Volume 1 Student Text. 250 car crash safety

Transcription

1 Page 1 of _1A Scientific Processes 250 car crash safety 91 safety note The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: 454 safety precautions of capacitor 150 safety precautions 152 safety precautions 176 safety note 186 safety note 187 electromagnet safety 218 safety tip 226 gas pressure safety note demonstrate safe practices during laboratory and field investigations _1B Scientific Processes The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. 238 energy from ocean tides 241 using energy efficient products 333 efficiency of electric vs. fluorescent light bulbs 414 hybrid cars combine advantages of gasoline fuel and electric power 415 conversion of energy in regenerative braking 431 power and efficiency of electric cars 556 energy-efficient building application 167 find power rating of appliances and estimate cost 243 research energy used per person _2A

2 Page 2 of _2A Scientific Processes 17 the search for scientific knowledge 3 inquiry and optical illusions The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. 18 scientific theories and facts 20 learning physics through inquiry 22 the nature of scientific knowledge 462 scientists have never found single magnetic poles 582 deep water submarine Alvin application 605 the meaning of the uncertainty principle 637 areas of active research in physics 640 unresolved questions of history of universe 5 scientific evidence and sound 25 investigate the effect of gravity 29 investigate Newton s second law 32 investigate Newton s third law 38 designing an experiment 41 investigating Hooke s law 50 follow the scientific method 60 investigate law of universal gravitation 64 investigate center of gravity 641 research on future of the universe 91 investigate angular momentum 644 proof of Einstein's theory of general relativity 645 astronomers find black holes by what is around them 99 investigate resonance and its importance 109 investigate range of frequencies the ear can detect 124 investigate RGB and CMYK models of color 131 investigate Snell s law of refraction 171 investigate triboelectric charging 175 investigate Coulomb s law 193 investigate Faraday s law of induction 201 investigate and describe the four basic logic gates 227 investigate the effect of temperature on pressure _2B

3 Page 3 of _2B Scientific Processes The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. 17 hypotheses and the importance of experiments 25 putting forth ideas and then testing them 210 perpetual motion machines 345 using glow-in-the-dark plastic to demonstrate photon energy levels 445 charge by friction 50 test your prediction 57 formulate a hypothesis 59 does your experiment provide confirmation? 77 form a hypothesis 78 does this agree with your hypothesis? 91 write a hypothesis 127 do your observations support this hypothesis? _2C Scientific Processes 18 what is a scientific theory? 25 investigate the effect of gravity The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. 18 do not confuse theory with opinion 22 the nature of scientific knowledge 25 the usefulness of phlogiston theory despite being incorrect 389 speed of light did not behave as expected for Michelson and Morley 391 proof of time dilation 397 explain Thomas Young's demonstration of the wave nature of light 29 investigate Newton s second law 32 investigate Newton s third law 41 investigating Hooke s law 44 investigating vectors 60 investigate law of universal gravitation 88 investigating collisions and conservation of energy 107 investigate harmonic wave patterns 124 investigate RGB and CMYK models of color 130 investigate law of reflection 131 investigate Snell s law of refraction 175 investigate electrical forces in a penny 175 investigate Coulomb s law 193 investigate Faraday s law of induction 226 investigate the mass of a volume of gas at different pressures

4 Page 4 of _2D Scientific Processes The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: distinguish between scientific hypotheses and scientific theories. 17 hypotheses and the importance of experiments 18 what is a scientific theory? 18 do not confuse theory with opinion 25 putting forth ideas and then testing them 210 perpetual motion machines 345 using glow-in-the-dark plastic to demonstrate photon energy levels 57 formulate a hypothesis 77 form a hypothesis 78 does this agree with your hypothesis? 91 write a hypothesis 127 how does what you observed support the quantum theory? 127 do your observations support this hypothesis? 389 speed of light did not behave as expected for Michelson and Morley 391 proof of time dilation 397 explain Thomas Young's demonstration of the wave nature of light _2E Scientific Processes The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness. 17 hypotheses and the importance of experiments 25 the usefulness of phlogiston theory despite being incorrect 49 writing lab procedures 51 checking a graphical model's accuracy 93 parachutes and air resistance 125 evaluating perpetual motion claims 0 each investigation begins with a Key Question 24 compare calculation with graph estimate 38 designing an experiment 41 calculate percent difference 42 calculate percent difference 50 write a procedure 50 perform experiment 50 calculate percent difference 57 formulate a hypothesis 59 does your experiment provide confirmation? 77 form a hypothesis 82 calculate efficiency for each car

