Mastering science comes from doing science.

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1 CPO Science Foundations of Physics and the LSS It is no coincidence that the performance expectations in the Louisiana Student Standards (LSS) are all actionbased. The LSS champion the idea that science content cannot be separated from science practices and crosscutting concepts. CPO Science Foundations of Physics is committed to that same philosophy. The result is a program that starts with active investigations and ends with students possessing in-depth understanding of key science concepts and well-honed science and engineering skills. Mastering science comes from doing science. CPO Science provides educators with the tools they need to help their students not only meet the LSS performance expectations, but exceed them. With abundant support and foundational content at their fingertips, educators can make whatever instructional decisions are necessary to ensure the success of all students.

2 HS Motion and Stability: Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-1. Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. *[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] Ch2 Measurement and Units pp Students express values in metric and English units and convert measurements and calculated quantities between different units. Students calculate the surface area and volume of simple shapes and solids. Students use scientific notation to represent large and small numbers. Students design a controlled experiment and create and then use a graphical model based on experimental data. Ch3 Position, Speed, and Velocity pp Students calculate time, distance, or speed when given two of the three values and solve an equation for any of its variables. Students use and interpret positive and negative values for velocity and position, and use a graphical model to make predictions that can be tested by experiments. Students draw and interpret graphs of experimental data, including velocity versus position, and speed versus time and derive an algebraic model from a graphical model and vice versa. Students determine velocity from the slope of a position versus time graph and distance from the area under a velocity versus time graph. Ch4 Accelerated Motion in a Straight Line pp Students give examples of motion with constant acceleration. Students calculate time, distance, acceleration, or speed when given three of the four values and acceleration from the change in speed and the change in time, and then solve two-step accelerated motion problems. Students determine acceleration from the slope of the speed versus time graph. Students calculate height, speed, or time of flight in free fall problems and explain how air resistance makes objects of different masses fall with different accelerations. Ch5 Newton s Laws: Force and Motion pp Students describe how the law of inertia affects the motion of an object and give examples of a system designed to overcome inertia. Students measure and describe forces using the SI unit, the Newton (N). Students calculate the net force for two or more forces acting together and the acceleration of an object from the net force acting on it. Page 2 of 43

3 *Optional related topics *Ch6 Forces and Equilibrium pp *Ch7 Using Vectors: Motion and Force pp *Ch8 Motion in Circles pp *Ch9 Torque and Rotation pp Inv. 3.1 Position, Speed, and Velocity pp Students measure increases and decreases in positions values, measure and then compare positive and negative velocity. Inv. 3.2 Position, Velocity, and Time pp Students create graphs of velocity versus position and time and a predictive model for the velocity of a cart rolling down a hill. Inv. 3.3 Equations of Motion pp Students derive an equation for motion that includes four variables. Students determine parameters in the equation from data and then test the equation against real data. Inv. 4.1 Acceleration pp Students measure position and velocity on a ramp, observe positive and negative velocity, and then use the velocity data to calculate acceleration. Inv. 4.2 Accelerated Motion pp Students derive an equation for the velocity in accelerated motion and use the equation to make predictions. Inv. 4.3 Free Fall pp Students derive an equation for the velocity in free fall and use the equation to make predictions. Inv. 5.1 The First Law: Force and Inertia pp Students design an experiment to test a hypothesis to explore balanced and unbalanced forces. Inv. 5.2 The Second Law: Force, Mass, and Acceleration pp Students measure acceleration and graph the force versus acceleration produced by an Atwood s machine, and then relate the slope of this graph to Newton s second law. *Inv. 6.2 Friction pp *Inv. 6.3 Equilibrium and Hooke s Law pp40-43 *Inv. 7.2 Projectile Motion pp *Inv. 7.3 Forces in Two Dimensions pp *Inv. 8.1 Motion in Circles pp *Inv. 8.2 Centripetal Force pp *Inv. 9.3 Rotational Inertia pp Page 3 of 43

