CPO Science Foundations of Physics c2016 and the NGSS It is no coincidence that the performance expectations in the Next Generation Science Standards (NGSS) are all action-based. The NGSS champion the idea that science content cannot be separated from science practices and crosscutting concepts. CPO Science Foundations of Physics c2016 is committed to that same philosophy. The result is a program that starts with active investigations and ends with students possessing in-depth understanding of key science concepts and well-honed science and engineering skills. Mastering science comes from doing science. CPO Science provides educators with the tools they need to help their students not only meet the NGSS performance expectations, but exceed them. With abundant support and foundational content at their fingertips, educators can make whatever instructional decisions are necessary to ensure the success of all students.
HS Structure and Properties of Matter Students who demonstrate understanding can: HS Physics HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. *[Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] : Ch25 Energy, Matter, and Atoms pp519-537. Students describe the relationship between atoms and matter. Students learn the organization of the periodic table is based on increasing atomic number. Students distinguish between the concepts of elements, compounds, and mixtures. Students explain how the physical properties of matter and its diversity is tied to atomic arrangement. Students convert temperatures between Fahrenheit, Celsius, and Kelvin scales. Ch27 The Physical Properties of Matter pp561-581. Students distinguish between the states of matter and apply various mathematical models to explain the behavior of matter in various shapes and forms. Students perform calculations involving the density of solids, gases, and liquids. Students explain the concept of pressure and calculate pressure caused by the weight of fluids and explain how pressure is created on a molecular level. Ch28 Inside the Atom pp587-606. Student describe the structure of an atom and the four forces acting inside an atom. Student use the periodic table to obtain information about the atomic number, mass number, atomic mass, and isotopes of different elements and predict whether a certain nucleus is stable or unstable and explain why. Students distinguish between and provide examples of chemical reactions and nuclear reactions. Students describe how atomic spectral lines can be explained by energy levels and quantum states and the major developments in quantum theory and identify the scientists associated with each, and then explain quantum theory as it relates to light and electrons. Students distinguish between principles in classical physics versus those explained by quantum physics. : Inv. 25.1 Matter and Atoms pp204-205. Students research an element of their choice, compare it to other similar elements, summarize its characteristics and present their findings to the class. Inv. 25.2 Temperature and the Phases of Matter pp206-208. Students investigate the role temperature plays in describing matter. Inv. 25.3 Specific Heat of a Metal p209-211. Students use technology to measure the specific heat of aluminum, and zinc, and then identify an unknown metal sample. Cont d on next page Page 2 of 60
Inv. 28.1 Atomic Structure pp229-232. Students re-create Rutherford s 1911 experiment performed by Geiger and Marsden. The study of the scattering of alpha particles led to the discovery of a dense nucleus. Inv. 28.2 Electrons and Quantum States pp233-234. Students model how atoms absorb and emit certain colors of light while playing a game called Photons and Lasers. Inv. 28.3 The Quantum Theory pp235-237. Students show how a vibrating string has similar properties to a quantum system. Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system. 610 Ch28 Assessment Concept #1, 15 209-211 The Specific Heat of a Metal 229-232 Atomic Structure PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. 541-542 Chapter 25 Assessment 229-232 Atomic Structure The periodic table orders elements horizontally by the number of protons in the atom s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. *Online Student Section Review 25.1 *Online Student Problem Set 25 540 Ch25 Assessment Vocabulary #14-23; 541 Concept #9, 17. 607-608 Ch28 Connection: How Lasers Make Light *Online Simulation: The Periodic Table *Online Student Problem Set 28 *Online Student Section Review 28.2 Cont d on next page Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. *Online Simulations: Atoms in a Gas, Atoms in a Liquid, Atoms in a Solid 591 Elements and atoms practice box 611 Ch28 Assessment Problem #5-6 209-211 The Specific Heat of a Metal 229-232 Atomic Structure 235-237 The Quantum Theory Page 3 of 60
