PHYSICS. Curriculum Standard One: The student will understand that Newton s laws predict the motion of most objects.

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1 Science Motion and Forces Curriculum Standard One: The student will understand that Newton s laws predict the motion of most objects. *1A. The student will demonstrate an problems involving constant speed and average speed. *1B. The student will demonstrate an understanding that when forces are balanced no acceleration occurs, and thus an object continues to move at a constant velocity or stays at rest (Newton s First Law). *1C. The student will demonstrate an understanding how to apply the law F = ma to solve one-dimensional motion problems involving constant forces (Newton s Second Law). *1D. The student will demonstrate an understanding that when one object exerts a force on a second object, the second object always exerts a force equal in magnitude and opposite in direction (Newton s Third Law). Can the student calculate average speed and velocity? Can the student use the law of inertia to understand that an object subjected to balanced forces experiences no change in its state of motion? Can the student use Newton s Second Law of F = ma to solve onedimensional kinematic problems? Can the student use Newton s Third Law to understand that forces exist in balanced pairs? The student will use data from a lab to correctly calculate average velocity of an object. Given a diagram of an object with force vectors shown, the student will predict what, if any, changes in motion will occur. On a quiz/test, given 2 of the 3 variables, the student will successfully calculate the third variable in F=ma. The student will draw a diagram of an object and label action=reaction forces with the proper vectors. * Power Standard 1

2 Science Motion and Forces *1E. The student will demonstrate an understanding that the relationship between the universal law of gravitation and the effect of gravity on an object at the surface of Earth. *1F. The student will demonstrate an understanding that applying a force to an object perpendicular to the direction of its motion causes the object to change direction but not speed (for example, Earth s gravitational force causes a satellite in a circular orbit to change direction but not speed). *1G. The student will demonstrate an understanding that circular motion requires application of a constant force directed toward the center of the circle. Can the student apply the law of universal gravitation to calculate the magnitude of force between two objects in space? Can the student apply the concept of independence of perpendicular vectors with respect to forces? Can the student diagram the direction of the forces and motion in a circular path? On a quiz/test, the student will correctly calculate F in the equation: F= G M1 M 2 d 2 The student will draw a picture of a moving object and predict what will happen to the object when a force is applied perpendicular to the velocity. On a diagram of a planet orbit, the student will draw vectors showing the velocity, centripetal force, and acceleration. 1H. The student will demonstrate an understanding that Newton s laws are not exact but provide very good approximations unless an object is moving close to the speed of light or is small enough that quantum effects are important. * Power Standard 2

3 Science Motion and Forces I. The student will demonstrate an twodimensional trajectory problems. Can the student solve two-dimensional trajectory (projectile) problems? Given the initial velocity and angle of a projectile, the student will be able to calculate the range, maximum height, and time of flight of the projectile. The student will be able to calculate horizontal and vertical components of the initial velocity. 1J. The student will demonstrate an understanding how to resolve twodimensional vectors into their components and calculate the magnitude and direction of a vector from its components. Can the student resolve twodimensional vectors into their x-y components and determine their magnitude and direction? The student will draw a diagram of a given vector and resolve it into its horizontal and vertical components, calculating the magnitudes of each. Student will calculate the resultant vector given the two components. 1K. The student will demonstrate an twodimensional problems involving balanced forces (statics). Can the student solve two-dimensional static equilibrium problems? Given a diagram of an object with two non-perpendicular forces acting on it, the student will calculate the one equilibrant vector. 1L. The student will demonstrate an problems in circular motion, using the formula for centripetal acceleration in the following form: a = v 2 /r. Can the student determine an object s centripetal force using the following formula? Fc = mv 2 r On a quiz/test, the student will correctly calculate a c using the formula: a c = v 2 or a c = 4 r T 2 π 2 r * Power Standard 3

4 Science Motion and Forces M. The student will demonstrate an problems involving the forces between two electric charges at a distance (Coulomb s Law) or the forces between two masses at a distance (universal gravitation). Can the student apply Coulomb s Law to calculate the magnitude and direction of an electromagnetic force? Given two electric charges, the student will calculate the force between them using the following equation. F e = kq 1 q 2 r 2 * Power Standard 4

5 Science Conservation of Energy and Momentum Curriculum Standard Two: The student will understand that the laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. *2A. The student will demonstrate an understanding of how to calculate kinetic energy using the formula KE = (1/2)mv 2. *2B. The student will demonstrate an understanding of how to calculate changes in gravitational potential energy near Earth using the formula (change in potential energy) ~ mg h (change in the elevation). *2C. The student will demonstrate an problems involving conservation of energy in simple systems, such as falling objects. *2D. The student will demonstrate an understanding of how to calculate momentum as product mv. Can the student calculate kinetic energy using the formula KE = 1/2 mv 2? Can the student calculate gravitational potential energy on Earth s surface with the formula PE ~ mg h? Can the student solve problems involving conservation of energy in simple systems? Can the student calculate the momentum of an object using the formula p = mv? On a test/quiz, the student will correctly calculate KE given m and v. Given a map of the world with the elevation of certain points, the student will create a graph of the potential energy vs. the height of an object. On a diagram of a roller coaster, the student will be able to solve for velocity and/or height using ½mv mgh 1 = ½mv mgh 2 On a quiz/test, the student will correctly calculate the momentum of an object, given the mass and velocity of the object. * Power Standard 5

