Program of Study. Physics 1. M. Hannum, J. Rose, A. Smith TJHSST. Physics 1 Page 1

Transcription

1 Program of Study Physics 1 M. Hannum, J. Rose, A. Smith TJHSST Physics 1 Page 1

2 Course Selection Guide Description for 2011/2012: Course Title: Physics 1 Grade Level(s): 11 Unit of Credit: 1.0 Prerequisite: Chemistry 1 Course Description: Physics 1 is a non-calculus based conceptually and mathematically rigorous first year university preparatory course. Laboratory-centered, the course exposes students to methods of scientific inquiry and elementary error analysis. Course design requires students to develop a solid background in the conceptual basis of physics as well strong critical thinking and problem solving skills. The course is a comprehensive treatment of the topics of mechanics, electricity and magnetism, and waves and oscillations. When time allows, other topics in thermodynamics or modern physics may be treated on an instructor-specific basis. Physics 1 Page 2

3 Course Syllabus: Physics deals with the behavior of matter and energy. It is often divided into the topics of mechanics, thermal physics, waves and light, electricity and magnetism, and modern physics. The study of mechanics has several subtopics: kinematics; dynamics; momentum; and energy. Kinematics deals with the broad question of describing how objects move while dynamics explains why objects move and interact; momentum and energy are conserved quantities that are especially important in the analysis of systems of particles. Thermal physics extends the concepts developed in mechanics to the study of heat and the transfer of energy in and between various systems. The study of waves includes water, sound, and light in addition to the properties of optical instruments typically associated with light. The electricity and magnetism topic focuses on the electric and magnetic field and their interactions as well as the electrical properties of matter and simple circuits. Modern physics includes relativity, the nature of the atom and elementary particles, the interactions of the nucleus. Modern and classical physics both play fundamental roles in astrophysics and cosmology. The physics course treats all of these topics, some in significantly more depth than others. The first semester of the year will be devoted almost entirely to mechanics. Electricity and magnetism consume a large portion of the third quarter. Light and waves occupy most of the remaining time allowing a brief introduction to modern physics. A university preparatory course, Physics 1 is mathematically and conceptually rigorous. It will help you develop problem formulation and problem solving skills vital to your success at a four-year college or university. After successfully completing this course, you should feel confident of your success upon entering a freshman physics course at any university. Grading Grades are computed quarterly using a total-points method. The assessment types used and their approximate grade weightings are as follows: Homework (including quizzes) per quarter 25% ± 5% Laboratory Experiments and Lab Reports 5-10 per quarter 25% ± 5% Unit Tests 2-3 per quarter 40% ± 5% Other 10% ± 5% Unit tests, jointly developed by the TJ Physics 1 Instructional Group, will always be announced at least one week in advance (see the relevant Calendar). When necessary, tests and quizzes will be scaled. Scaling will be used to maintain an appropriate mean score on any test or quiz. Scales will be announced when papers are returned. Problem sets (homework) consisting of 10 to 12 problems will be assigned each week. There may also be special problems from time to time. Problem sets require that you budget your time; you may be unable to complete them in a single evening. Do a few problems and/or questions each night. Expect to spend 30 to 45 minutes per night at a minimum, five nights per week, on the problem sets. [See the sections on WORKING IN GROUPS and the HONOR CODE below.] Homework quizzes, administered at the beginning of class, will consist of one problem chosen at random from the current problem set, often with some small modification. Physics 1 Page 3

4 A number of laboratory activities will be performed each quarter. All of these will be recorded in a laboratory notebook (see Materials and Supplies, below). Some labs will require a formal lab report, others will not. These reports will be written according to specific guidelines and graded using a scoring rubric. There will be several lab quizzes each quarter. Together, the lab notebook, lab reports, and the lab quizzes will comprise the lab grade. Other assignments may include retro problems (designed to remind you of previous learning) perhaps done in groups, special problems that are not being worked by other Physics 1 students, Excel spreadsheet assignments, and surprise notebook (lab or homework) checks. Extra credit opportunities are rare events in Physics 1. When announced, it will be academically relevant to the course and all students will have the same opportunity. Please note that extra credit cannot raise your grade for any grading period by more than one third of a letter grade. (e.g. B to B+ or B+ to A-) The final grade for the course will be determined using the four quarter grades and a final exam grade. The numerical quarter grades will be used to compute the average; e.g., 84.67%, not B, and 91.20%, not A-. The final exam grade is composed of two semester exams, and is jointly developed by the TJ Physics 1 Instructional Group. [Note: The first semester grade will include the first semester exam grade.] Four quarter grades at 20% each = 80% of final course grade Two semester exams at 10% each = 20% of final course grade Materials and Supplies A number of items will be used on a regular, if not daily, basis in your physics class. With the exception of the lab notebook, each student is expected to provide the equipment and supplies listed below, and bring them to class daily. Lab notebook. You will be required to use a National Brand Laboratory Research Notebook, item Number ($8.00). These have been ordered for you and will be available on the first day of class. Graphing calculator (TI-83 Plus, TI-83 Plus Silver, TI-84, or TI 89) One bound composition book for homework, filled with quad-ruled graph paper, e.g. National Brand or equivalent. #2 pencil(s) and black pen(s) A supply of loose leaf paper Attendance and Make-up Work Students are expected to attend class every day. This includes arriving on time. In this course, FCPS attendance policy will be rigorously adhered to. [See the document High School Teachers Guide: Grading and Reporting to Parents, available in the TJ office.] Students who are absent are responsible for making-up the work missed. Absences DO NOT excuse students from completing any course work. Upon returning to class, students should: Physics 1 Page 4