609-612 Chapter 28 Assessment 233-234 Electrons and Quantum States PS1.B Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. *Online Student Problem Set 27 *Online Student Section Review 27.1-27.3 584-586 Chapter 27 Assessment 221-222 Properties of Solids 223-225 Properties of Liquids and Fluids 226-228 Properties of Gases NOTE: NGSS HS Physical Science Standards numbered HS-PS2 - HS-PS-7 are not within the scope of a typical HS Physics course and are usually taught in HS Chemistry instead. Page 4 of 60
HS Structure and Properties of Matter Students who demonstrate understanding can: HS Physics HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. *[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] Ch29 Nuclear Reactions and Radiation pp613-630. Students learn about Marie Curie and the discovery of radioactivity and the three types of radioactive decay, then use energy concepts to explain why radioactive decay occurs. Using the concept of half-life, students write simple nuclear reactions and predict the decay of radioisotopes. Students distinguish between fission and fusion as well as ionizing and non-ionizing radiation. Using a graph of energy versus atomic number, students determine whether energy is released or absorbed in nuclear reactions. Inv. 29.1 Radioactivity pp238-239. Students model radioactive half-life using pennies. Students simulate the radioactive decay and half-life of a radioactive isotope using coin tosses and explore the statistical nature of random processes such as coin tosses and radioactive decay. Inv. 29.2 Radiation pp240-241. Students identify types and sources of radiation, calculate radiation intensity and show how it diminishes with the inverse square of the distance. Students research types and sources of radiation and learn about radiation detectors and dosimetry through research. Inv. 29.3 Nuclear Reactions and Energy pp242-243. Students interpret the energy curve and use it to predict the amount of energy released in the fission of uranium and the fusion of hydrogen. Students calculate the energy released or absorbed in nuclear reactions. Cont d on next page Page 5 of 60
Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system. 618 Applications of radioactivity sidebar practice *Online Student Problem Set 29 #5, #9 635 Ch29 Assessment Concept #14, Problem #8 *Online Simulation: Nuclear Power Plant 238-239 Radioactivity PS1.C: Nuclear Processes Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. *Online Content Video: Isotopes *Online Student Problem Set 29 *Online Student Section Review 29.1-29.3 631-632 Ch29 Connection: Nuclear Power 633-636 Ch29 Assessment 238-239 Radioactivity Energy and Matter In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. 629 Rules for nuclear reactions sidebar practice *Online Student Problem Set 29 633-636 Ch29 Assessment 242-243 Nuclear Reactions and Energy Page 6 of 60
HS Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-1. Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. *[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] Ch2 Measurement and Units pp32-52. Students express values in metric and English units and convert measurements and calculated quantities between different units. Students calculate the surface area and volume of simple shapes and solids. Students use scientific notation to represent large and small numbers. Students design a controlled experiment and create and then use a graphical model based on experimental data. Ch3 Position, Speed, and Velocity pp58-70. Students calculate time, distance, or speed when given two of the three values and solve an equation for any of its variables. Students use and interpret positive and negative values for velocity and position, and use a graphical model to make predictions that can be tested by experiments. Students draw and interpret graphs of experimental data, including velocity versus position, and speed versus time and derive an algebraic model from a graphical model and vice versa. Students determine velocity from the slope of a position versus time graph and distance from the area under a velocity versus time graph. Ch4 Accelerated Motion in a Straight Line pp80-93. Students give examples of motion with constant acceleration. Students calculate time, distance, acceleration, or speed when given three of the four values and acceleration from the change in speed and the change in time, and then solve two-step accelerated motion problems. Students determine acceleration from the slope of the speed versus time graph. Students calculate height, speed, or time of flight in free fall problems and explain how air resistance makes objects of different masses fall with different accelerations. Ch5 Newton s Laws: Force and Motion pp99-107. Students describe how the law of inertia affects the motion of an object and give examples of a system designed to overcome inertia. Students measure and describe forces using the SI unit, the Newton (N). Students calculate the net force for two or more forces acting together and the acceleration of an object from the net force acting on it. *Optional related topics *Ch6 Forces and Equilibrium pp122-133. *Ch7 Using Vectors: Motion and Force pp139-154. *Ch8 Motion in Circles pp166-173. *Ch9 Torque and Rotation pp181-193. Cont d on next page Page 7 of 60