4 Analyzing and Interpreting Data Analyzing data in 9 12 builds on K 8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. *Online Content Videos: Speed vs. Time Graphs 1, 2, 3, Changing Direction *Online Student Section Review *Online Student Section Review Measuring length practice box 36 How is time measured practice box 43 Fundamental and derived quantities sidebar practice 44 Surface area and volume practice box 50 How to graph data accurately sidebar 61 Speed limit of the universe sidebar 62 Calculating speed sidebar practice 64 Interpreting a position vs. time graph sidebar practice 68 Calculating time from distance sidebar practice 70 Solving position vs. time equation sidebar practice 82 Calculating acceleration sidebar practice 83 Acceleration from changing direction sidebar PS2.A: Forces and Motion Newton s second law accurately predicts changes in the motion of macroscopic objects. *Online Content Video: Newton s Second Law *Online Student Section Review *Online Student Problem Set Using the second law sidebar practice 106 Finding acceleration of moving objects sidebar practice 107 Finding force from acceleration practice box 108 Finding force when acceleration is zero practice box Ch5 Connection: Biomechanics Ch5 Assessment The Second Law: Force, Mass, and Acceleration Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. 5 Ch1 Assessment Concept #17,18 56 Ch2 Assessment Apply #2 84 Acceleration of cars sidebar Position, Speed, and Velocity Position, Velocity, and Time Equations of Motion Acceleration Accelerated Motion Free Fall The First Law: Force and Inertia The Second Law: Force, Mass, and Acceleration, Part 4f *37-39 Friction Part 1a-c *40-43 Equilibrium and Hooke s Law *47-50 Projectile Motion *53-56 Motion in Circles Part 6-7 *57-59 Centripetal Force *66-67 Rotational Inertia Page 4 of 43

5 85 Calculating acceleration from a speed vs. time graph sidebar practice 86 Calculating speed in accelerated motion sidebar practice 88 Calculation position from speed and acceleration sidebar practice 89 Solving motion problems practice box and sidebar practice 93 Parachutes and air resistance sidebar 104 What is force sidebar 111 Solving problems with action/reaction forces practice box 240 Ch11 Assessment Concept #1-4; 241 Concept #5-14; 242 Apply# Distance and Length Time Matter and Mass Position, Speed, and Velocity Position, Velocity, and Time Graphs Equations of Motion Acceleration Accelerated Motion Free Fall Projectile Motion, or Projectile Motion Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. *Online Student Section Review *Online Student Problem Set 1 #10 Page 5 of 43

6 16-21 Ch1.2 Scientific Inquiry and Natural Laws The Nature of Scientific Knowledge 30 Ch1 Assessment Concept #6, 8-10, Which systems in a car overcome the law of inertia sidebar The First Law: Force and Inertia The Second Law: Force, Mass, and Acceleration, Part 4e Laws are statements or descriptions of the relationships among observable phenomena Ch1.1 Scientific Inquiry and Natural Laws The Nature of Scientific Knowledge 30 Ch1 Assessment Concept #12, Which systems in a car overcome the law of inertia sidebar The First Law: Force and Inertia The Second Law: Force, Mass, and Acceleration, Part 2, 4b Newton s Third Law: Action and Reaction *37-39 Friction Part 1 *40-43 Equilibrium and Hooke s Law *53-56 Motion in Circles Part 2 Page 6 of 43

7 HS Motion and Stability: Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. *[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] Ch12 Momentum pp Students describe the relationship between linear momentum and force and calculate the linear momentum of moving objects given their mass and velocity. Students solve one-dimensional elastic-collision problems using momentum conservation. Students describe the properties of angular momentum in a system and calculate the angular momentum of simple rotating objects. Inv Momentum pp Students explore collisions and show how they obey the law of conservation of momentum. Inv Force and Momentum pp Students create and observe elastic and inelastic collisions and deduce the relative size of forces from changes in momentum. Students investigate what happens when equal and opposite forces are exerted on a pair of Energy Cars. Investigation Inv Angular Momentum pp Students create a rotating system and observe the action of a torque as well as deduce the relative size of forces from changes in angular momentum. Page 7 of 43