5 1. Consult the appropriate calendar 2. Get lecture notes from a classmate 3. Make arrangements to do any make-up work Physics 1 Page 5

6 Program of Study Science Curriculum Physics Physics 1 introduces the central concepts of physics, including kinematics, dynamics, the conservation laws (mass, energy, and momentum), electricity and magnetism, and waves. This laboratory-centered course utilizes an approach that is inductive and mathematical as well as conceptual. Last Updated: 06/18/12 Key: S: Essential P: Expected T: Extended [ ]: TJHSST PoS ( ): FCPS PoS (where different) (-): TJHSST-unique SCI.PH Standard 1 Essential PLAN AND CONDUCT INVESTIGATIONS USING EXPERIMENTAL & PRODUCT DESIGN The student will plan and conduct investigations using experimental design and product design processes. Strand/Org Topic: Systems, Order and Organization, Evidence, Models and Explanation, Science as Inquiry Essential Understandings: The concepts developed in this standard include the following: Appropriate instruments are used to measure position, time, mass, force, volume, temperature, motion, fields, electric current, and potential. No measurement is complete without a statement about its uncertainty. Experimental records, including experimental diagrams, data, and procedures, are kept concurrently with experimentation. Tables, spreadsheets, and graphs are used to interpret, organize, and clarify experimental observations, possible explanations, and models for phenomena being observed. Accuracy is the difference between the accepted value and the measured value. Precision is the spread of repeated measurements. Results of calculations or analyses of data are reported in appropriate numbers of significant digits. Data are organized into tables and graphed when involving dependent and independent variables. Physics 1 Page 6

7 Standard 1 [S] Plan and Conduct Investigations Benchmark 1.a [S] Define the Components of a System Indicator 1.a.1 [S] Identify the applicable components of a system for analyzing and solving Indicator 1.a.2 [S] Differentiate between open and closed systems Benchmark 1.b [S] Select and Use Instruments to Extend Observations and Measurements Indicator 1.b.1 [S] Measure and record position, time, etc., using appropriate technology Indicator 1.b.2 [S] Use lab equipment safely and appropriately Benchmark 1.c [S] Record and Present Information in an Organized Format Indicator 1.c.1 [S] Create graphs, charts, and tables to communicate experimental results Indicator 1.c.2 [S] Formulate and implement a procedure for testing hypotheses Indicator 1.c.3 [P] Synthesize various points of view from group members Indicator 1.c.4 [P] Debate theories and ideas with peers in group discussions Indicator 1.c.5 [P] Collaborate with peers to design presentations Indicator 1.c.6 [S] (-) Maintain a notebook documenting and recording lab activities Benchmark 1.d [S] Recognize the Limitations of the Experimental Apparatus and Design Indicator 1.d.1 [S] Distinguish dependent and independent variables, constants, controls Indicator 1.d.2 [S] Analyze experimental errors qualitatively Indicator 1.d.3 [S] Recognize that no measurement is complete without its uncertainty Indicator 1.d.4 [S] Determine accuracy of measurement Indicator 1.d.5 [S] Determine precision of measurement using range or standard deviation Indicator 1.d.6 [S] (T) Determine percent error in a calculated result from experimental data Indicator 1.d.7 [T] Represent uncertainty in measurement as an error bar on a graph Benchmark 1.e [S] Recognize the Limitations of Measured Quantities Indicator 1.e.1 [S] (P) Verify the results of calculations using order of magnitude estimates Indicator 1.e.2 [S] (P) Apply rules of significant figures in measurements and calculations Indicator 1.e.3 [S] (T) Minimize errors in measurement by averaging data from multiple trials Benchmark 1.f [S] Models and Simulations are Used to Visualize and Explain Phenomena Indicator 1.f.1 [S] Use simulations to model physical phenomena Indicator 1.f.2 [T] (P) Manipulate simulation software to model scientific investigations Physics 1 Page 7

8 Benchmark 1.g [S] Use Technology to Gather and Analyze Data and Communicate Results Indicator 1.g.1 [S] Generate and analyze a graph using a computer Indicator 1.g.2 [S] Perform a lab that uses technology Indicator 1.g.3 [S] (P) Demonstrate proficiency using probeware for data collection, etc. Indicator 1.g.4 [S] (P) Discriminate computer-collected data by extracting useful data Indicator 1.g.5 [P] (T) Design presentations that employ current media technologies Indicator 1.g.6 [S] (-) Use collaborative technology (such as online document sharing) to communicate and share data SCI.PH Standard 2 Essential ANALYZE AND INTERPRET DATA The student will investigate and understand how to analyze and interpret data. Strand/Org Topic: Evidence, Models and Explanation, Science as Inquiry Essential Understandings: The concepts developed in this standard include the following: Mathematics is a tool used to model and describe phenomena. Graphing and dimensional analysis are used to reveal relationships and other important features of data. Predictions are made from trends based on the data. The shape of the curve fit to experimentally obtained data is used to determine the relationship of the plotted quantities. Not all experimental data follow a linear relationship. The area under the curve of experimentally obtained data is used to determine related physical quantities. Not all quantities add arithmetically. Some must be combined using trigonometry. These quantities are known as vectors. Physical phenomena or events can often be described in mathematical terms (as an equation or inequality). Standard 2 [S] Analyze and Interpret Data Benchmark 2.a [S] Translate a Physical Problem Into a Mathematical Statement Indicator 2.a.1 [S] Use equations or inequalities to model physical phenomena or events Indicator 2.a.2 [S] Use dimensional analysis in analyzing data and solving problems Indicator 2.a.3 [S] Use dimensional analysis to verify appropriate units Indicator 2.a.4 [S] (P) Provide a mathematical rationale for a conclusion Physics 1 Page 8