Inv. 3.1 Position, Speed, and Velocity pp14-16. Students measure increases and decreases in positions values, measure and then compare positive and negative velocity. Inv. 3.2 Position, Velocity, and Time pp17-18. Students create graphs of velocity versus position and time and a predictive model for the velocity of a cart rolling down a hill. Inv. 3.3 Equations of Motion pp19-20. Students derive an equation for motion that includes four variables. Students determine parameters in the equation from data and then test the equation against real data. Inv. 4.1 Acceleration pp21-22. Students measure position and velocity on a ramp, observe positive and negative velocity, and then use the velocity data to calculate acceleration. Inv. 4.2 Accelerated Motion pp23-24. Students derive an equation for the velocity in accelerated motion and use the equation to make predictions. Inv. 4.3 Free Fall pp25-26. Students derive an equation for the velocity in free fall and use the equation to make predictions. Inv. 5.1 The First Law: Force and Inertia pp27-28. Students design an experiment to test a hypothesis to explore balanced and unbalanced forces. Inv. 5.2 The Second Law: Force, Mass, and Acceleration pp29-31. Students measure acceleration and graph the force versus acceleration produced by an Atwood s machine, and then relate the slope of this graph to Newton s second law. *Inv. 6.2 Friction pp37-39. *Inv. 6.3 Equilibrium and Hooke s Law pp40-43 *Inv. 7.2 Projectile Motion pp47-50. *Inv. 7.3 Forces in Two Dimensions pp51-52. *Inv. 8.1 Motion in Circles pp53-56. *Inv. 8.2 Centripetal Force pp57-59. *Inv. 9.3 Rotational Inertia pp66-67. Cont d on next page Page 8 of 60
Analyzing and Interpreting Data Analyzing data in 9 12 builds on K 8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. *Online Content Videos: Speed vs. Time Graphs 1, 2, 3, Changing Direction *Online Student Section Review 3.1-3.3 *Online Student Section Review 4.1-4.3 34 Measuring length practice box 36 How is time measured practice box 43 Fundamental and derived quantities sidebar practice 44 Surface area and volume practice box 50 How to graph data accurately sidebar 61 Speed limit of the universe sidebar 62 Calculating speed sidebar practice 64 Interpreting a position vs. time graph sidebar practice 68 Calculating time from distance sidebar practice 70 Solving position vs. time equation sidebar practice 82 Calculating acceleration sidebar practice 83 Acceleration from changing direction sidebar 85 Calculating acceleration from a speed vs. time graph sidebar practice Cont d on next page PS2.A: Forces and Motion Newton s second law accurately predicts changes in the motion of macroscopic objects. *Online Content Video: Newton s Second Law *Online Student Section Review 5.1-5.3 *Online Student Problem Set 5 105 Using the second law sidebar practice 106 Finding acceleration of moving objects sidebar practice 107 Finding force from acceleration practice box 108 Finding force when acceleration is zero practice box 113-114 Ch5 Connection: Biomechanics 115-116 Ch5 Assessment 29-31 The Second Law: Force, Mass, and Acceleration Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. 5 Ch1 Assessment Concept #17,18 56 Ch2 Assessment Apply #2 84 Acceleration of cars sidebar 14-16 Position, Speed, and Velocity 17-18 Position, Velocity, and Time 19-20 Equations of Motion 21-22 Acceleration 23-24 Accelerated Motion 25-26 Free Fall 27-28 The First Law: Force and Inertia 29-31 The Second Law: Force, Mass, and Acceleration, Part 4f *37-39 Friction Part 1a-c *40-43 Equilibrium and Hooke s Law *47-50 Projectile Motion *53-56 Motion in Circles Part 6-7 *57-59 Centripetal Force *66-67 Rotational Inertia Page 9 of 60
86 Calculating speed in accelerated motion sidebar practice 88 Calculation position from speed and acceleration sidebar practice 89 Solving motion problems practice box and sidebar practice 93 Parachutes and air resistance sidebar 104 What is force sidebar 111 Solving problems with action/reaction forces practice box 240 Ch11 Assessment Concept #1-4; 241 Concept #5-14; 242 Apply#1-2 7-9 Distance and Length 10-11 Time 12-13 Matter and Mass 14-16 Position, Speed, and Velocity 17-18 Position, Velocity, and Time Graphs 19-20 Equations of Motion 21-22 Acceleration 23-24 Accelerated Motion 25-26 Free Fall 47-50 Projectile Motion, or 262-266 Projectile Motion Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. *Online Student Section Review 1.2-1.3 *Online Student Problem Set 1 #10 16-21 Ch1.2 Scientific Inquiry and Natural Laws 22-26 The Nature of Scientific Knowledge 30 Ch1 Assessment Concept #6, 8-10, 14 Cont d on next page Page 10 of 60