8 Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to describe explanations. 23 Models sidebar 24 Problem Solving Techniques 245 Calculating Momentum practice box 248 Solving Momentum Problems practice boxes 255 Angular momentum practice box *Online Student Problem Set Ch12 Assessment Problem #1-11 *Online Student Simulation: Changes in Momentum Momentum Force and Momentum Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. PS2.A: Forces and Motion Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. *Online Student Problem Set 12 *Online Student Section Review 12.2 Ch12 Connection: Jet Engines Ch12 Assessment Vocabulary #1-10, Concept #1-3; Problem # Momentum If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. 254 Conservation of Angular Momentum 259 Ch12 Assessment Vocabulary #4, Concept # Angular Momentum Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. 23 Systems 234 Energy Flow in Systems 236 Energy Flow in Natural Systems 237 Energy Flow in Biological Systems Energy Flow in Systems Page 8 of 43

9 16-19 Scientific Inquiry and Natural Laws Laws are statements or descriptions of the relationships among observable phenomena Scientific Inquiry and Natural Laws Newton s 3d law Newton s 3d law through collisions Page 9 of 43

10 HS Motion and Stability: Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. *[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] Ch6 Forces and Equilibrium pp Students learn to draw free body diagrams and evaluate forces to be able to determine when an object is in equilibrium or the vector resultant of a net force acting on an object. Ch12 Momentum pp Students describe the relationship between linear momentum and force and calculate the linear momentum of moving objects given their mass and velocity. Students solve one-dimensional elastic-collision problems using momentum conservation. Students describe the properties of angular momentum in a system and calculate the angular momentum of simple rotating objects. Collisions and Restraints pp Students work through all the steps in an engineering design cycle. Given the problem protecting a passenger in a collision, students collaboratively research the problem, specify requirements, brainstorm a solution, create a working model, test their model, and then present their results to others. Given their proposed solution, it may be necessary to cycle more than once through the prototype step. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system Ch6 Connection: The Design of Structures 136 Ch6 Assessment Vocabulary #25, 27, 28 Cause and Effect Systems can be designed to cause a desired effect. Chapter Connections Ch1 Assessment Concept # Ch5 Assessment Concept #6 138 Ch6 Assessment Apply # Engineering Design Log Page 10 of 43

11 Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects Ch6 Connection: The Design of Structures Engineering Design Log Collisions and Restraints *Online Student Section Review *Online Student Problem Set 12, #3 258 Ch12 Connection 259 Ch12 Assessment Concept #3, 6; 260 Concept #9, 10, 12, 15, Problem # Collisions and Restraints ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them Ch6 Connection: The Design of Structures Engineering Design Log, Part Collisions and Restraints, Part 4 ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed Collisions and Restraints, Part Projectile Motion, Part Collisions and Restraints Projectile Motion Page 11 of 43

12 HS Motion and Stability: Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-4. Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. *[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] Ch6 Forces and Equilibrium pp Students distinguish between mass and weight and calculate the weight of an object using the strength of gravity (g) and mass. Ch8 Motion in Circles pp Students describe and calculate centripetal forces and accelerations. Students then describe the relationship between the force of gravity and the masses and distance between objects. Students calculate the force of gravity when given masses and distance between two objects. Finally, students explain why satellites remain in orbit around a planet. Ch21 Electric Charge and Forces pp Students identify the parts of the atom that carry electric charge then describe and calculate the forces between like and unlike electric charges. Students sketch the electric field around a positive or negative point charge and apply the concept of an electric field to describe how charges exert forces on other charges. Ch22 Magnetism pp Students describe the force between two permanent magnets, explain why ferromagnetic materials always attract magnets of either pole, and then sketch the magnetic field of a single permanent magnet. Students predict the direction of the force on a magnet placed in a given magnetic field. Students learn how to use a compass to find the direction of true north and describe the theory behind why a compass works. Inv. 8.3 Universal Gravitation and Orbital Motion pp Students use the law of universal gravitation to calculate the gravitational force of attraction between objects. Students also calculate the gravitational field strength (g) on the surface of different planets using the gravitational constant (G) which is the same everywhere in the universe. Inv Electric Charge pp Students triboelectrically charge different materials and use a triboelectric series to make predictions about charged objects. Students make an electrophorus and explain how it works. Inv Coulomb s Law pp Students investigate the relationship between charge, distance, and force using charged pith balls and use Coulomb s law to calculate the force between two charged objects. Page 12 of 43

