple forces affect the motion of an object, solve problems by comparing the relative energy of the object at multiple points in time (e.g. before work is done on it versus after work is done on it). Given two objects with a given mass traveling at a given speed, compare the work that can be done by these two objects, respectively. Given two machines doing the same type of work in different time intervals, compare the power of the two machines. Analyze some physical system (e.g. car engine) specifically in terms of the energy given to it and the work done by it. Design an apparatus that is meant to accomplish a certain task in the most efficient way, and defend each aspect of the design apparatus in terms of the energy it needs versus the work it does. (Examples: vehicle, farming tool, production mechanism) scalar vector energy work power conservation Joule Watt SOL PH.5 The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Key concepts include (g) work, power and energy.

14 Physical Science: Force, Motion and Energy: Force & Motion: Mechanical Energy CONCEPT: CHANGE & CONSTANCY: Equilibrium ENDURING UNDERSTANDING: Stability occurs when changes are counterbalanced. In terms of mechanical energy, an object can have energy due to its position or state (called potential energy) or due to its motion (called kinetic energy). Mechanical energy is conserved when it is exchanged or transformed and its total quantity remains the same. Define kinetic and potential energy. Describe (in words and in a diagram) the relationship between potential and kinetic energy. Given an object that is exchanging height for speed (e.g. car on a roller coaster, sled on a hill, swinging pendulum, projectile), label the points of greatest and least kinetic energy, as well as greatest and least potential energy. Given a situation involving an object exchanging height for speed (see above), solve problems based on the object s relative amount of potential and kinetic energy. Design and build a model roller coaster including multiple hills and loops that a vehicle (e.g. ball or small car) successfully traverses from start to finish. In the description of the coaster, defend the design choices of the coaster in terms of the vehicle s available energy at any given point. energy mechanical energy kinetic energy potential energy conservation Joule SOL PH.6 The student will investigate and understand that quantities including mass, energy, momentum and charge are conserved. Key concepts include (a) kinetic and potential energy.

15 Physical Science: Force, Motion and Energy: Force & Motion: Momentum & Collisions CONCEPT: CHANGE & CONSTANCY: Equilibrium ENDURING UNDERSTANDING: Stability occurs when changes are counterbalanced. A moving body has momentum, a measure that quantifies the relative difficulty in overcoming the object s inertia. Momentum is conserved in any instance involving the interaction of two or more objects in an isolated system. In other words, the change in one object s momentum is counterbalanced by the change in momentum of the other object(s). During a perfectly elastic collision, both total momentum and total kinetic energy are conserved. During a perfectly inelastic collision, total momentum is conserved, while some kinetic energy is transformed into other kinds of energy. Given a picture, video, or description of a collision between two or more objects, determine whether the collision is elastic or inelastic. Define the law of conservation of momentum in words and in a diagram. Given a picture, video, or description of a collision between two or more objects, describe (in words and in a diagram) how the law of conservation of momentum applies to the collision. Given a situation involving a collision, solve problems based on the total momentum before the collision relative to the total momentum after the collision. Design an experiment that uses the law of conservation of momentum to determine the unknown mass of a given object. Design a protective barrier that would optimally slow a vehicle while keeping the passengers safe inside of the vehicle. Consider the change in momentum of both the vehicle and the passengers in the design of the barrier. Evaluate the safety features in a vehicle through the lens of their relative effectiveness in safely slowing passengers to rest. Use research into the history of these designs in this evaluation. kinetic energy momentum elastic collision inelastic collision conservation Joule SOL PH.6 The student will investigate and understand that quantities including mass, energy, momentum and charge are conserved. Key concepts include (b) elastic and inelastic collisions.

16 Physical Science: Force, Motion and Energy: Energy: Current Electricity CONCEPT: CHANGE & CONSTANCY: Equilibrium ENDURING UNDERSTANDING: Stability occurs when changes are counterbalanced. In a circuit, electric charges in the metal of the conducting wire move from areas of high potential to areas of low potential, carrying and delivering energy to consumers within the circuit. In a system involving the movement of electrical charge, both electrical charge and energy are conserved. Define charge, energy, voltage, current and power. In terms of energy and potential, describe what has happened when a battery has died. Connect a given wire, light bulb, and battery in such a way to make a circuit, and defend your reasoning. Analyze a given circuit consisting of batteries, wires and resistors (including light bulbs) in terms of the roles of charge, energy, voltage, current and power across the circuit. Write an analogy between the key concepts involved in an electrical circuit including charge, energy, voltage, current and power and another delivery system of the student s choice. There should be a comparison made between each of the concepts above and some part of the chosen system of comparison. charge energy electric power current potential difference voltage Coulomb Watt Ampere SOL PH.6 The student will investigate and understand that quantities including mass, energy, momentum and charge are conserved. Key concepts include (c) electric power.

17 Physical Science: Force, Motion and Energy: Force and Motion: Fluid Pressure CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. The pressure of a fluid depends on the depth of a fluid and its density. fluid mass volume density pressure Pascal SOL PH.7 The student will investigate and understand properties of fluids. Key concepts include (a) density and pressure. (b) the variation of pressure with depth. (d) Pascal s principle.