9 Benchmark 2.b [S] Determine Relationships by Using the Shape of a Curve Through Data Indicator 2.b.1 [S] Use graphical depictions to describe physical phenomena Indicator 2.b.2 [S] Interpret and explain graphs to describe the motion of objects Indicator 2.b.3 [S] Explain math relationships between quantities using graphical analysis Indicator 2.b.4 [S] (T) Develop a linear graph and function from non-linear data Benchmark 2.c [S] Calculate the Slope of a Linear Relationship Indicator 2.c.1 [S] Calculate the slope of a linear relationship with appropriate units Indicator 2.c.2 [S] Develop mathematical models to explain experimental results Indicator 2.c.3 [S] (T) Explain the significance of the y intercept Benchmark 2.d [S] Use Interpolated, Extrapolated, and Analyzed Trends to Make Predictions Indicator 2.d.1 [S] Make predictions using interpolation/extrapolation/analysis of data Indicator 2.d.2 [S] (T) Make predictions using the area under a curve Benchmark 2.e [S] Analyze Systems Using Vector Quantities Indicator 2.e.1 [S] Use vectors to describe physical quantities and their interactions Indicator 2.e.2 [S] Solve vector algebra problems using trigonometric & graphical methods Indicator 2.e.3 [S] (T) Represent an object s motion by drawing vector diagrams Indicator 2.e.4 [S] (-) Perform all vector calculations using unit vector notation Indicator 2.e.5 [S] (-) Apply the dot (scalar) product of two vectors to the concepts of work and energy Indicator 2.e.6 [S] (-) Apply the cross (vector) product of two vectors to magnetic fields and forces Physics 1 Page 9

10 SCI.PH Standard 3 Essential UNDERSTAND THE NATURE OF SCIENCE, SCIENTIFIC REASONING, AND LOGIC The student will investigate and demonstrate an understanding of the nature of science, scientific reasoning, and logic. Strand/Org Topic: Evidence, Models and Explanation, Science as Inquiry Essential Understandings: The concepts developed in this standard include the following: The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts a) the natural world is understandable; b) science is based on evidence - both observational and experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data are collected; e) science is a complex social endeavor; and f) scientists try to remain objective and engage in peer review to help avoid bias. Experimentation may support a hypothesis, falsify it, or lead to new discoveries. The hypothesis may be modified based upon data and analysis. A careful study of prior reported research is a basis for the formation of a research hypothesis. A theory is a comprehensive and effective explanation, which is well supported by experimentation and observation, of a set of phenomena. Science is a human endeavor relying on human qualities, such as reasoning, insight, energy, skill, and creativity as well as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. Standard 3 [S] Understand the Nature of Science, Scientific Reasoning, and Logic Benchmark 3.a [S] Analyze Scientific Sources to Develop and Refine Research Hypotheses Indicator 3.a.1 [S] Critique & summarize a scientific article using logical argumentation Indicator 3.a.2 [S] Identify a current research subject in physics; explain its importance Indicator 3.a.3 [S] Analyze scientific sources to develop and refine research hypotheses Indicator 3.a.4 [T] Evaluate research topic limitations and propose additional questions Benchmark 3.b [S] Analyze How Science Explains and Predicts Relationships Indicator 3.b.1 [S] Analyze data to identify trends and relationships Benchmark 3.c [S] Evaluate Evidence for Scientific Theories Physics 1 Page 10

11 Indicator 3.c.1 [S] Defend a scientific theory using sound logic based on scientific data Benchmark 3.d [S] Examine the Effects of New Discoveries on Theories & New Paradigms Indicator 3.d.1 [S] Identify examples of a paradigm shift Indicator 3.d.2 [S] Cite sources used in conducting investigations Indicator 3.d.3 [S] Distinguish between scientific law and scientific theory Indicator 3.d.4 [S] (P) Review & revise procedures while conducting a scientific investigation Indicator 3.d.5 [P] Understand the contributions of Copernicus, Brahe, Kepler, etc. Indicator 3.d.6 [P] Evaluate the impact of new scientific discoveries on existing theories Indicator 3.d.7 [P] Trace the development of physical science: ancient cultures to present Indicator 3.d.8 [T] Explain the reasons for the quest to develop a Grand Unified Theory Indicator 3.d.9 [T] Discuss the achievements of the space program Indicator 3.d.10 [T] Analyze and evaluate peer research proposals Benchmark 3.e [S] Construct and Defend a Scientific Viewpoint Indicator 3.e.1 [S] Explain the interaction between human nature and the scientific process Indicator 3.e.2 [S] Write and present a formal lab report Indicator 3.e.3 [S] Write a logical conclusion that is supported by experimental evidence Indicator 3.e.4 [P] Compare and contrast science and pseudoscience Indicator 3.e.5 [P] Evaluate what constitutes a valid scientific conclusion Indicator 3.e.6 [P] (T) Share experimental results with peers for review, analysis & criticism Indicator 3.e.7 [P] (T) Discuss the significance of the error found in results Physics 1 Page 11