5 Page 5 of observe what happens 91 write a hypothesis 92 explain your observations 94 plan three experiments to determine which variable affects the period of a pendulum 95 design and construct a pendulum 95 calculate percent error 97 select appropriate technology to make measurements 100 observe what happens to the motion 102 observe the wave pulse 105 observing reflection in water waves 110 did the method give an accurate result? 124 record observations 150 choose circuit parts to light a bulb 188 experiment with pushes and pulls of permanent magnet in a rotor 190 evaluate the performance of motor designs 191 design and test different electric motors 194 variables that affect the performance of the generator 195 suggest improvements you could make to the generator design 203 designing and building logic circuits 215 observe free and forced convection 219 observing the blackbody spectrum 227 compare gauge and absolute pressure

6 Page 6 of _2F Scientific Processes 34 understanding metric rulers 10 using photogate The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. 36 reading a digital timer 113 the force platform 405 using a multimeter to measure voltage 407 measuring current with an ammeter or multimeter 409 using a multimeter to measure resistance 526 Celsius and Fahrenheit thermometers 527 how thermometers work 10 using the DataCollector 12 using devices to measure mass 14 using the DataCollector and velocity sensor 18 create a graph 25 use the DataCollector and velocity sensor 27 use the DataCollector and velocity sensor 44 using a compass 47 use the DataCollector and photogates 49 investigate the range of a projectile 51 use a spring scale 59 use the DataCollector and photogate 70 use a spring scale 77 use the DataCollector and photogate 80 use the DataCollector and photogate 80 investigate motion on a roller coaster 88 investigating collisions and conservation of energy 90 use meter stick to measure height 90 measure mass of ball 94 use the DataCollector and photogate 95 design and construct a pendulum 100 use photogate and DataCollector to measure the period

7 Page 7 of use a spring scale to measure tension of string 106 use the DataCollector to measure frequency 114 investigate interference with sound waves 124 examining the spectrum of a light source 130 study reflection with a mirror 130 use a laser and mirror to study law of reflection 132 study the critical angle of refraction in a prism 134 use mirrors and lenses to learn how images are formed 135 trace ray diagrams through a double convex lens 136 use a laser to locate images formed by a lens 144 use a spectrometer to measure wavelength of different colors of light 145 study the polarization of a transverse spring wave 146 study the polarization of light 152 use a multimeter to measure current 153 use a multimeter to measure voltage 157 use a multimeter to measure current and voltage 162 use a multimeter 164 use the multimeter 178 what is the difference between a capacitor and a battery?

8 Page 8 of _2G Scientific Processes The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: 181 draw magnetic field lines for a bar magnet 182 test materials to see if they are affected by magnets 184 reading a compass 188 experiment with pushes and pulls of permanent magnet in a rotor 191 use a multimeter 192 use a multimeter to measure voltage 192 measure voltage of battery pack 193 use a multimeter 194 use a photogate and DataCollector 195 make a graph of voltage vs. number of magnets 198 use a multimeter 200 use a multimeter 212 measure the temperature 219 observing the blackbody spectrum 226 use a digital balance 226 check the pressure with your gauge 299 standing waves on a string 29 set up the ultimate pulley 29 system of Atwood s machine 37 investigate sliding friction 42 investigating Hooke s law 58 draw a free-body diagram of marble when it is at the top of loop 69 investigate block and tackle machine 77 studying motion of ball on loop track

9 Page 9 of 47 use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer. 80 set up the straight track 88 investigating collisions and conservation of energy 93 investigate the motion of a pendulum 99 investigate resonance and its importance 102 making wave pulses on a string 104 making circular waves in a ripple tank 108 natural frequency and resonance of standing waves on a string 134 use mirrors and lenses to learn how images are formed 134 studying optical systems 150 construct simple electric circuits 164 build and analyze network circuits 171 create an electrophorus 172 research electrostatic interactions 186 build an electromagnet 197 explore the properties of diodes 203 designing and building logic circuits 203 designing and building logic circuits 236 explore how a vibrating string has similar properties to a quantum system _2H Scientific Processes The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: 33 problems in the real world use both metric and English units 40 expressing very large and very small numbers using scientific notation 46 accuracy and precision of measurements 8 practice length measurement 8 significant digit practice 10 measuring time 11 collecting data with precision 12 using devices to measure mass