101 Which systems in a car overcome the law of inertia sidebar 27-28 The First Law: Force and Inertia 29-31 The Second Law: Force, Mass, and Acceleration, Part 4e Laws are statements or descriptions of the relationships among observable phenomena. 16-21 Ch1.1 Scientific Inquiry and Natural Laws 22-26 The Nature of Scientific Knowledge 30 Ch1 Assessment Concept #12, 17 101 Which systems in a car overcome the law of inertia sidebar 27-28 The First Law: Force and Inertia 29-31 The Second Law: Force, Mass, and Acceleration, Part 2, 4b 32-34 Newton s Third Law: Action and Reaction *37-39 Friction Part 1 *40-43 Equilibrium and Hooke s Law *53-56 Motion in Circles Part 2 Page 11 of 60
HS Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. *[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] Ch12 Momentum pp243-256. Students describe the relationship between linear momentum and force and calculate the linear momentum of moving objects given their mass and velocity. Students solve one-dimensional elastic-collision problems using momentum conservation. Students describe the properties of angular momentum in a system and calculate the angular momentum of simple rotating objects. Inv. 12.1 Momentum pp87-88. Students explore collisions and show how they obey the law of conservation of momentum. Inv. 12.2 Force and Momentum pp89-90. Students create and observe elastic and inelastic collisions and deduce the relative size of forces from changes in momentum. Students investigate what happens when equal and opposite forces are exerted on a pair of Energy Cars. Investigation Inv. 12.3 Angular Momentum pp91-92. Students create a rotating system and observe the action of a torque as well as deduce the relative size of forces from changes in angular momentum. Cont d on next page Page 12 of 60
Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to describe explanations. 23 Models sidebar 24 Problem Solving Techniques 245 Calculating Momentum practice box 248 Solving Momentum Problems practice boxes 255 Angular momentum practice box *Online Student Problem Set 12 259-263 Ch12 Assessment Problem #1-11 *Online Student Simulation: Changes in Momentum 87-88 Momentum 89-90 Force and Momentum Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. Cont d on next page PS2.A: Forces and Motion Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. *Online Student Problem Set 12 *Online Student Section Review 12.2 Ch12 Connection: Jet Engines 259-263 Ch12 Assessment Vocabulary #1-10, Concept #1-3; Problem #1-11 87-88 Momentum If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. 254 Conservation of Angular Momentum 259 Ch12 Assessment Vocabulary #4, Concept #6 91-92 Angular Momentum Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. 23 Systems 234 Energy Flow in Systems 236 Energy Flow in Natural Systems 237 Energy Flow in Biological Systems 86-87 Energy Flow in Systems Page 13 of 60
16-19 Scientific Inquiry and Natural Laws Laws are statements or descriptions of the relationships among observable phenomena. 16-19 Scientific Inquiry and Natural Laws 37-38 Newton s 3d law 166-168 Newton s 3d law through collisions Page 14 of 60
HS Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. *[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] Ch6 Forces and Equilibrium pp117-133. Students learn to draw free body diagrams and evaluate forces to be able to determine when an object is in equilibrium or the vector resultant of a net force acting on an object. Ch12 Momentum pp243-256. Students describe the relationship between linear momentum and force and calculate the linear momentum of moving objects given their mass and velocity. Students solve one-dimensional elastic-collision problems using momentum conservation. Students describe the properties of angular momentum in a system and calculate the angular momentum of simple rotating objects. Collisions and Restraints pp255-260. Students work through all the steps in an engineering design cycle. Given the problem protecting a passenger in a collision, students collaboratively research the problem, specify requirements, brainstorm a solution, create a working model, test their model, and then present their results to others. Given their proposed solution, it may be necessary to cycle more than once through the prototype step. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Cont d on next page PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. 134-135 Ch6 Connection: The Design of Structures 136 Ch6 Assessment Vocabulary #25, 27, 28 Cause and Effect Systems can be designed to cause a desired effect. Chapter Connections 1-30 30 Ch1 Assessment Concept #18 115 Ch5 Assessment Concept #6 138 Ch6 Assessment Apply #2 Page 15 of 60
Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. 134-135 Ch6 Connection: The Design of Structures 244-254 Engineering Design Log 255-261 Collisions and Restraints *Online Student Section Review 12.1-12.3 *Online Student Problem Set 12, #3 258 Ch12 Connection 259 Ch12 Assessment Concept #3, 6; 260 Concept #9, 10, 12, 15, Problem #8 255-260 Collisions and Restraints ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. 134-135 Ch6 Connection: The Design of Structures 244-254 Engineering Design Log, Part 3 255-261 Collisions and Restraints, Part 4 ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. 255-261 Collisions and Restraints, Part 7 262-266 Projectile Motion, Part 3 244-254 Engineering Design Log 255-261 Collisions and Restraints 262-266 Projectile Motion Page 16 of 60
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HS Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-4. Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. *[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] Ch6 Forces and Equilibrium pp118-127. Students distinguish between mass and weight and calculate the weight of an object using the strength of gravity (g) and mass. Ch8 Motion in Circles pp166-175. Students describe and calculate centripetal forces and accelerations. Students then describe the relationship between the force of gravity and the masses and distance between objects. Students calculate the force of gravity when given masses and distance between two objects. Finally, students explain why satellites remain in orbit around a planet. Ch21 Electric Charge and Forces pp440-451. Students identify the parts of the atom that carry electric charge then describe and calculate the forces between like and unlike electric charges. Students sketch the electric field around a positive or negative point charge and apply the concept of an electric field to describe how charges exert forces on other charges. Ch22 Magnetism pp461-472. Students describe the force between two permanent magnets, explain why ferromagnetic materials always attract magnets of either pole, and then sketch the magnetic field of a single permanent magnet. Students predict the direction of the force on a magnet placed in a given magnetic field. Students learn how to use a compass to find the direction of true north and describe the theory behind why a compass works. Inv. 8.3 Universal Gravitation and Orbital Motion pp60-61. Students use the law of universal gravitation to calculate the gravitational force of attraction between objects. Students also calculate the gravitational field strength (g) on the surface of different planets using the gravitational constant (G) which is the same everywhere in the universe. Inv. 21.1 Electric Charge pp170-172. Students triboelectrically charge different materials and use a triboelectric series to make predictions about charged objects. Students make an electrophorus and explain how it works. Inv. 21.2 Coulomb s Law pp173-175. Students investigate the relationship between charge, distance, and force using charged pith balls and use Coulomb s law to calculate the force between two charged objects. Cont d on next page Page 18 of 60
Inv. 22.1 Properties of Magnets pp179-181. Students name the properties of a permanent magnet, describe and measure the forces that magnets exert on each other, then sketch magnetic fields. Inv. 22.2 Magnetic Properties of Materials pp182-183. Students determine how a magnet is used to distinguish between magnetic and nonmagnetic materials. Students identify common magnetic materials and explain the effect of nonmagnetic materials on the force between magnets. Inv. 22.3 The Magnetic Field of the Earth pp184-185. Students use a compass and research how a changing magnetic declination affects a compass. Students identify materials that will affect a compass magnetically. Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to describe explanations. *Online Simulation: Free Fall *Online Simulation: Rolling vs. Sliding Friction *Online Student Section Review 6.1-6.3 *Online Student Problem Sets 21-22 119 Two meanings for g sidebar 121 Calculating weight on Jupiter sidebar practice 122 Using weight in Physics problems, practice box and sidebar practice Cont d on next page PS2.B: Types of Interactions Newton s law of universal gravitation and Coulomb s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. *Online Student Problem Set 6 #2, 3, 5 *Online Student Section Review 6.1 136 Ch6 Assessment Vocabulary #1, 4; 137 Concept #1-4, Problem #1-3; 138 Apply #1 175 Calculating weight of person on the moon sidebar practice 177-178 Ch8 Connection: Satellite Motion *Online Student Problem Set 8 179 Ch8 Assessment Concept #8-11; 180 Concept# 12-15, Apply #3 *Online Student Problem Set 21 459 Ch21 Assessment Concept #1-19 60-61 Universal Gravitation and Orbital Motion, Part 3-4 173-175 Coulomb s Law, Part 1 Table and Part 2 Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. 120 The human body in zero-g sidebar 173 Centrifugal force and banked turns sidebar 179-181 Properties of Magnets 182-183 Magnetic Properties of Materials 184-185 The Magnetic Field of the Earth Page 19 of 60