13 Inv Properties of Magnets pp Students name the properties of a permanent magnet, describe and measure the forces that magnets exert on each other, then sketch magnetic fields. Inv Magnetic Properties of Materials pp Students determine how a magnet is used to distinguish between magnetic and nonmagnetic materials. Students identify common magnetic materials and explain the effect of nonmagnetic materials on the force between magnets. Inv The Magnetic Field of the Earth pp Students use a compass and research how a changing magnetic declination affects a compass. Students identify materials that will affect a compass magnetically. Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to describe explanations. *Online Simulation: Free Fall *Online Simulation: Rolling vs. Sliding Friction *Online Student Section Review *Online Student Problem Sets Two meanings for g sidebar 121 Calculating weight on Jupiter sidebar practice 122 Using weight in Physics problems, practice box and sidebar practice PS2.B: Types of Interactions Newton s law of universal gravitation and Coulomb s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. *Online Student Problem Set 6 #2, 3, 5 *Online Student Section Review Ch6 Assessment Vocabulary #1, 4; 137 Concept #1-4, Problem #1-3; 138 Apply #1 175 Calculating weight of person on the moon sidebar practice Ch8 Connection: Satellite Motion *Online Student Problem Set Ch8 Assessment Concept #8-11; 180 Concept# 12-15, Apply #3 *Online Student Problem Set Ch21 Assessment Concept # Universal Gravitation and Orbital Motion, Part Coulomb s Law, Part 1 Table and Part 2 Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. 120 The human body in zero-g sidebar 173 Centrifugal force and banked turns sidebar Properties of Magnets Magnetic Properties of Materials The Magnetic Field of the Earth Page 13 of 43

14 123 A model for friction, calculating friction sidebar practice 124 Calculating static friction sidebar practice Student Problem Set Ch6 Assessment Concept #4, 11, 18; 138 Problem #1-8; 139 Problem #9-10, Apply #3 171 Calculating centripetal force practice box 172 Calculating centripetal acceleration sidebar practice 460 Ch21 Assessment Problem # Ch22 Assessment Concept #3-6, 14, 16 Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. 475 Ch22 Assessment Concept # Universal Gravitation and Orbital Motion Coulomb s Law Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields Electric Charge Properties of Magnets Electric Current and Magnetism Laws are statements or descriptions of the relationships among observable phenomena. 459 Ch22 Assessment Concept #12; 460 Apply # Universal Gravitation and Orbital Motion Coulomb s Law Page 14 of 43

15 HS Motion and Stability: Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. *[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] Ch19 Electricity pp Students distinguish between current and voltage. Students describe the connection between voltage, current, energy, and power, and the function of a battery in a circuit. Students measure current, voltage, and resistance with a multimeter and calculate the current in a circuit using Ohm s law. Students draw and interpret a circuit diagram with wires, a battery, a bulb, and a switch, and then give examples and applications of conductors, insulators, and semiconductors. Ch20 Electricity and Magnetism pp Students sketch examples of series and parallel circuits. Students distinguish between AC and DC electricity and describe a short circuit and why a short circuit may be a hazard. Students calculate the current in a series or parallel circuit containing up to three resistances, the total resistance of a circuit by combining series or parallel resistances, and the power used in an AC or DC circuit from the current and voltage. Ch21 Electric Charge and Forces pp Students identify the parts of the atom that carry electric charge then describe and calculate the forces between like and unlike electric charges. Students sketch the electric field around a positive or negative point charge and apply the concept of an electric field to describe how charges exert forces on other charges. Ch22 Magnetism pp Students describe the force between two permanent magnets, explain why ferromagnetic materials always attract magnets of either pole, and then sketch the magnetic field of a single permanent magnet. Students predict the direction of the force on a magnet placed in a given magnetic field. Students learn how to use a compass to find the direction of true north and describe the theory behind why a compass works. Ch23 Electricity and Magnetism pp Students explain the relationship between electric current and magnetism, the concept of commutation as it relates to an electric motor, and how the concept of magnetic flux applies to generating electric current using Faraday s law of induction. escribe and construct a simple electromagnet. Using the right-hand rule, students predict the direction of the force on a moving charge or current carrying wire, and demonstrate three ways to increase the current from an electric generator. Page 15 of 43