10 Page 10 of 47 make measurements with accuracy and precision and record data using scientific notation and International System (SI) units 46 understanding precision 13 scientific notation practice 14 make distance measurement 24 how do you measured positions compare to model? 40 measure the mass 50 measure and record the distance 60 using scientific notation 70 measure input and output forces 77 measure vertical distance 83 measure and mark height 90 use meter stick to measure height 100 use photogate and DataCollector to measure the period 102 use a spring scale to measure tension of string 106 measure frequency 110 did the method give an accurate result? 132 are there differences between your prediction and measurement? 144 use a spectrometer to measure wavelength of different colors of light 152 use a multimeter to measure current 153 use a multimeter to measure voltage 157 use a multimeter to measure current and voltage 162 use a multimeter 180 making measurements with precision 212 measure the temperature

11 Page 11 of measure tensile strength of a soft material _2I Scientific Processes The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: identify and quantify causes and effects of uncertainties in measured data. 46 why accuracy and precision are important 49 controlling variables in experiments 24 compare calculation with graph estimate 26 find the average time 41 calculate percent difference 42 calculate percent difference 50 discuss sources of error 50 calculate percent difference 52 discuss sources of errors 71 what effect does friction have on mechanical advantage? 80 calculate average of three times 82 calculate efficiency for each car 84 calculate average work and power 95 calculate percent error 132 are there differences between your prediction and measurement? _2J Scientific Processes 50 graphs are a way of representing data 18 create a graph The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: organize and evaluate data and make inferences from data including the use of tables, charts, and graphs. 50 constructing a graph 51 graphical models 52 recognizing relationships between variables from graphs 135 test and evaluate the prototype structure design 268 understanding graphs of harmonic motion 24 compare calculation with graph estimate 28 record position and time data 41 make a graph 41 use your graph to make a prediction 42 make a graph 42 use your graph to make a prediction 449 diagramming electric fields using field lines 50 sketch four graphs

12 Page 12 of evaluate three designs for a bridge 65 create a graph 77 predict where the car moves fastest 78 record data in table 83 record data in table 94 record your data in table 94 analyze data 100 sketch a graph _2K 132 are there differences between your prediction and measurement? 153 predict what the current will be 154 analyze data and explain a rule 157 graph voltage vs. current 158 graph voltage vs. current 178 make a graph of voltage vs. time 187 create a graph 195 make a graph of voltage vs. number of magnets 198 make a current vs. voltage graph for the diode

13 Page 13 of _2K Scientific Processes The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology based reports. 49 writing procedures in a lab notebook helps make sure your results are repeatable 50 graphs are a way of representing data 52 recognizing patterns using graphs 129 drawing free-body diagrams 138 draw a free-body diagram 141 drawing displacement vector using a scale 147 drawing the velocity vector 326 comparison of wave forms from guitar sounds 355 drawing a ray diagram 18 what do the results tell you? 34 draw free body diagrams and identify action-reaction pairs 50 sketch four graphs 58 draw a free body diagram and label forces 86 draw an energy flow diagram 92 explain your observations 97 draw a sketch of your system 100 explain how force applied causes the response 103 explain why higher tension makes waves move faster 364 drawing ray diagrams of lenses 449 drawing the electric field using field lines 465 diagramming magnetic fields using magnetic field lines 105 explain how wind might cause big waves in water 124 explain how the colored filters work 127 how does what you observed support the quantum theory? 136 sketch the image formed by a lens 142 communicate your findings 153 what conclusions can you draw? 154 analyze data and explain a rule 181 draw magnetic field lines for a bar magnet 205 display information you found for your element _2L Scientific Processes 24 identify relationships 18 find the slope of the line The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: 49 control and experimental variables 50 dependent and independent variables in graphs 24 uniform acceleration model 26 create an algebraic model

14 Page 14 of 47 express and manipulate relationships among physical variables quantitatively including the use of graphs, charts, and equations. 52 recognizing relationships between variables from graphs 65 slope of a position vs. time graph 82 creating the acceleration formula from experiments 26 derive acceleration equation 50 create algebraic model 58 write a formula 62 relationship between force and torque 85 acceleration and slope of a speed vs. time graph 88 developing the formulas for a model of motion with constant acceleration 177 centripetal force and the law of universal gravitation combine to form the orbit equation 74 as mechanical advantage increases what happens to length of pulled string? 78 what does the graph tell you? 80 calculate average of three times 84 calculate average work and power 183 calculating torque using torque equation 273 changing the natural frequency of a stretched rubber band 282 analyze graph of an oscillator 304 write a formula relating velocity of wave to period and wavelength 94 determine which variable has the greatest effect 107 give an equation that describes your observations 156 study the relationship between resistance and current 157 graph voltage vs. current 310 relationship of loudness and amplitude and pressure in sound wave 312 the process of digital sound reproduction 334 light intensity follows an inverse square law 392 relationship and conservation of mass and energy 408 relationship between current and resistance 157 derive Ohm s law from experiment 158 graph voltage vs. current 178 make a graph of voltage vs. time 195 make a graph of voltage vs. number of magnets 198 make a current vs. voltage graph for the diode 223 Bernoulli s equation 434 average voltage and current of AC power 446 relationship of electric force and charge 536 specific heat and the heat equation