123 A model for friction, calculating friction sidebar practice 124 Calculating static friction sidebar practice Student Problem Set 6 137 Ch6 Assessment Concept #4, 11, 18; 138 Problem #1-8; 139 Problem #9-10, Apply #3 171 Calculating centripetal force practice box 172 Calculating centripetal acceleration sidebar practice 460 Ch21 Assessment Problem #1-4 475 Ch22 Assessment Concept #3-6, 14, 16 Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. 475 Ch22 Assessment Concept #17 60-61 Universal Gravitation and Orbital Motion 173-175 Coulomb s Law Laws are statements or descriptions of the relationships among observable phenomena. 459 Ch22 Assessment Concept #12; 460 Apply #2 60-61 Universal Gravitation and Orbital Motion 173-175 Coulomb s Law Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. 170-172 Electric Charge 179-181 Properties of Magnets 186-187 Electric Current and Magnetism Page 20 of 60
HS Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. *[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] Ch19 Electricity pp400-413 Students distinguish between current and voltage. Students describe the connection between voltage, current, energy, and power, and the function of a battery in a circuit. Students measure current, voltage, and resistance with a multimeter and calculate the current in a circuit using Ohm s law. Students draw and interpret a circuit diagram with wires, a battery, a bulb, and a switch, and then give examples and applications of conductors, insulators, and semiconductors. Ch20 Electricity and Magnetism pp420-434. Students sketch examples of series and parallel circuits. Students distinguish between AC and DC electricity and describe a short circuit and why a short circuit may be a hazard. Students calculate the current in a series or parallel circuit containing up to three resistances, the total resistance of a circuit by combining series or parallel resistances, and the power used in an AC or DC circuit from the current and voltage. Ch21 Electric Charge and Forces pp440-451. Students identify the parts of the atom that carry electric charge then describe and calculate the forces between like and unlike electric charges. Students sketch the electric field around a positive or negative point charge and apply the concept of an electric field to describe how charges exert forces on other charges. Ch22 Magnetism pp461-472. Students describe the force between two permanent magnets, explain why ferromagnetic materials always attract magnets of either pole, and then sketch the magnetic field of a single permanent magnet. Students predict the direction of the force on a magnet placed in a given magnetic field. Students learn how to use a compass to find the direction of true north and describe the theory behind why a compass works. Ch23 Electricity and Magnetism pp478-493 Students explain the relationship between electric current and magnetism, the concept of commutation as it relates to an electric motor, and how the concept of magnetic flux applies to generating electric current using Faraday s law of induction. escribe and construct a simple electromagnet. Using the right-hand rule, students predict the direction of the force on a moving charge or current carrying wire, and demonstrate three ways to increase the current from an electric generator. Cont d on next page Page 21 of 60
Inv. 19.2 Current and Voltage pp152-155. Students build a circuit and trace and measure the flow of electric current. Students build a circuit and measure and compare the voltage drops across devices. Inv. 19.3 Electrical Resistance and Ohm s Law pp156-159. Students analyze a current versus voltage graph to determine a relationship between voltage, current, and resistance. Students use Ohm s law to predict voltage, current, or resistance when two of three variables are known. Inv. 20.1 Series and Parallel Circuits pp160-163. Students calculate the total resistance in series and parallel circuits, describe what happens to the voltage across each component in a series circuit, and then evaluate the advantages of parallel circuits and series circuits. Inv. 20.2 Analysis of Circuits pp164-166. Students build a network circuit and determine the total resistance of a three-element resistor network circuit. Inv. 20.3 Electric Power, AC, and DC Electricity pp167-169. Students calculate power in a DC circuit when given the current