16 Inv Current and Voltage pp Students build a circuit and trace and measure the flow of electric current. Students build a circuit and measure and compare the voltage drops across devices. Inv Electrical Resistance and Ohm s Law pp Students analyze a current versus voltage graph to determine a relationship between voltage, current, and resistance. Students use Ohm s law to predict voltage, current, or resistance when two of three variables are known. Inv Series and Parallel Circuits pp Students calculate the total resistance in series and parallel circuits, describe what happens to the voltage across each component in a series circuit, and then evaluate the advantages of parallel circuits and series circuits. Inv Analysis of Circuits pp Students build a network circuit and determine the total resistance of a three-element resistor network circuit. Inv Electric Power, AC, and DC Electricity pp Students calculate power in a DC circuit when given the current and voltage, then rank various household appliances by the amount of power they use. Students estimate the cost per month of using a common household appliance. Inv Electric Charge pp Students use a triboelectric series to make predictions about charged objects. Inv Properties of Magnets pp Students investigate magnetism using magnets and a compass. Students explore how electricity and magnetism are related. Inv Electric Current and Magnetism pp Students build an electromagnet and explain how electric current affects the strength of the magnetic field in an electromagnet. Inv Electromagnets and the Electric Motor pp Students build a working electric motor and demonstrate how permanent magnets and electromagnets interact and cause a motor to spin. Students measure the current and voltage of a motor. Inv Electromagnetic Induction pp Students collaborate to build and test several electric generator designs, then use Faraday s law of induction to explain why the amount of electricity generated depends on the speed and number of magnets in the generator. Page 16 of 43

17 Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 9 12 builds on K 8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly Series and Parallel Circuits, Part 3 evaluate the circuit Electric Power, AC, and DC Electricity Coulomb s Law Cont d 180 Properties of Magnets, Part 2 evaluate precision of measured distances 185 The Magnetic Field of the Earth, Part 3 researching the the effects of magnetic declination, Part 5, assessing the limitations of a magnetic compass PS2.B: Types of Interactions Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. 447 Force between charges, practice box 455 Capacitance, sidebar practice *Online Student Problem Set # Ch21 Assessment Vocabulary #17, 20, 21; 460 Problem #3 *Online Student Problem Set # Ch22 Assessment Concepts #3, 9; 476 Problem #6 *Online Simulation: Paramagnetism, Electromagnetic Induction *Online Student Problem Set 23 Ch23 Assessment Vocabulary #3, 7, 10, 13, Concept #1, 5-13; 497 Concept #17-21, Problem #2-6; 498 Problem #8,9 Apply # Electromagnetic Induction PS3.A: Definitions of Energy Electrical energy may mean energy stored in a battery or energy transmitted by electric currents Current and Voltage Electrical Resistance and Ohm s Law Series and Parallel Circuits Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects Ch21 Connection: Rival Projector Technologies 460 Ch21 Assessment Apply # Ch22 Connection: Magnetic Resonance Imaging 475 Ch22 Assessment Concepts #4, 5, 13, 16, 17; 476 Problem #1, 4, 5, 7; Apply #1, Ch23 Connection: Trains that float by Magnetic Levitation 496 Ch23 Assessment Concept #1, 3, 5, 7, 12; 497 Concept #17, 19-21, Problem #6; 498 Problem #8, Apply # Electric Charge, Part 4 research benefits and negative effects of electrostatic interactions Page 17 of 43