15 Page 15 of the heat conduction equation 551 heat transfer coefficient and the convection equation 552 energy and radiation relationships 560 using heat conduction equation to calculate R-value 569 relationship between mass and volume and density 575 Bernoulli's equation 586 Bernoulli's equation calculation _3A

16 Page 16 of _3A Scientific Processes 18 what is a scientific theory? 5 scientific evidence and sound The student uses critical thinking, scientific reasoning, and problem solving skills to make informed decisions within and outside the classroom. The student is expected to: in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 25 the usefulness of phlogiston theory despite being incorrect 158 determining formula for acceleration on a ramp 389 speed of light did not behave as expected for Michelson and Morley 391 proof of time dilation 397 explain Thomas Young's demonstration of the wave nature of light 644 proof of Einstein's theory of general relativity 47 analyze the motion of a marble in 2 dimensions 50 create and test a model to predict the landing spot of a projectile 59 does your experiment provide confirmation? 97 design and test a way to increase natural frequency 105 observing reflection in water waves 107 give an equation that describes your observations 110 reliability of a double-blind test 127 how does what you observed support the quantum theory? 138 analyze optical systems 154 analyze data and explain a rule 157 derive Ohm s law from experiment 162 analyze parallel circuits 164 build and analyze network circuits 182 test materials to see if they are affected by magnets 188 build, test, improve an electric motor 190 evaluate the performance of motor designs 191 design and test different electric motors 216 observing forced convection 218 observing radiant energy in action 219 observing the blackbody spectrum _3B

17 Page 17 of _3B Scientific Processes The student uses critical thinking, scientific reasoning, and problem solving skills to make informed decisions within and outside the classroom. The student is expected to: communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. 49 writing procedures in a lab notebook helps make sure your results are repeatable 84 acceleration of cars 210 perpetual motion machines 314 sound in space 394 holograms and science fiction special effects 598 transporter beams 56 research how a speedometer works 133 research how fiber optics work 142 communicate your findings 142 research medical and industrial uses of electromagnetic waves 167 analyze electric appliance labels 172 research electrostatic interactions 234 research lasers 243 research energy used per person _3C Scientific Processes The student uses critical thinking, scientific reasoning, and problem solving skills to make informed decisions within and outside the classroom. The student is expected to: draw inferences based on data related to promotional materials for products and services. 84 acceleration of cars 210 perpetual motion machines 314 sound in space 394 holograms and science fiction special effects 598 transporter beams 142 research medical and industrial uses of electromagnetic waves 167 analyze electric appliance labels 197 electronic devices are part of our daily lives 243 research energy used per person _3D Scientific Processes The student uses critical thinking, scientific reasoning, and problem solving skills to make informed decisions within and outside the classroom. The student is expected to: explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society. 74 Dr. Harold Edgerton and strobe photography 74 Dr. Harold Edgerton and strobe photography 100 Newton's laws of motion 103 Newton's discovery of the connection between force and mass and acceleration 134 impact of technology 174 Sir Isaac Newton and law of universal gravitation 53 George Atwood ( ) 147 Einstein and special relativity 156 George S. Ohm ( ) 223 Bernoulli 229 Rutherford, Geiger, Marsden

18 Page 18 of Great Pyramid of Giza and simple machines 230 James Watt 279 Pierre and Jacques Curie and the piezoelectric effect 279 Pierre and Jacques Curie and the piezoelectric effect 332 past theories of light 333 Thomas Edison and the electric light 336 Einstein and the speed of light 338 Albert Einstein 347 history of printing 370 the usefulness of recorded images 371 the telescope 371 Galileo and telescopes 372 Newtonian reflecting telescope 383 Thomas Young 389 Albert A. Michelson and Edward R. Morley 390 Einstein's thinking revolutionized physics 422 Gustav Robert Kirchhoff 442 Charles-Augustin de Coulomb 469 discovering and using magnetism 478 Hans Christian Oersted 494 Dr. D. Bruce Montgomery 521 Democritus 521 Albert Einstein