18 Physical Science: Force, Motion and Energy: Force & Motion: Buoyancy CONCEPT: CHANGE & CONSTANCY: Cause & Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. An object interacting with a fluid experiences an upward buoyant force that relates to the weight of the fluid that is displaced by the object. mass weight volume density buoyant force Archimedes SOL PH.7 The student will investigate and understand properties of fluids. Key concepts include (c) Archimedes principle of buoyancy.

19 Physical Science: Force, Motion and Energy: Force and Motion: Fluid Dynamics CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. For a moving fluid (considered to be flowing), the internal pressure of a fluid is inversely proportional to its speed (e.g. fluids moving at a higher rate have a lower pressure). fluid mass volume density speed pressure SOL PH.7 The student will investigate and understand the properties of fluids. Key concepts include (e) fluids in motion. (f) Bernoulli s principle.

20 Physical Science: Force, Motion and Energy: Energy: Work, Power and Energy CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Energy is collected and used in order to do work or apply a force over some distance. When work is done by one body in a system to others, energy changes forms and is transferred from one body to the others. Describe in words the relationship between work and energy, and give an example. Given a situation where multiple forces affect the motion of an object, solve problems by comparing the relative energy of the object at multiple points in time (e.g. before work is done on it versus after work is done on it). Given two objects with a given mass traveling at a given speed, compare the work that can be done by these two objects, respectively. Analyze some physical system (e.g. car engine) specifically in terms of the energy given to it and the work done by it. Design an apparatus that is meant to accomplish a certain task in the most efficient way, and defend each aspect of the design apparatus in terms of the energy it needs versus the work it does. (Examples: vehicle, farming tool, production mechanism) Defend a scientific viewpoint in a given example related to energy, types of energy, or energy conservation. Research existing studies and incorporate your own in trying to answer a research question. work energy mechanical thermal electrical gravitational chemical nuclear efficiency SOL PH.8 The student will investigate and understand that energy can be transferred and transformed to provide usable work. Key concepts include (a) transformation of energy among forms including mechanical, thermal, electrical, gravitational, chemical, and nuclear. (b) efficiency of systems.

21 Physical Science: Force, Motion and Energy: Energy: Waves CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Mechanical waves transport energy as a disturbance that travels through a medium. Waves transport energy differently depending on the relationship between the direction of motion of particles of the medium and the direction that the wave itself travels. Each wave is characterized by its speed, period, wavelength, frequency, amplitude and phase. A wave undergoes specific processes based on its properties relative to those properties of the medium, the source of the wave, or the receiver of the wave. Define transverse wave and longitudinal wave in words and in a drawing (and give an example). Given a diagram of a transverse wave, label the period, wavelength, frequency, amplitude and phase. Graphically illustrate reflection and refraction of a wave as it encounters a change in medium or a boundary. Compare two (or more) examples of the same type of wave (transverse, longitudinal, surface) relative to the differing media of travel. Compare an example of a transverse wave to an example of a longitudinal wave in terms of their means of transporting energy. Given a situation involving a wave s speed, period, wavelength, and/or frequency, solve problems by using the relationships between these quantities. Given a specific example of a type of wave, describe how each of the wave s properties manifests itself in that example. Create an analogy that relates a mechanical wave with those of another transfer of energy/information (e.g. viral videos, telephone game, information shared on a social networking site) through a comparison of their common characteristics. Include analogies to processes that manifest themselves in that transfer of energy (similar to those based a wave s properties). wave transverse longitudinal medium perpendicular parallel periodic period wavelength frequency amplitude phase electromagnetic reflection refraction interference polarization Doppler effect sound light SOL PH.9 The student will investigate and understand how to use the models of transverse and longitudinal waves to interpret wave phenomena. Key concepts include (a) wave characteristics (period, wavelength, frequency, amplitude and phase). (b) fundamental wave processes (reflection, refraction, diffraction, interference, polarization, Doppler effect). (c) light and sound in terms of wave models

22 Physical Science: Force, Motion and Energy: Energy: Electromagnetic Spectrum CONCEPT: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Light on the electromagnetic spectrum is distinguished by its relative frequency, wavelength and energy. Humans use different wavelengths of light for different purposes, based on the light s observed interaction with matter. List the types of light on the electromagnetic spectrum, arranged in order relative to either frequency, wavelength or energy. Given several desired applications of light on the electromagnetic spectrum, determine the bandwidth of light that would probably be most appropriate for that application. Given a certain frequency of light on the electromagnetic spectrum, give examples of applications of that light in society, and explain the properties of the light that lead toward that application. electromagnetic spectrum frequency wavelength energy radio wave microwave infrared visible light ultraviolet x-ray gamma ray SOL PH.10 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include (a) the properties and behaviors of radio waves, microwaves, infrared, visible light, ultraviolet, x-rays, and gamma rays. (b) current applications based on the wave properties of each band.