18 Analysis of Circuits Electric Power, AC, and DC Electricity Page 18 of 43

19 HS Energy Students who demonstrate understanding can: HS Physics HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. *[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] Ch1 The Science of Physics pp2-26. Students use the ideas of energy and electric current to explain how a battery lights a bulb, how there can be many forces acting on an object that is not moving, and the physical differences, other than color, between blue light and red light. Students give examples of an oscillator and a wave. Students distinguish between hot matter and cold matter and between matter and energy. Ch10 Work and Energy pp Student calculate the work done in joules for situations involving force and distance. Give examples of energy and transformation of energy from one form to another. Calculate potential and kinetic energy. Apply the law of energy conservation to systems involving potential and kinetic energy. Ch11 Energy Flow and Power pp Students give an example of a process and the efficiency of a process and then calculate the efficiency of a mechanical system from energy and work. Students evaluate power requirements from considerations of force, mass, speed, and energy. Students give examples, sketch energy flow diagrams and calculate power as it pertains technological, natural, and biological systems. Inv. 1.1 Physics and Energy pp1-2 Students charge and discharge a capacitor, which is like a battery and then investigate how quickly a battery gains or loses energy. Students create an explanation for how a battery functions. Inv Machines and Mechanical Energy pp Students build a simple machine that multiplies force and identify input and output forces. Students determine the mechanical advantage of different pulley setups. Inv Work pp Students build a simple machine that multiplies force, and then measure, calculate, and compare input and output forces and distances for different pulley setups. Students explore the relationship between work and energy. Inv Energy and Conservation of Energy pp Students design an experiment to test a hypothesis about how the marble s energy changes as it moves along a loop track. Students use the law of conservation of energy to predict the minimum release height the marble needs to successfully complete the loop, and the marble s velocity at the top of the loop when released from the track peg. Page 19 of 43

20 Inv Efficiency pp Students calculate the kinetic and potential energy of the Energy Car at the top and bottom of the SmartTrack and then compare results from cars of different masses. Students determine the efficiency of the SmartTrack. Inv Energy and Power pp Students calculate their own work and power output while lifting an object and then compare their power output with that of a common electric light bulb. Students distinguish between energy and power. Inv Energy Flow in Systems p86. Students follow sequences and sketch energy flow diagrams in which energy changes form in technical, natural, and biological systems. Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Create a computational model or simulation of a phenomenon, designed device, process, or system. *Online Simulation: The Three Classes of Levers, Kinetic and Potential Energy, Action- Reaction, Hooke s Law and Springs, Linear Speed of a Rolling Wheel Machines and Mechanical Energy, Part 5 PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. *Online Student Section Review 1.1 *Online Student Problem Set 1 29 Ch1 Assessment Vocabulary #15, 17, 24-26; 30 Concept #7, 13, 18, Problem #1, #6 225 Calculate the efficiency of a rubber band sidebar practice Work and Energy, Part Efficiency, Part 3 Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models Ch11 Connection: Energy from Ocean Tides Ch11 Assessment Concept #3; 241 Concept #14, 15; 242 Concept #9 260 Ch12 Assessment Concept#9 282 Ch13 Assessment Problem # Ch14 Connection: Freak Waves 609 Ch28 Assessment Vocabulary # Ch29 Assessment Vocabulary # Machines and Mechanical Energy, Part Work and Energy, Part Efficiency, Part Energy and Power, Part 2 Page 20 of 43

21 77-79 Energy and Conservation of Energy, Part Electric Circuit Game PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. *Online Student Problem Set 10 *Online Student Section Review Ch10 Connection: Hydroelectric Power 222 Ch10 Assessment Concept #9-12; Problem #7-8, Apply # Work, Part Efficiency, Part 4 86 Energy Flow in Systems Cont d Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. *Online Student Section Review *Online Student Problem Set Ch 10 Connection: Hydroelectric Power 221 Ch10 Assessment Concept #8, 13; 222 Apply # Ch11 Connection: Energy from Ocean Tides Machines and Mechanical Energy, Part Work, Part 5 Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes the universe is a vast single system in which basic laws are consistent. 29 Ch1 Assessment Vocabulary #12-14,16, 22, 23, 27, 28; 30 Concept # Ch11 Assessment Concept #4 259 Ch12 Assessment Vocabulary #4, Concept #6 349 Ch16 Assessment Vocabulary # Efficiency, Part 4 86 Energy Flow in Systems Page 21 of 43

22 80-82 Efficiency, Part 4 86 Energy Flow in Systems Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, and compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. *Online Student Problem Set How a lever works, practice box 209 Work done against gravity, practice box 213 Potential energy, practice box 215 Kinetic energy, practice box *Online Student Problem Set Machines and Mechanical Energy, Part 4b, 5a Work, Part Energy and Conservation of Energy, Part 1b, 2bc, 4abe Efficiency, Part 2 Step 7, Part Energy and Power, Part 1 Step 4-5, Part 3 Step 5-6, Part 4 cd 86 Energy Flow in Systems The availability of energy limits what can occur in any system. 281 Ch13 Assessment Concept # Physics of Energy, Part Conservation of Energy, Part 4 Page 22 of 43