12 SCI.PH Standard 4 Essential UNDERSTAND HOW APPLICATIONS OF PHYSICS AFFECT THE WORLD The student will investigate and understand how applications of physics affect the world. Strand/Org Topic: Evidence, Models and Explanation, Science as Inquiry Essential Understandings: The concepts developed in this standard include the following: Discoveries in physics, both theoretical and experimental, have resulted in advancements in communication, medicine, engineering, transportation, commerce, exploration, and technology. Journals, books, the Internet, and other sources are used in order to identify key contributors and their contributions to physics as well as their impact on the real world. Standard 4 [S] Understand How Applications of Physics Affect the World Benchmark 4.a [S] Investigate and Understand Examples from the Real World Indicator 4.a.1 [S] Propose and evaluate various explanations for scientific phenomena Indicator 4.a.2 [S] Design, build and test a device to solve a real world problem Indicator 4.a.3 [P] Evaluate the influence of physics principles in understanding problems Indicator 4.a.4 [T] Create a device to model a physical system Indicator 4.a.5 [T] Identify a problem that can be solved using new technologies Indicator 4.a.6 [T] Evaluate the impact of satellites Benchmark 4.b [S] Explore the Roles and Contributions of Science and Technology Indicator 4.b.1 [S] Develop an awareness of real-world applications of physics Indicator 4.b.2 [S] Describe the importance of physics in advancement of various fields Indicator 4.b.3 [S] Utilize scientific information from a variety of sources Indicator 4.b.4 [S] (P) Use texts and references to gather information, conduct research, etc. Indicator 4.b.5 [P] Understand the contributions of scientists: Coulomb, Ampere, Ohm, etc. Indicator 4.b.6 [P] Distinguish between science and technology Indicator 4.b.7 [S] (P) Determine the physics principles behind various technologies Indicator 4.b.8 [P] Explain how physics is applied in visual art, music or medicine Indicator 4.b.9 [T] Identify the contributions of scientists: Becquerel, Curie, Soddy, etc. Indicator 4.b.10 [T] Evaluate the societal influences on research priorities Physics 1 Page 12

13 Indicator 4.b.11 [T] Discuss the interconnectivity of physics principles in technology SCI.PH Standard 5 Essential UNDERSTAND INTERRELATIONSHIPS AMONG MASS, DISTANCE, FORCE, AND TIME The student will investigate and understand the interrelationships among mass, distance, force, and time through mathematical and experimental processes. Strand/Org Topic: Evidence, Models and Explanation, Constancy, Change and Measurement Essential Understandings: The concepts developed in this standard include the following: Newton's three laws of motion are the basis for understanding the mechanical universe. Linear motion graphs include - displacement (d) vs. time (t) - velocity (v) vs. time (t) - acceleration (a) vs. time (t) Position, displacement, velocity, and acceleration are vector quantities. Motion is described in terms of position, displacement, time, velocity, and acceleration. Velocity is the change in displacement divided by the change in time. A straightline, position-time graph indicates constant velocity. The slope of a displacement-time graph is the velocity. Forces are interactions that can cause objects to accelerate. When one object exerts a force on a second object, the second exerts a force on the first that is equal in magnitude but opposite in direction. An object with no net force acting on it is stationary or moves with constant velocity. Acceleration is the change in velocity divided by the change in time. A straightline, velocity-time graph indicates constant acceleration. A horizontal-line, velocity-time graph indicates zero acceleration. The slope of a velocity-time graph is the acceleration. The acceleration of a body is directly proportional to the net force on it and inversely proportional to its mass. In a uniform vertical gravitational field with negligible air resistance, horizontal and vertical components of the motion of a projectile are independent of one another with constant horizontal velocity and constant vertical acceleration. An object moving along a circular path with a constant speed experiences an acceleration directed toward the center of the circle. Physics 1 Page 13