6 Science Conservation of Energy and Momentum *2E. The student will demonstrate an understanding that momentum is a separately conserved quantity, different from energy. *2F. The student will demonstrate an understanding that an unbalanced force on an object produces a change in its momentum. *2G. The student will demonstrate an problems involving elastic and inelastic collisions in one dimension using the principles of conservation of momentum and energy. 2H. The student will demonstrate an problems involving conservation of energy in simple systems with various sources of potential energy, such as capacitors and springs. Can the student distinguish the differences between the conservation of energy and momentum? Can the student predict the changes in momentum when unbalanced forces are applied to the object using Fut = muv? Can the student solve problems involving elastic and inelastic collisions using the conservation of energy and momentum principles? Can the student solve problems involving conservation of energy in springs? After observing a collision of two air pucks, the student will write a paragraph describing the changes in momentum and energy. The student will draw a diagram showing the relationship of impulse (Ft), changes in momentum (m v) and predict p. On a quiz/test, the student will correctly solve problems dealing with momentum and energy changes (and conservation) in elastic and inelastic collisions. The student will solve conservation of energy problems in a spring using the equation ½ kx 2 = mgh. * Power Standard 6

7 Science Heat and Thermodynamics Curriculum Standard Three: The student will understand that energy cannot be created or destroyed although in many processes energy is transferred to the environment as heat. *3A. The student will demonstrate an understanding that heat flow and work are two forms of energy transfer between systems. *3B. The student will demonstrate an understanding that the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (First Law of Thermodynamics) and that this is an example of the law of conservation of energy. *3C. The student will demonstrate an understanding that thermal energy (commonly called heat) consists of random motion and the vibrations and rotations of atoms and molecules. The higher the temperature, the greater the atomic or molecular motion. Can the student describe the transfer of energy between systems? Can the student apply the first law of thermodynamics to the conservation of energy? Can the student relate the kinetic theory of matter to the temperature of the object? Given a picture of an internal combustion engine, the student will prepare a flow chart of transfer of heat and work in the engine. The student will write a paper applying the 1 st law of thermodynamics to a heat engine and relate the 1 st law to the conservation of energy. The student will draw diagrams depicting the differences (at the atomic level) between hot and cold objects. * Power Standard 7

8 Science Heat and Thermodynamics *3D. The student will demonstrate an understanding that most processes tend to decrease the order of a system over time, and energy levels are eventually distributed uniformly. *3E. The student will demonstrate an understanding that entropy is a quantity that measures the order or disorder of a system, and is larger for a more disordered system. 3F. The student will demonstrate an understanding that the statement entropy tends to increase is a law of statistical probability that governs all closed systems (Second Law of Thermodynamics). 3G. The student will demonstrate an problems involving heat flow, work, and efficiency in a heat engine and know that all real engines have some heat flow out. Can the student relate the charges energy and entropy in a system over time? Can the student define entropy and predict entropy for an ordered versus disordered system? Can the student relate entropy to probability? Can the student solve problems involving heat flow, work, and efficiency in a heat engine? The student will prepare a graph showing the relationship at entropy and energy in a system versus time. The student will write a definition of entropy and be able to compare and predict the entropy of two systems. Given a heat engine, the student will identify the changes in entropy. On a quiz/test, the student will correctly solve problems involving work and efficiency of a heat engine. * Power Standard 8

9 Science Waves Curriculum Standard Four: The student will understand that waves have characteristic properties that do not depend on the type of wave. *4A. The student will demonstrate an understanding that waves carry energy from one place to another. *4B. The student will demonstrate an understanding of how to identify transverse and longitudinal waves in mechanical media, such as springs, ropes, and Earth (seismic waves). Can the student describe the energy carrying nature of waves? Can the student distinguish between transverse and longitudinal waves? The student will write a paragraph describing how the energy flows from a picture of ocean waves. On a diagram showing both wave types, the student will label each one correctly. *4C. The student will demonstrate an problems involving wavelength, frequency, and wave speed. Can the student use the formula v = λ f On a quiz/test, the student will solve to solve problems involving waves? for the unknown variable given the other two. *4D. The student will demonstrate an understanding that sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates. Can the student relate the properties of a sound wave to the medium in which it s propagated? The student will draw a picture depicting the properties of sound as it travels through air, steel, and a vacuum. * Power Standard 9