23 HS Energy Students who demonstrate understanding can: HS Physics HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). *[Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] Ch1 The Science of Physics pp2-26. Students use the ideas of energy and electric current to explain how a battery lights a bulb, how there can be many forces acting on an object that is not moving, and the physical differences, other than color, between blue light and red light. Students differentiate between hot matter and cold matter and between matter and energy. Ch10 Work and Energy pp Student calculate the work done in joules for situations involving force and distance. Give examples of energy and transformation of energy from one form to another. Calculate potential and kinetic energy. Apply the law of energy conservation to systems involving potential and kinetic energy. Ch11 Energy Flow and Power pp Students give an example of a process and the efficiency of a process and then calculate the efficiency of a mechanical system from energy and work. Students evaluate power requirements from considerations of force, mass, speed, and energy. Students give examples, sketch energy flow diagrams and calculate power as it pertains technological, natural, and biological systems. Ch25 Energy, Matter, and Atoms pp Students describe the relationship between atoms and matter and the phases of matter and explain solid, liquid, and gas in terms of energy and atoms. Students distinguish between elements, compounds, and mixtures. Students describe temperature in terms of the kinetic energy of particles and as convert temperatures between Fahrenheit, Celsius, and Kelvin scales and the theoretical basis for absolute zero. Students describe the phases of matter and explain solid, liquid, and gas in terms of energy and atoms and the concepts of heat and thermal energy and apply them to real-life systems. Students perform basic calculations with specific heat. Ch27 The Physical Properties of Matter pp Students distinguish between the states of matter and apply various mathematical models to explain the behavior of matter in various shapes and forms. Page 23 of 43

24 Ch28 Inside the Atom pp The structure of the atom and the relative strengths of the forces between the subatomic particles is related to chemical reactivity. Patterns in the chemical reactivity of elements, and the properties of elements and energy levels of the elements can be predicted by their placement in the table. Students describe quantum states and the major developments in quantum theory and identify the scientists associated with each, and then explain quantum theory as it relates to light and electrons. Students distinguish between principles in classical physics versus those explained by quantum physics. Inv. 1.1 Physics and Energy pp1-2. Students charge and discharge a capacitor, which is like a battery and then investigate how quickly a battery gains or loses energy. Students create an explanation for how a battery functions. Inv Energy and Conservation of Energy pp Students design an experiment to test a hypothesis about how the marble s energy changes as it moves along a loop track. Students use the law of conservation of energy to predict the minimum release height the marble needs to successfully complete the loop, and the marble s velocity at the top of the loop when released from the track peg. Inv Efficiency pp Students calculate the kinetic and potential energy of the Energy Car at the top and bottom of the SmartTrack and then compare results from cars of different masses. Students determine the efficiency of the SmartTrack. Inv Energy and Power pp Students calculate their own work and power output while lifting an object and then compare their power output with that of a common electric light bulb. Students distinguish between energy and power. Inv Energy Flow in Systems p86. Students follow sequences and sketch energy flow diagrams in which energy changes form in technical, natural, and biological systems. Inv Temperature and the Phases of Matter pp Students create and analyze the heating and cooling curves for cetyl alcohol, and determine the melting/freezing point. Inv The Specific Heat of a Metal pp Students use a calorimeter, the specific heat of water, and the law of conservation of energy to determine the specific heat of an aluminum sample and two unknown metal samples. Inv Properties of Gases pp Students measure the mass of a volume of a sample of air and determine the relationship between mass, density, and pressure for their sample. Students model the relationship between pressure and temperature for a sample of air. Inv Electrons and Quantum States pp Students model how atoms absorb and emit certain colors of light while playing a game called Photons and Lasers. Inv The Quantum Theory pp Students show how a vibrating string has similar properties to a quantum system. Page 24 of 43