19 Page 19 of search for elements and alchemy 583 the Alvin research submarine 596 Niels Bohr 597 Johann Balmer 597 discovery of helium 598 Neils Bohr 600 Wolfgang Pauli 602 Max Planck and Albert Einstein 602 Newton and classical physics 644 proof of Einstein's theory of general relativity 647 Paul Dirac _3E Scientific Processes The student uses critical thinking, scientific reasoning, and problem solving skills to make informed decisions within and outside the classroom. The student is expected to: 53 nanotechnology is a new area of science and engineering 73 slow motion photography 74 strobe photography 113 biomechanical engineer research and describe the connections between physics and future careers. 114 biomechanist 134 mechanical engineer 239 engineering research 303 wave mathematician 394 artist and holography 520 search for answers in physics and chemistry 582 marine scientists and deepwater submersible 650 scientists and the Large Hadron Collider

20 Page 20 of _3F Scientific Processes The student uses critical thinking, scientific reasoning, and problem solving skills to make informed decisions within and outside the classroom. The student is expected to: express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically including problems requiring proportional reasoning and graphical vector addition. 34 converting units using dimensional analysis 50 constructing a graph 50 dependent and independent variables in graphs 51 using a graphical model to make a prediction and checking the model's accuracy 52 recognizing relationships between variables from graphs 81 determining units of acceleration 82 creating the acceleration formula from experiments 18 describe the graph 24 uniform acceleration model 26 create an algebraic model 44 studying position vectors 46 calculate the resultant vector 47 predict exact landing location 50 create algebraic model 50 calculate the velocity vector 51 investigating force vectors 58 write a formula 88 developing the formulas for a model of motion with constant acceleration 142 adding vectors 143 adding and subtracting vectors 147 drawing the velocity vector 149 adding velocity vectors 168 the relationship between linear and angular speed 62 relationship between force and torque 75 relationship between work and energy 77 predict where the car moves fastest 81 calculate potential and kinetic energy 82 calculate efficiency for each car 84 calculate power output for each climber 87 momentum is a vector 304 write a formula relating velocity of wave to period and wavelength 334 light intensity follows an inverse square law 379 relationship between frequency and energy and color of light 408 relationship between current and resistance 446 relationship of electric force and charge 552 energy and radiation relationships 92 angular momentum behaves like a vector 103 calculate the speed of the wave pulse 107 give an equation that describes your observations 153 predict what the current will be 156 study the relationship between resistance and current 157 study the relationship between current and voltage

21 Page 21 of use Ohm s law to calculate the resistance 192 calculate the power consumed by the motor 200 use Ohm s law to calculate the resistance of the transistor 223 explore Bernoulli s equation 226 investigate the mass of a volume of gas at different pressures 227 investigate the effect of temperature on pressure _4A

22 Page 22 of _4A Forces and Motion 36 reading a digital timer 10 using photogate The student knows and applies the laws governing motion in a variety of situations. The student is expected to: generate and interpret graphs and charts describing different types of motion including the use of real-time technology such as motion detectors or photogates. 64 position vs. time graph 65 determining speed from the slope of a position vs. time graph 84 speed vs. time graph for accelerated motion 85 complex speed vs. time graphs 282 velocity vs. time graph of harmonic motion 14 using the DataCollector and velocity sensor 18 create a position vs. time graph 18 create a speed vs. time graph 25 use the DataCollector and velocity sensor 27 use the DataCollector and velocity sensor 45 using polar coordinates 46 plotting position with cartesian coordinates 47 use the DataCollector and photogates 59 use the DataCollector and photogate 77 use the DataCollector and photogate 78 create a graph of speed vs. position 80 use the DataCollector and photogate 81 what is speed of the car? 94 use the DataCollector and photogate 100 use photogate and DataCollector to measure the period 194 use a photogate and DataCollector _4B