14 The force that causes an object to move in a circular path is directed centripetally, toward the center of the circle. The object's inertia is sometimes falsely characterized as a centrifugal or outward-directed force. Weight is the gravitational force acting on a body. Newton's Law of Universal Gravitation can be used to determine the force between objects separated by a known distance, and describes the force that determines the motion of celestial objects. The total force on a body can be represented as a vector sum of constituent forces. For a constant force acting on an object, the impulse by that force is the product of the force and the time the object experiences the force. The impulse also equals the change in momentum of the object. Work is the mechanical transfer of energy to or from a system and is the product of a force at the point of application and the parallel component of the object's displacement. The net work on a system equals its change in velocity. Forces within a system transform energy from one form to another with no change in the system's total energy. For a constant force acting on an object, the work done by that force is the product of the force and the distance the object moves in the direction of the force. The net work performed on an object equals its change in kinetic energy. (Note - This bullet has been modified from the state's Curriculum Framework to reflect correct information.) Power is the rate of doing work. Standard 5 [S] Understand the Interrelationships Among Mass, Distance, Force and Time Benchmark 5.a [S] Inverstigate and Understand Linear Motion Indicator 5.a.1 [S] Analyze the motion of objects undergoing constant acceleration Indicator 5.a.2 [S] Distinguish between average and instantaneous velocity Indicator 5.a.3 [S] (T) Predict motion of objects & forces from different frames of reference Benchmark 5.b [S] Investigate and Understand Uniform Circular Motion Indicator 5.b.1 [S] Distinguish between centripetal and centrifugal force Indicator 5.b.2 [S] Explore the relationships between radius, force, speed & acceleration Indicator 5.b.3 [S] (T) Analyze situations where the centripetal force is a component of another force Benchmark 5.c [S] Investigate and Understand Projectile Motion Indicator 5.c.1 [S] Apply the force of gravity to study free-fall and projectile motion Indicator 5.c.2 [S] Describe independence of horizontal & vertical motion of a projectile Indicator 5.c.3 [S] Analyze projectile motion to solve for range, height & time of flight Indicator 5.c.4 [S] (T) Analyze projectiles launched at an angle Benchmark 5.d [S] Investigate and Understand Newton's Laws of Motion Physics 1 Page 14

15 Indicator 5.d.1 [S] Classify forces as either contact forces or field forces Indicator 5.d.2 [S] Explain the effect of the force of friction on the motion of objects Indicator 5.d.3 [S] Apply Newton s laws of motion to analyze the effects of applied forces Indicator 5.d.4 [S] Understand the importance of Newton s Three Laws of Motion Indicator 5.d.5 [S] (T) Solve problems involving forces with vertical and horizontal components Indicator 5.d.6 [S] (T) Analyze a system with multiple masses Benchmark 5.e [S] Investigate and Understand gravitation Indicator 5.e.1 [S] Calculate the gravitational force between two objects Indicator 5.e.2 [S] Using the concept of gravitational field, distinguish mass vs. weight Indicator 5.e.3 [S] (T) Calculate the gravitational potential at a given distance from a mass Indicator 5.e.4 [S] (T) Describe the gradient of the potential Benchmark 5.f [S] Investigate and Understand Planetary Motion Indicator 5.f.1 [S] (T) Combine universal gravitational & centripetal force to solve problems Indicator 5.f.2 [T] Investigate the interactions of planetary systems using software Benchmark 5.g [S] Investigate and Understand Work, Power and Energy Indicator 5.g.1 [S] Calculate work done on a body & the power generated by applied force Indicator 5.g.2 [S] Formulate the relationship between power, energy, and time Indicator 5.g.3 [S] (T) Apply the work-energy theorem in solving problems Indicator 5.g.4 [S] (T) Calculate the work done by a non-constant force SCI.PH Standard 6 Essential UNDERSTAND THE CONSERVATION OF MASS, ENERGY, MOMENTUM, AND CHARGE The student will investigate and understand that quantities including mass, energy, momentum, and charge are conserved. Strand/Org Topic: Evidence, Models and Explanation, Constancy, Change and Measurement Essential Understandings: The concepts developed in this standard include the following: Kinetic energy is the energy of motion. Potential energy is the energy due to an object s position or state. Total energy and momentum are conserved. Physics 1 Page 15

16 For elastic collisions, total momentum and total kinetic energy are conserved. For inelastic collisions, total momentum is conserved and some kinetic energy is transformed to other forms of energy. Electrical charge moves through electrical circuits and is conserved. In some systems the conservation of mass and energy must take into account the principle of mass/energy equivalence. Standard 6 [S] Understand the Conservation of Mass, Energy, Momentum, and Charge Benchmark 6.a [S] Investigate and Understand Kinetic and Potential Energy Indicator 6.a.1 [S] Analyze the interaction of objects in a closed system Indicator 6.a.2 [S] Understand when mechanical energy is a conserved quantity Benchmark 6.b [S] Investigate and Understand elastic and inelastic collisions Indicator 6.b.1 [S] Provide and explain examples showing linear momentum is mass times velocity Indicator 6.b.2 [S] Use collisions to analyze the interaction of objects in closed systems Indicator 6.b.3 [S] (T) Use collisions and explosions to analyze the interaction of objects Indicator 6.b.4 [S] (T) Derive the impulse-change in momentum theorem from Newton s Second Law Indicator 6.b.5 [S] (T) Analyze a force-time graph to determine impulse. Benchmark 6.c [S] Investigate and Understand Mass-Energy Equivalence Indicator 6.c.1 [S] Understand mass-energy equivalence Indicator 6.c.2 [T] Understand when to apply the principle of mass-energy equivalence SCI.PH Standard 7 Essential UNDERSTAND THAT ENERGY CAN BE TRANSFERRED AND TRANSFORMED The student will investigate and understand that energy can be transferred and transformed to provide usable work. Strand/Org Topic: Evidence, Models and Explanation, Constancy, Change and Measurement Essential Understandings: The concepts developed in this standard include the following: Energy can be transformed from one form to another. Efficiency is the ratio of output work to input work. Standard 7 [S] Understand that Energy Can Be Transferred and Transformed Benchmark 7.a [S] Understand the Transfer and Storage of Energy Among Systems Indicator 7.a.1 [S] Compare and contrast electric energy transfer properties Indicator 7.a.2 [S] Distinguish between various types of energy Physics 1 Page 16