23 Physical Science: Force, Motion and Energy: Energy: Optics CONCEPT: COMMUNICATION: Model ENDURING UNDERSTANDING: Models vary in complexity and facilitate understanding through the use of familiar concepts. The ray model of light can be used to understand the behavior of optical systems in the relationship of light to its surroundings. Mathematical equations model the light s relationship to mirrors and lenses, and can be used to calculate image or object position based on the focal length of the mirror or lens. optics reflection refraction converge diverge focus concave convex ray diagram real image virtual image SOL PH.11 The student will investigate and understand, in describing optical systems, how light behaves in the fundamental processes of reflection, refraction and image formation. Key concepts include (a) application of the laws of reflection and refraction. (b) construction and interpretation of ray diagrams. (c) development and use of mirror and lens equations. (d) predictions of type, size and position of real and virtual images.

24 Physical Science: Force, Motion and Energy: Force & Motion: Fields CONCEPT: CHANGE & CONSTANCY: Cause & Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Objects that have certain properties of matter (mass, charge, magnetic dipole moments) interact with certain fields that apply a force to these objects based on their relationship to these properties. When any two or more particles interact through these field forces, one of the particles can be seen as being responsible for the creation of the field, while the other interacts with that field. field gravitational field electric field magnetic field inverse-square Coulomb s law universal gravitation SOL PH.12 The student will investigate and understand how to use the field concept to describe the effects of gravitational, electric and magnetic forces. Key concepts include (a) inverse-square laws (Newton s law of universal gravitation and Coulomb s law). (b) operating principles of motors, generators, transformers and cathode ray tubes.

25 Physical Science: Force, Motion and Energy: Energy: Current Electricity CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Components of a circuit serve specific functional roles in the process of transferring electrical energy across a circuit. Depending on their relationship to each other (i.e. how they are connected to each other), these components have consequential effects on the overall electrical energy transfer process. circuit current electric potential voltage resistance Ohm s law power series parallel Ampere Ohm Watt SOL PH.13 The student will investigate and understand how to diagram and construct basic electrical circuits and explain the function of various circuit components. Key concepts include (a) Ohm s law; (b) series, parallel, and combined circuits; and (c) circuit components including resistors, batteries, generators, fuses, switches, and capacitors.

26 Physical Science: Force, Motion and Energy: Force & Motion: Quantum Mechanics CONCEPT: COMMUNICATION: Theory END. UNDERSTANDING: Theories explain why natural phenomena occur, and they evolve to incorporate new knowledge. The field of quantum mechanics describes principles that help to explain how objects exhibit both wave characteristics (e.g. interference) as well as particle characteristics (e.g. discrete amounts and a fixed number of electrons per atom) at the atomic level. Because of this wave/particle duality inherent to matter, the more accurately one determines the position of a particle, the less accurately the momentum can be known (and vice versa). wave particle duality matter Heisenberg uncertainty quantum mechanics SOL PH.14 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied by Newtonian physics. Key concepts include (a) wave/particle duality. (b) wave properties of matter. (d) quantum mechanics and uncertainty.

27 Physical Science: Force, Motion and Energy: Energy: Relativity CONCEPT: COMMUNICATION: Theory END UNDERSTANDING: Theories explain why natural phenomena occur, and they evolve to incorporate new knowledge. The theory of relativity explains a discrepancy between the concept of inertial reference frames and the observed constancy of the speed of light in a vacuum. Among other consequences, this theory predicts an equivalence of energy and matter: E=mc 2. duality energy matter reference frame space-time special relativity general relativity mass-energy equivalance simultaneity time dilation length contraction SOL PH.14 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied by Newtonian physics. Key concepts include (c) matter/energy equivalence. (e) relativity.

28 Physical Science: Force, Motion and Energy: Energy: Nuclear Physics CONCEPT: SYSTEMS: Interactions ENDURING UNDERSTANDING: Parts of a system interact to form a functional whole. Based on their properties, protons and neutrons interact with each other within the nucleus of an atom. These interactions can lead to an unstable nucleus, resulting in the spontaneous disintegration of the nucleus and a corresponding transfer of energy. (This process is called radioactivity.) proton neutron nucleus radioactivity alpha radiation beta radiation gamma radiation fission fusion SOL PH.14 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied by Newtonian physics. Key concepts include (f) nuclear physics. (i) radioactivity.

29 Physical Science: Matter: Structure: Condensed Matter Physics CONCEPT: SYSTEMS: Organization ENDURING UNDERSTANDING: Systems at various levels of organization can manifest different properties and functions. Atoms and molecules bind together in regular arrays to form crystals (based on the properties of the atoms and molecules). The organizational structure of these crystals help to determining the properties of these materials (e.g. appearance, hardness). At very low temperatures, certain materials exhibit the property of zero resistance. condensed matter physics solid state physics crystal superconductivity resistance SOL PH.14 The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied by Newtonian physics. Key concepts include (g) solid state physics. (h) superconductivity.