23 Page 23 of _4B Forces and Motion 32 definition of distance and length 14 calculate speed of rolling marble The student knows and applies the laws governing motion in a variety of situations. The student is expected to: describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration. 48 speed of a ball on a ramp 58 speed is the rate of change of position 58 definitions of position and distance 61 the precise meaning of speed 62 calculating speed 64 average and instantaneous speed 67 distance on the speed vs. time graph 68 the speed formula and calculating speed 24 uniform acceleration model 26 derive acceleration equation 44 studying position vectors 47 analyze the motion of a marble in 2 dimensions 50 calculate the velocity vector 53 investigating angular speed 59 calculate the speed of the car 77 studying motion of ball on loop track 82 formula for acceleration 78 find the speed of the ball 83 general definition of acceleration 81 what is speed of the car? 147 speed is the magnitude of the velocity vector 172 centripetal acceleration _4C Forces and Motion The student knows and applies the laws governing motion in a variety of situations. The student is expected to: analyze and describe accelerated motion in two dimensions using equations including projectile and circular examples. 80 acceleration is the rate of change in the speed of an object 81 comparing speed and acceleration 82 formula for acceleration 83 general definition of acceleration 84 acceleration is total change of speed divided by total change in time 85 calculating acceleration from a speed vs. time graph 90 free fall and acceleration due to gravity 24 model for uniform accelerated motion 25 investigate the effect of gravity 26 derive acceleration equation 47 analyze the motion of a marble in 2 dimensions 49 investigate the range of a projectile 50 create and test a model to predict the landing spot of a projectile 53 contrasting linear and angular motion 91 motion formulas for free fall 92 solving problems with free fall

24 Page 24 of acceleration of gravity does not depend on mass 119 strength of gravity on Earth and Jupiter 120 gravity and acceleration and weightlessness 125 calculate the acceleration of a car including friction 138 calculate the acceleration of a toy 146 projectiles and trajectories 150 gravity only accelerates vertical motion 151 vertical motion of a projectile 152 projectiles launched at an angle 153 range of projectiles 157 acceleration down an inclined plane 164 calculating acceleration for sled on slope 170 acceleration can be a change in the direction of motion 172 centripetal acceleration 177 satellite motion application 178 HEO and geostationary orbit 180 compare projectile motion to orbital motion 187 the motion of a tossed object 191 relationship between angular acceleration and linear acceleration 193 angular acceleration of a wheel _4D Forces and Motion 100 force is an action that can change motion 27 collect data on Newton s first law 28 were any forces acting on the car?

25 Page 25 of 47 The student knows and applies the laws governing motion in a variety of situations. The student is expected to: calculate the effect of forces on objects including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. 101 what systems in a car overcome the law of inertia 102 Newton's laws and cup holders 103 force is related to acceleration 105 calculation using Newton's second law 106 Newton's second law and dynamics problems 29 investigate Newton s second law 32 investigate Newton s third law 107 finding force from acceleration 109 explaining Newton's third law in terms of an astronaut moving through space 110 Newton's third law operates on pairs of objects 111 solving problems with action-reaction forces 112 examples of Newton's third law 115 problems using Newton's first law and second law 116 force calculations in different units 124 the normal force as the reaction in an action-reaction pair 128 Newton's second law and net force 130 equilibrium and Newton's second law 133 understanding reaction forces in terms of springs and deformation 150 gravity only accelerates vertical motion 157 frictional force on an inclined plane 158 calculating acceleration on a ramp accounting for friction 159 the vector form of Newton's second law 172 formula for centripetal acceleration

26 Page 26 of centrifugal force is actually an example of inertia 176 orbits and gravitational force 177 centripetal force and the law of universal gravitation combine to form the orbit equation 191 Newton's second law applies to rotational motion 193 Newton's second law for rotational motion variables 246 momentum and Newton's third law 250 Newton's second law relating force and momentum 251 momentum form of Newton's second law 274 Newton's second law and natural frequency 447 electric forces always occur in pairs according to Newton's third law 570 Newton's third law and pressure in a fluid 572 pressure and the third law _4E Forces and Motion 121 balanced force problems 34 draw a free-body diagram The student knows and applies the laws governing motion in a variety of situations. The student is expected to: develop and interpret free-body force diagrams. 129 creating free-body diagrams 130 equilibrium and free-body diagrams 134 free-body diagram of a bridge 138 draw a free-body diagram 52 balancing a specified force 58 draw a free-body diagram of marble when it is at the top of loop 58 consider forces acting on the car 155 balancing forces in two dimensions 157 inclined planes and free-body diagrams _4F