17 Indicator 7.a.3 [P] (T) Analyze the energy and momentum transfers in an open system Indicator 7.a.4 [T] Explain heat flow & entropy in terms of the 2nd Law of Thermodynamics Indicator 7.a.5 [T] Define heat and distinguish between heat and temperature Indicator 7.a.6 [T] Use the kinetic theory to predict quantitative relationships Benchmark 7.b [S] Investigate and Understand the Efficiency of Systems Indicator 7.b.1 [S] Analyze interactions in which energy is NOT conserved Indicator 7.b.2 [S] Use real world examples to evaluate energy transformations Indicator 7.b.3 [P] (T) Apply the 1st Law of Thermodynamics to analyze energy transformations SCI.PH Standard 8 Essential INVESTIGATE AND UNDERSTAND WAVE PHENOMENA The student will investigate and understand wave phenomena. Strand/Org Topic: Evidence, Models and Explanation Essential Understandings: The concepts developed in this standard include the following: Mechanical waves transport energy as a traveling disturbance in a medium. In a transverse wave, particles of the medium oscillate in a direction perpendicular to the direction the wave travels. In a longitudinal wave, particles of the medium oscillate in a direction parallel to the direction the wave travels. Wave velocity equals the product of the frequency and the wavelength. For small angles of oscillation, a pendulum exhibits simple harmonic motion. Frequency and period are reciprocals of each other. Waves are reflected and transmitted when they encounter a change in medium or a boundary. The overlapping of two or more waves results in constructive or destructive interference. When source and observer are in relative motion, a shift in frequency occurs (Doppler effect). Sound is a longitudinal mechanical wave that travels through matter. Light is a transverse electromagnetic wave that can travel through matter as well as a vacuum. Reflection is the change of direction of the wave in the original medium. Refraction is the change of direction of the wave at the boundary between two media. Diffraction is the spreading of a wave around a barrier or an aperture. The pitch of a note is determined by the frequency of the sound wave. The color of light is determined by the frequency of the light wave. Physics 1 Page 17

18 As the amplitude of a sound wave increases, the loudness of the sound increases. As the amplitude of a light wave increases, the intensity of the light increases. Electromagnetic waves can be polarized by reflection or transmission. Polarizing filters allow light oriented in one direction (or component of) to pass through. Standard 8 [S] Use Models of Waves to Interpret Wave Phenomena Benchmark 8.a [S] Investigate and Understand Wave Characteristics Indicator 8.a.1 [S] Develop a wave model for mechanical energy transfer Indicator 8.a.2 [S] Explain the relationship between wavelength, wave speed, and frequency Indicator 8.a.3 [S] (T) Understand that both waves and pendulums follow Simple Harmonic Motion Indicator 8.a.4 [S] (T) Write displacement of a mechanical wave as a trigonometric function Indicator 8.a.5 [T] Predict changes in wave energy Benchmark 8.b [S] Investigate and Understand Fundamental Wave Processes Indicator 8.b.1 [S] Use the wave model to explore interference of mechanical waves Indicator 8.b.2 [S] Distinguish between superimposed waves that are in phase and those that are out of phase. Indicator 8.b.3 [S] Compare and contrast mechanical waves and electromagnetic waves Indicator 8.b.4 [S] Graphically illustrate reflection, refraction, and diffraction of a wave Indicator 8.b.5 [S] Describe the Doppler effect Indicator 8.b.6 [S] (-) Quantitatively investigate reflection, refraction, diffraction, and interference of waves in a laboratory setting. Benchmark 8.c [S] Investigate and Understand Light and Sound in Terms of Wave Models Indicator 8.c.1 [S] Compare, contrast, and illustrate transverse and longitudinal waves Indicator 8.c.2 [P] (T) Use the wave model of light to explain polarization, diffraction, etc. Indicator 8.c.3 [S] (T) Explore a system that is resonating Indicator 8.c.4 [P] (T) Investigate beat frequencies Indicator 8.c.5 [S] (-) Experimentally determine the speed of sound using resonance Physics 1 Page 18

19 SCI.PH Standard 9 Essential UNDERSTAND FREQUENCIES & WAVELENGTHS OF THE ELECTROMAGNETIC SPECTRUM 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. Strand/Org Topic: Evidence, Models and Explanation Essential Understandings: The concepts developed in this standard include the following: Frequency, wavelength, and energy vary across the entire electromagnetic spectrum. The long wavelength, low frequency portion of the electromagnetic spectrum is used for communication (e.g., radio, TV, cellular phone). Medium wavelengths (infrared) are used for heating and remote control devices. Visible light comprises a relatively narrow portion of the electromagnetic spectrum. Ultraviolet (UV) wavelengths (shorter than the visible spectrum) are ionizing radiation and can cause damage to humans. UV is responsible for sunburn, and can be used for sterilization and fluorescence. X-rays and gamma rays are the highest frequency (shortest wavelength) and are used primarily for medical purposes. These wavelengths are also ionizing radiation and can cause damage to humans. Standard 9 [S] Frequencies and Wavelengths of the Electromagnetic Spectrum Benchmark 9.a [S] Investigate and Understand the Wave/Particle Dual Nature of Light Indicator 9.a.1 [S] Understand that both wave and particle models are necessary to explain light Benchmark 9.b [S] Understand the Properties, Behaviors, and Relative Size of Electromagnetic Waves Indicator 9.b.1 [S] Analyze different electromagnetic wavelengths, frequencies & energies Benchmark 9.c [S] Understand Current Applications Based on the Respective Wavelengths Indicator 9.c.1 [S] Investigate uses of various bands of the electromagnetic spectrum Physics 1 Page 19