and voltage, then rank various household appliances by the amount of power they use. Students estimate the cost per month of using a common household appliance. Inv. 21.1 Electric Charge pp170-172. Students use a triboelectric series to make predictions about charged objects. Inv. 22.1 Properties of Magnets pp179-181. Students investigate magnetism using magnets and a compass. Students explore how electricity and magnetism are related. Inv. 23.1 Electric Current and Magnetism pp186-187. Students build an electromagnet and explain how electric current affects the strength of the magnetic field in an electromagnet. Inv. 23.2 Electromagnets and the Electric Motor pp188-192. Students build a working electric motor and demonstrate how permanent magnets and electromagnets interact and cause a motor to spin. Students measure the current and voltage of a motor. Inv. 23.3 Electromagnetic Induction pp193-196. Students collaborate to build and test several electric generator designs, then use Faraday s law of induction to explain why the amount of electricity generated depends on the speed and number of magnets in the generator. Cont d on next page Page 22 of 60
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 9 12 builds on K 8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. 160-163 Series and Parallel Circuits, Part 3 evaluate the circuit 167-169 Electric Power, AC, and DC Electricity 173-175 Coulomb s Law Cont d 180 Properties of Magnets, Part 2 evaluate precision of measured distances 185 The Magnetic Field of the Earth, Part 3 researching the the effects of magnetic declination, Part 5, assessing the limitations of a magnetic compass PS2.B: Types of Interactions Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. 447 Force between charges, practice box 455 Capacitance, sidebar practice *Online Student Problem Set #21 458 Ch21 Assessment Vocabulary #17, 20, 21; 460 Problem #3 *Online Student Problem Set #22 475 Ch22 Assessment Concepts #3, 9; 476 Problem #6 *Online Simulation: Paramagnetism, Electromagnetic Induction *Online Student Problem Set 23 Ch23 Assessment Vocabulary #3, 7, 10, 13, Concept #1, 5-13; 497 Concept #17-21, Problem #2-6; 498 Problem #8,9 Apply #1 193-196 Inv. 23.3 Electromagnetic Induction PS3.A: Definitions of Energy Electrical energy may mean energy stored in a battery or energy transmitted by electric currents. 152-155 Current and Voltage 156-159 Electrical Resistance and Ohm s Law 160-163 Series and Parallel Circuits Cont d on next page Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. 458-459 Ch21 Connection: Rival Projector Technologies 460 Ch21 Assessment Apply #1 473-474 Ch22 Connection: Magnetic Resonance Imaging 475 Ch22 Assessment Concepts #4, 5, 13, 16, 17; 476 Problem #1, 4, 5, 7; Apply #1, 2 494-495 Ch23 Connection: Trains that float by Magnetic Levitation 496 Ch23 Assessment Concept #1, 3, 5, 7, 12; 497 Concept #17, 19-21, Problem #6; 498 Problem #8, Apply #1 170-172 Electric Charge, Part 4 research benefits and negative effects of electrostatic interactions Page 23 of 60
164-166 Analysis of Circuits 167-169 Electric Power, AC, and DC Electricity Page 24 of 60
HS Forces and Interactions Students who demonstrate understanding can: HS Physics HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. *[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] Ch25 Energy, Matter, and Atoms pp519-533. Students describe the relationship between atoms and matter and the phases of matter and explain solid, liquid, and gas in terms of energy and atoms. Students distinguish between elements, compounds, and mixtures. Students describe temperature in terms of the kinetic energy of particles and as convert temperatures between Fahrenheit, Celsius, and Kelvin scales. Ch27 The Physical Properties of Matter pp556-581. Students perform calculations involving the density of solids, gases, and liquids. Students apply the concepts of force, stress, strain, and tensile strength to simple structures and describe the cause and some consequences of thermal expansion in solids, liquids, and gases. Students explain the concept of pressure and calculate pressure caused by the weight of fluids as well as how pressure is created on a molecular level and apply Bernoulli s equation to flow along a streamline. Students use the gas laws to solve simple problems involving pressure, temperature, mass, and volume. Inv. 25.1 Matter and Atoms pp204-205. Students first research an element to learn about its properties and then construct a poster summarizing what they learned about their element. Students can display or present their findings orally to their class. Inv. 25.2 Temperature and the Phases of Matter pp206-208. Students predict, observe and then explain what happens to the temperature of a cetyl alcohol as it changes phase. Students create and analyze the heating