27 Page 27 of _4F Forces and Motion The student knows and applies the laws governing motion in a variety of situations. The student is expected to: identify and describe motion relative to different frames of reference. 61 speed is relative 149 calculating velocity vectors may require knowing frames of reference 388 special relativity and time dilation 389 relative motion and speed of light 391 frequency of light depends on relative motion 147 when does special relativity become important? 148 relativity and frames of reference 393 simultaneity depends on the relative motion of your frame of reference 643 frame of reference and the equivalence principle _5A Electromagnetism The student knows the nature of forces in the physical world. The student is expected to: research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces. 48 Galileo and Newton conducted experiments with balls on ramps 174 Sir Isaac Newton and law of universal gravitation 441 differences between electric force and gravity 446 the strength of electric forces 448 gravity is far weaker than electric forces 590 understanding how gravity works inside atoms 626 strong force and electromagnetic force in the nucleus 649 four forces in nature _5B

28 Page 28 of _5B Electromagnetism The student knows the nature of forces in the physical world. The student is expected to: describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers. 174 description of law of universal gravitation 175 formula and calculations for law of universal gravitation 176 orbital motion 180 calculate weight and acceleration due to gravity on Pluto 238 tides are due to force of gravity 642 Newton's laws and gravity 60 calculate gravitational force of attraction _5C Electromagnetism 446 Coulomb's law 175 investigate Coulomb s law The student knows the nature of forces in the physical world. The student is expected to: 447 calculate force using Coulomb's law 460 calculating charge using Coulomb's law describe and calculate how the magnitude of the electrical force between two objects depends on their charges and the distance between them _5D

29 Page 29 of _5D Electromagnetism The student knows the nature of forces in the physical world. The student is expected to: identify examples of electric and magnetic forces in everyday life. 441 electric forces are created between electric charges 442 lightning and electric charge 446 the strength of electric forces 447 electric forces always occur in pairs according to Newton's third law 448 fields and forces 142 researching electromagnetic waves 175 investigate electrical forces in a penny 179 investigate magnetic forces 181 how are magnetic field lines similar to electric field lines? 182 test materials to see if they are affected by magnets 463 comparing magnetic and electric forces 184 study how a compass works 464 force between two magnetics is not an inverse square law 465 magnets create a magnetic field around them 186 build an electromagnet 188 experiment with pushes and pulls of permanent magnet in a rotor 469 the magnetic field of Earth 469 discovering and using magnetism 471 the strength of Earth's magnetic field 479 force on a current in a magnetic field 482 magnetic force on a moving charge 483 calculating magnetic fields and forces 484 electromagnet in a toaster 487 how electromagnets are used in electric motors 489 experiment demonstrating electromagnetic induction 494 electromagnet-based maglev 649 every field has an associated particle _5E

30 Page 30 of _5E Electromagnetism The student knows the nature of forces in the physical world. The student is expected to: characterize materials as conductors or insulators based on their electrical properties. 412 classifying materials as conductor or insulator or semiconductor 417 classify conductivity of materials 443 negative charges move in a conductor 444 atomic structures of conductors and insulators and semiconductors 451 using a conductor as shielding from electric fields 172 use aluminum block to conduct static electricity 173 investigation with conductive material 197 investigate properties of semiconductors 502 conductivity and semiconductors _5F Electromagnetism 401 concept of a circuit 150 construct simple electric circuits The student knows the nature of forces in the physical world. The student is expected to: design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. 402 understanding simple circuit and its diagram 403 how batteries work in a circuit 404 voltage measures differences in energy 405 voltage and potential energy 406 battery uses chemical energy to produce electrical charge 408 relationship between current and resistance 409 measuring resistance 410 calculate the current flowing in a circuit 411 the resistance of electrical devices 412 resistance of conductors and insulators 413 resistors 415 hybrid car battery technology 152 construct a simple circuit 153 explore the concept of voltage 156 study the relationship between resistance and current 157 derive Ohm s law from experiment 158 use Ohm s law to calculate the resistance 160 investigate series circuits 160 parallel circuit and Ohm s law 161 apply Ohm s law to series circuits 161 build a parallel circuit 162 compare series and parallel circuits 164 build and analyze network circuits 167 find the power rating of home appliances 417 where does energy supplied by a battery come from? 192 calculate the power consumed by the motor 418 calculation of voltage from resistance and current 200 use Ohm s law to calculate the resistance of the transistor

31 Page 31 of series circuit defined 420 parallel circuit defined 421 calculating current in a series circuit using Ohm's law 422 voltage in a series circuit 423 Kirchhoff's current law 424 advantages of parallel circuits over series circuits 425 using Ohm's law in parallel circuits 426 using Ohm's law for circuit analysis 426 using Kirchhoff's voltage law for circuit analysis 427 analyzing a voltage divider circuit 428 comparing series and parallel circuits 429 calculate currents and voltages in a network circuit 430 resistance definition 431 formula for calculating power in electric circuits 434 calculating power for AC circuits using a power factor 436 why series circuits are not used in homes and buildings 436 why parallel circuits are used in homes and buildings 437 compare current in a series and parallel circuit 438 using Ohm's law to calculate current 453 voltage of a capacitor circuit 501 resistance of a transistor