20 SCI.PH Standard 10 Essential USE THE FIELD CONCEPT TO DESCRIBE THE EFFECTS OF FORCES The student will investigate and understand how to use the field concept to describe the effects of gravitational, electric, and magnetic forces. Strand/Org Topic: Evidence, Models and Explanation Essential Understandings: The concepts developed in this standard include the following: The electrostatic force (Coulomb s law) can be either repulsive or attractive, depending on the sign of the charges. The gravitational force (Newton s Law of Gravitation) is always an attractive force. The force found from Newton s Law of Gravitation and in Coulomb s law is dependent on the inverse square of the distance between two objects. The interaction of two particles at a distance can be described as a two-step process that occur simultaneously: the creation of a field by one of the particles and the interaction of the field with the second particle. The force a magnetic field exerts on a moving electrical charge has a direction perpendicular to both the velocity and field directions. Its magnitude is dependent on the velocity of the charge, the magnitude of the charge, and the strength of the magnetic field. Standard 10 [S] Use the Field Concept to Decribe the Effects of Forces Benchmark 10.a [S] Investigate and Understand the Inverse Square Laws Indicator 10.a.1 [S] Explain the gravitational attractive force between two objects Indicator 10.a.2 [S] Explain the strength of an electric force Indicator 10.a.3 [S] Calculate the electrostatic force between any two charged bodies Indicator 10.a.4 [S] Calculate electrical field strength and sketch the field lines Indicator 10.a.5 [S] Compare and contrast forces between charged objects of known mass Indicator 10.a.6 [S] (T) Indentify electric fields around conductors and make comparisons Indicator 10.a.7 [S] (T) Calculate net electric field at a point from multiple charged objects Indicator 10.a.8 [S] (T) Describe the gravitational field strength (g) Indicator 10.a.9 [S] (-) Apply Newton s shell theorem to calculate gravitational field strengths Indicator 10.a.10 [S] (-) Use Gauss Law to determine electric field strength for simple geometries, and understand that the shell theorem is a special case of Gauss Law Benchmark 10.b [S] Understand the Operating Principles of Motors, Generators, etc. Physics 1 Page 20

21 Indicator 10.b.1 [S] Explain the effects of moving electric charges and of moving magnets Indicator 10.b.2 [P] (T) Create or analyze a model for magnetism to explain magnetic fields Indicator 10.b.3 [P] (T) Explain the generation of various magnetic fields Indicator 10.b.4 [S] (T) Apply the right-hand rules to predict field behavior & particle motion Indicator 10.b.5 [S] (T) Explore the voltage & current generated by a changing magnetic field Indicator 10.b.6 [P] (T) Relate the behavior of fields to explain the operation of devices Benchmark 10.c [S] (-) Investigate and Understand Relationships Between Fields, Forces, Potential, and Energy Indicator 10.c.1 [S] (-) Explore the relationship between electric field and electric potential through experimentation Indicator 10.c.2 [S] (-) Calculate the work done on an electric charge as it moves through an electric field Indicator 10.c.3 [S] (-) Calculate the work done on an electric charge as it moves between points with different electric potential Indicator 10.c.4 [S] (-) Determine the electric potential of a system of charges Indicator 10.c.5 [S] (-) Calculate the changes in gravitational potential energy of a two-body system Indicator 10.c.6 [P] (-) Calculate the changes in gravitational potential energy of a system of more than two bodies Indicator 10.c.7 [S] (-) Describe the relationship between kinetic and potential energy for circular orbits Indicator 10.c.8 [S] (-) Determine escape speed for an object launched from a planet s surface or from a circular orbit of known radius Physics 1 Page 21

22 SCI.PH Standard 11 Essential DIAGRAM, CONSTRUCT, AND ANALYZE ELECTRICAL CIRCUITS The student will investigate and understand how to diagram, construct, and analyze basic electrical circuits and explain the function of various circuit components. Strand/Org Topic: Evidence, Models and Explanation Essential Understandings: The concepts developed in this standard include the following: Current is the rate at which charge moves through a circuit element. Electric potential difference (voltage) in a circuit provides the energy that drives the current. Elements in a circuit are positioned relative to other elements either in series or parallel. According to Ohm's law, the resistance of an element equals the voltage across the element divided by the current through the element. Potential difference (voltage) is the change in electrical potential energy per unit charge across that element. The dissipated power of a circuit element equals the product of the voltage across that element and the current through that element. In a DC (direct current) circuit, the current flows in one direction, whereas in an AC (alternating current) circuit, the current switches direction several times per second (60Hz in the U.S.). Standard 11 [S] Diagram, Construct, and Analyze Electrical Circuits Benchmark 11.a [S] Investigate and Understand Ohm's Law Indicator 11.a.1 [S] Apply Ohm s Law to analyze various electric circuits Indicator 11.a.2 [S] (-) Explore the relationship between resistance and resistivity of conductors in a laboratory setting. Benchmark 11.b [S] Understand Series, Parallel, and Combined Circuits Indicator 11.b.1 [S] Combine various electrical components to construct circuit diagrams Indicator 11.b.2 [S] Calculate the effective resistance for electrical components connected Indicator 11.b.3 [S] (T) Analyze combination circuits Benchmark 11.c [S] Investigate and Understand Electric Power Indicator 11.c.1 [S] Measure and analyze current and voltage for electrical system components Indicator 11.c.2 [S] Calculate dissipated power in circuit elements Indicator 11.c.3 [S] Apply conservation of charge to explain how objects become charged Indicator 11.c.4 [S] Explain the relationships between charge, potential energy, and potential difference Physics 1 Page 22