25 Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. *Online Simulation: Atoms in a Gas, Atoms in a Liquid, Atoms in a Solid, Potential and Kinetic Energy, Work and Energy Example: Paper Plane, Pendulum cycle, Position vs. Time Graph of a Pendulum 30 Ch1 Assessment Problem #4 55 Ch2 Assessment Concept #16 75 Ch3 Assessment Concept #5; 76 Problem #6; 77 Problem # Ch4 Assessment Concept #2, 5-7; 97 Problem #2, 6; 98 Problem # Ch5 Assessment Problem #1, 11, Ch6 Assessment Vocabulary # Ch7 Assessment Vocabulary # 14; 164 Concept #7 197 Ch9 Assessment Concept #8, 18, Problem #1; 198 Problem #5, 6, 10, Apply #8 261 Ch12 Assessment Problem #11; 262 Apply#1; Concept #6, Problem #1, 2, 4; 282 Problem# 6, 7, Ch14 Assessment Problem #6; 306 Problem #7, 8, 10 PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. *Online Content Video: Temperature and Heat *Online Student Problem Set 1 29 Ch1 Assessment Concept #1, 2, 30 Concept #4, 5, 7, 12, 13, Problem #6 *Online Student Problem Set Ch10 Assessment Vocabulary #17-28; 221 Concept # Energy and Conservation of Energy Efficiency 86 Energy Flow in Systems Properties of Gases, Part 2g At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. *Online Simulation: Frequencies of Voices, Constructive vs. Destructive Interference; The Subtractive Primary Colors 1-2 Physics and Energy, Part Energy and Power, Part 2d Energy and Matter Energy cannot be created or destroyed only moves between one place and another place, between objects and/or fields, or between systems. *Online Simulation: The Water Cycle 229 Energy and Power practice box 231 Power in Human Technology practice box 233 Power in Biological Systems practice box 86 Energy Flow in Systems Page 25 of 43

26 281 Ch13 Assessment Concept #15, 17, Problem #4; 282 Apply #3 330 Ch15 Assessment Problem # Ch21 Assessment Concept #5, Temperature and the Phases of Matter, Part 3, Part The Specific Heat of a Metal, Part Electrons and the Quantum States These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases, the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. *Online Student Problem Set Changing from solid to liquid sidebar practice 532 Changing from liquid to gas practice box 536 Specific heat practice box 586 Ch27 Assessment Concept #18 *Online Student Problem Set Applications of radioactivity sidebar practice Temperature and the Phases of Matter, Part 6de The Specific Heat of a Metal Electrons and Quantum States The Quantum Theory, Part 2 Page 26 of 43

27 HS Energy Students who demonstrate understanding can: HS Physics HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. *[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] Ch19 Electricity pp Students distinguish between current and voltage. Students describe the connection between voltage, current, energy, and power, and the function of a battery in a circuit. Students measure current, voltage, and resistance with a multimeter and calculate the current in a circuit using Ohm s law. Students draw and interpret a circuit diagram with wires, a battery, a bulb, and a switch, and then give examples and applications of conductors, insulators, and semiconductors. Ch23 Electricity and Magnetism pp Students explain the relationship between electric current and magnetism, the concept of commutation as it relates to an electric motor, and how the concept of magnetic flux applies to generating electric current using Faraday s law of induction. escribe and construct a simple electromagnet. Using the right-hand rule, students predict the direction of the force on a moving charge or current carrying wire, and demonstrate three ways to increase the current from an electric generator. Ch24 Electronics pp Students describe how a diode and a transistor work in terms of current and voltage and the relationship between inputs and outputs of the four basic logic gates. Students distinguish between a p-type and an n-type semiconductor. Students construct a half-wave rectifier circuit with a diode, a transistor switch, and an adding circuit with logic gates. Inv Electric Circuits pp Students construct simple electric circuits, draw circuit diagrams using electrical symbols, and distinguish between open, closed, and short circuits. Inv Current and Voltage pp Students measure the current when the resistance is changed, analyze a current versus voltage graph to determine a relationship between voltage, current, and resistance, then use Ohm s law to predict voltage, current, or resistance when two of three variables are known. Inv Electrical Resistance and Ohm s Law pp Students build test circuits, learn to measure electric current and voltage with a multimeter, compare current in circuits with one or two bulbs and with one or two batteries. Inv Electric Current and Magnetism pp Page 27 of 43

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