32 Page 32 of _5G Electromagnetism 478 magnetic field of a wire 186 build an electromagnet The student knows the nature of forces in the physical world. The student is expected to: investigate and describe the relationship between electric and magnetic fields in applications such as generators, motors, and transformers. 479 force on a current in a magnetic field 483 calculate magnetic field at the center of a coil 484 electromagnets 485 building an electromagnet 486 electric motor uses electromagnets to convert electrical energy to mechanical energy 187 what happens to the strength of an electromagnet when you increase the current? 188 investigate how an electric motor works 190 evaluate the performance of motor designs 191 design and test different electric motors 193 investigate Faraday s law of induction 487 how electromagnets are used in electric motors 194 build a generator 488 battery-powered electric motors 489 electric generators transform mechanical energy into electric energy 492 generating electricity by induction 493 transformers 494 electromagnet-based maglev 497 diagram of electromagnet _5H Electromagnetism 590 forces in the atom The student knows the nature of forces in the physical world. The student is expected to: describe evidence for and effects of the strong and weak nuclear forces in nature. 626 strong force and electromagnetic force in the nucleus 649 four forces in nature 650 scientists and the Large Hadron Collider _6A

33 Page 33 of _6A Mechanical Energy 207 work and energy 74 studying the concept of work The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: investigate and calculate quantities using the work-energy theorem in various situations. 208 the work done by a force 209 work done against gravity 211 relationship between work and energy 213 the symmetry between work and energy 215 deriving the formula for kinetic energy 75 relationship between work and energy 83 calculate work 84 calculate average work and power 221 concept of work 222 calculate work done 244 comparison of kinetic energy and momentum _6B Mechanical Energy The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: investigate examples of kinetic and potential energy and their transformations. 213 the formula for potential energy 214 the formula for kinetic energy 215 deriving the formula for kinetic energy 221 kinetic and potential energy conversions while bouncing in a trampoline 267 kinetic to potential energy changes in motion of an oscillator 77 potential to kinetic energy conversions on a loop track 81 calculate potential and kinetic energy 86 potential to kinetic energy conversion in a pendulum 101 potential to kinetic energy conversions of a pendulum 275 harmonic motion involves both potential and kinetic energy _6C Mechanical Energy The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: calculate the mechanical energy of power, generated within, impulse applied to, and momentum of a physical system. 215 calculate the kinetic energy of a moving car 219 calculating energy supplied by Hoover Dam 229 calculate power in climbing stairs 230 power formulas 231 calculating power for common devices 232 estimating the power in wind 82 calculate efficiency for each car 83 calculate person s power 84 calculate power output for each climber 87 calculating momentum 88 investigating collisions and conservation of energy 90 which ball had a greater change in momentum?

34 Page 34 of estimate average input power of a person 238 estimating the energy in tides 242 calculate energy and power for humans 244 comparison of kinetic energy and momentum 245 momentum formula and calculating momentum 248 solving elastic and inelastic collision problems 249 accident reconstruction 250 Newton's second law relating force and momentum 251 force on a rocket from change in momentum 252 impulse formula 255 formula for angular momentum 258 fuel efficiency of turbofan engines 258 momentum conservation of turbofan engine 259 why is momentum a vector 260 difference between impact and impulse 261 calculate momentum _6D

35 Page 35 of _6D Mechanical Energy 216 the law of conservation of energy 78 law of conservation of energy The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension. 217 conservation of energy in a closed system 219 conservation of energy for Hoover Dam 225 efficiency and conservation of energy 237 energy flows in biological systems 246 law of conservation of momentum 81 find the total energy at each position 88 investigating collisions and conservation of energy 90 which ball had a greater change in momentum? 92 explain life application of conservation of momentum 247 conservation of momentum in collisions 248 applying conservation of momentum 249 momentum conservation for collisions in two and three dimensions 253 conservation of angular momentum examples 254 conservation of angular momentum 257 jet engines work because of conservation of momentum 491 energy conservation and Faraday's law 537 thermodynamics and conservation of energy 574 conservation of energy in fluids 575 energy conservation and Bernoulli's equation 629 conservation of momentum in nuclear reactions 629 conservation of energy in nuclear reactions _6E