23 Indicator 11.c.5 [S] (T) Perform a cost-analysis to determine the energy usage of circuits Indicator 11.c.6 [S] (T) Derive expressions for electrical power Indicator 11.c.7 [S] (T) Describe the concept of internal resistance of an electrical cell Benchmark 11.d [S] Investigate and Understand Alternating and Direct Currents Indicator 11.d.1 [S] Recognize how DC power and AC power are supplied Indicator 11.d.2 [P] (T) Describe practical applications of circuit design SCI.PH Standard 12 Essential UNDERSTAND THE DIFFERENCES FOR EXTREMELY LARGE OR SMALL QUANTITIES The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Strand/Org Topic: Evidence, Models and Explanation, Constancy, Change and Measurement, Science as Inquiry Essential Understandings: The concepts developed in this standard include the following: For processes that are important on the atomic scale, objects exhibit both wave characteristics (e.g., interference) as well as particle characteristics (e.g., discrete amounts and a fixed definite number of electrons per atom). Nuclear physics is the study of the interaction of the protons and neutrons in the atom s nucleus. The nuclear force binds protons and neutrons in the nucleus. Fission is the breakup of heavier nuclei to lighter nuclei. Fusion is the combination of lighter nuclei to heavier nuclei. Dramatic examples of mass-energy transformation are the fusion of hydrogen in the sun, which provides light and heat for Earth, and the fission process in nuclear reactors that provide electricity. Natural radioactivity is the spontaneous disintegration of unstable nuclei. Alpha, beta, and gamma rays are different emissions associated with radioactive decay. The special theory of relativity predicts that energy and matter can be converted into each other. Objects cannot travel faster than the speed of light. The atoms and molecules of many substances in the natural world, including most metals and minerals, bind together in regular arrays to form crystals. The structure of these crystals is important in determining the properties of these materials (appearance, hardness, etc.). Certain materials at very low temperatures exhibit the property of zero resistance called superconductivity. Physics 1 Page 23

24 Electrons in orbitals can be treated as standing waves in order to model the atomic spectrum. Quantum mechanics requires an inverse relationship between the measurable location and the measurable momentum of a particle. The more accurately one determines the position of a particle, the less accurately the momentum can be known, and vice versa. This is known as the Heisenberg uncertainty principle. Matter behaves differently at nanometer scale (size and distance) than at macroscopic scale. Standard 12 [S] Understanding the Differences for Extremely Large or Small Quantities Benchmark 12.a [S] Understand Wave/Particle Duality Indicator 12.a.1 [S] Explain & apply the wave/particle duality of light Indicator 12.a.2 [P] (T) Explain the phenomena that led to the particle/wave duality Benchmark 12.b [S] Understand Wave Properties of Matter Indicator 12.b.1 [S] Explain the electron s rotation around the nucleus as a standing wave Benchmark 12.c [S] Investigate and Understand Matter/Energy Equivalence Indicator 12.c.1 [P] (T) State and apply Einstein's mass-energy equivalence Benchmark 12.d [S] Understand Quantum Mechanics and Uncertainty Indicator 12.d.1 [S] Predict the momentum or location of a moving particle Indicator 12.d.2 [P] Understand the contributions of scientists to quantum mechanics Benchmark 12.e [S] Investigate and Understand Relativity Indicator 12.e.1 [T] Express the general and special theories of relativity Indicator 12.e.2 [P] (T) Find time dilation and length contraction Benchmark 12.f [S] Investigate and Understand Nuclear Physics Indicator 12.f.1 [S] Describe the processes of nuclear fission and nuclear fusion Indicator 12.f.2 [P] Distinguish among the four fundamental forces of nature Indicator 12.f.3 [T] Define mass defect and binding energy Indicator 12.f.4 [T] Discuss the issues faced by the developers of the atomic bomb Benchmark 12.g [S] Investigate and Understand Solid State Physics Indicator 12.g.1 [T] Explore solid state physics: semiconductors, diodes, transistors Benchmark 12.h [S] Investigate and Understand Nanotechnology Indicator 12.h.1 [S] Provide examples of technologies used to explore the nanoscale Benchmark 12.i [S] Investigate and Understand Superconductivity Indicator 12.i.1 [T] Explore the nature of superconductors and semiconductors Benchmark 12.j [S] Investigate and Understand Radioactivity Indicator 12.j.1 [S] Explain natural radioactivity Indicator 12.j.2 [T] Determine the half-life of a nucleotide from a decay curve Physics 1 Page 24