10 Science Waves *4E. The student will demonstrate an understanding that radio waves, light, and x-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in vacuum is approximately 3 x 10 8 m/s (186,000 miles/second). *4F. The student will demonstrate an understanding of how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization. Can the student distinguish between wavelength bands in the electromagnetic spectrum? Can the student identify basic wave interactions, such as reflection, refraction, diffraction, interference (beats), polarization, and the Doppler effect? On a diagram of the EM spectrum, the student will fill in missing information relating to frequency, wavelengths, and names of the EM radiation types. Using a ripple tank, the student will set up and demonstrate reflection, refraction, diffraction, and interference. The student will mimic the sound of a whistle as it approaches and recedes. The student will diagram the difference between polarized and unpolarized light. * Power Standard 10

11 Science Electric and Magnetic Phenomena Curriculum Standard Five: The student will understand that electric and magnetic phenomena are related and have many practical applications. *5A. The student will demonstrate an understanding of how to predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors. *5B. The student will demonstrate an problems involving Ohm s law. Can the student use Ohm s law to predict voltage, current, and resistance in a DC electrical circuit? Can the student calculate current and voltage using ohm s law (V=IR)? Given a diagram of a DC circuit with know voltage and resistance, the student will predict voltages and currents through each resister. Given two variables, the student will calculate the unknown variable in the equation V = IR. *5C. The student demonstrate an understanding that any resistive element in a DC circuit dissipates energy which heats the resistor. The student will calculate the power (rate of energy dissipation) in any resistive circuit element by using the formula Power=(potential difference IR) times (current I) = I 2 R. Can the student calculate the power dissipated in a DC circuit using the formula P= I 2 R? Using a diagram of a DC circuit, the student will calculate the power dissipated using P= I 2 R. * Power Standard 11

12 Science Electric and Magnetic Phenomena *5D. The student will demonstrate an understanding that the properties of transistors and their role in electric circuits. *5E. The student will demonstrate an understanding that charged particles are sources of electric fields and experience forces due to the electric fields from other charges. *5F. The student will demonstrate an understanding that magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and experience forces due to magnetic fields of other sources. *5G. The student will demonstrate an understanding of how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil. Can the student explain the role of transistors in an electric circuit? Can the student explain the effects of electric fields on charged particles? Can the student explain the relationship between moving charges and magnetic fields? Can the student apply the Right-Hand Rule to determine the orientation of a magnetic field in a current-carrying straight segment of wire? The student will write a paragraph explaining how npn and pnp affects the current in a circuit. The student will draw a diagram of an electric field and put vectors indicating the force and acceleration of a charged particle in the electric field. The student will demonstrate the 3 rd Right Hand rule and indicate the direction of the magnetic field, current, and force. The student will demonstrate the 1 st Right Hand rule and diagram the direction of the current and magnetic field. * Power Standard 12

13 Science Electric and Magnetic Phenomena *5H. The student will demonstrate an understanding that changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors. Can the student relate fluctuation of magnetic field to the induction of electric current? On a diagram of a magnet and a wire, the student will label the direction of the movement of the wire and the direction of the current. *5I. The student will demonstrate an understanding that plasmas, the fourth state of matter, contain ions and/or free electrons and conduct electricity. 5J. The student will demonstrate an understanding that electric and magnetic fields contain energy and act as vector force fields. 5K. The student will demonstrate an understanding that the force on a charged particle in an electric field is qe, where E is the electric field at the position of the particle and q is the charge of the particle. 5L. The student will demonstrate an understanding of how to calculate the electric field resulting from a point charge. Can the student describe plasma in terms of free electrical charged particles capable of conducting electricity? Can the student describe electric and magnetic fields as vector force quantities? Can the student calculate the force on an electric charge in an electric field with the formula F = Eq (where E is the electric field and q is the charge of the particle)? Can the student calculate the electronic field strength at any point around a point charge? The student will diagram the difference between a gas and a plasma. The student will draw a magnetic and electric field showing the forces produced by the fields. On a quiz/test, the student will correctly calculate the force on a charged particle given the field strength and charge quantity. On a quiz/test, the student will correctly calculate electric field strength using E = F q o * Power Standard 13

14 Science Electric and Magnetic Phenomena M. The student will demonstrate an understanding that static electric fields have as their source some arrangement of electric charges. 5N. The student will demonstrate an understanding that the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvb sin(a), where a is the angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right hand rule to find the direction of this force. Can the student show the direction of an electric field given the point change(s) that cause the field? Can the student calculate the force, both magnitude and direction, on a charge during its movement in a magnetic field? Given the point change(s), the student will draw a vector in the direction of the electric field (E). The student will solve B = for F(force) and demonstrate the use of the right hand rule number one to find the direction of the force. F qvsin(a) * Power Standard 14

15 * Power Standard 15