and cooling curves for cetyl alcohol, and determine the melting/freezing point. Inv. 27.1 Properties of Solids pp221-222. Students measure the breaking strength of a material while observing the deformation of a material as it breaks in tension, and then calculate the tensile stress at fracture. Inv. 27.2 Properties of Liquids and Fluids pp223-225. Students demonstrate how the movement of a fluid creates pressure differences. Students build a device for measuring the speed of moving air, then use Bernoulli s equation to determine the speed of the moving air from a pressure difference. Inv. 27.3 Properties of Gases pp226-228. Students measure the mass of a volume of a sample of air and determine the relationship between mass, density, and pressure for their sample. Students model the relationship between pressure and temperature for a sample of air. Cont d on next page Page 25 of 60
Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9 12 builds on K 8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Communicate scientific and technical information (e.g., about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). 562-568 Properties of Solids, 565 practice box 569-577 Properties of Liquids and Fluids, 571 practice box, 572 practice box, 576 sidebar practice 578-581 Properties of Gases, 579 practice box, 580 practice box, 581 practice box 584 Ch27 Assessment Vocabulary #1-29; 585 Vocabulary 30-31 Concept #1-17; 586 Concept #18 Problem #1-13 204-205 Matter and Atoms PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. *Online Simulation: Atoms in a Gas, Atoms in a Liquid, Atoms in a Solid 520-525 Matter and Atoms 526-533 Temperature and the Phases of Matter, 527 practice box, 531 sidebar practice, 532 practice box 540 Ch25 Assessment Vocabulary #1-26; 541 Vocabulary #27-30; Concept #1-13 569-577 Properties of Liquids and Fluids 578-581 Properties of Gases 584 Ch27 Assessment Vocabulary #1-29; 585 Vocabulary 30-31, Concept #2-4,12,13,16; 586 Apply #3,4 206-208 Temperature and the Phases of Matter 221-222 Properties of Solids, Part 2 223-225 Properties of Liquids and Fluids, Part 2 226-228 Properties of Gases, Part 2-3 Cause and Effect Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. 538-539 Ch25 Connection: The Refrigerator 541 Ch25 Assessment Concept #17; 542 Concept #18 582-583 Ch27 Connection: The Deep Water Submarine Alvin 585 Ch27 Assessment Concept #1,5-11,14-15, 17; 586 Concept #18, Apply #1,2 221-222 Properties of Solids, Part 2 223-225 Properties of Liquids and Fluids, Part 4-5 244-254 Engineering Design Log, Part 3 267-270 Electric Circuits Game Part 3, Assessment #2 Page 26 of 60
HS Energy Students who demonstrate understanding can: HS Physics HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. *[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] Ch1 The Science of Physics pp2-26. Students use the ideas of energy and electric current to explain how a battery lights a bulb, how there can be many forces acting on an object that is not moving, and the physical differences, other than color, between blue light and red light. Students give examples of an oscillator and a wave. Students distinguish between hot matter and cold matter and between matter and energy. Ch10 Work and Energy pp199-217. Student calculate the work done in joules for situations involving force and distance. Give examples of energy and transformation of energy from one form to another. Calculate potential and kinetic energy. Apply the law of energy conservation to systems involving potential and kinetic energy. Ch11 Energy Flow and Power pp223-237. Students give an example of a process and the efficiency of a process and then calculate the efficiency of a mechanical system from energy and work. Students evaluate power requirements from considerations of force, mass, speed, and energy. Students give examples, sketch energy flow diagrams and calculate power as it pertains technological, natural, and biological systems. Inv. 1.1 Physics and Energy pp1-2 Students charge and discharge a capacitor, which is like a battery and then investigate how quickly a battery gains or loses energy. Students create an explanation for how a battery functions. Inv. 10.1 Machines and Mechanical Energy pp68-72. Students build a simple machine that multiplies force and identify input and output forces. Students determine the mechanical advantage of different pulley setups. Inv. 10.2 Work pp73-76. Students build a simple machine that multiplies force, and then measure, calculate, and compare input and output forces and distances for different pulley setups. Students explore the relationship between work and energy. Inv. 10.3 Energy and Conservation of Energy pp77-79. Students design an experiment to test a hypothesis about how the marble s energy changes as it moves along a loop track. Students use the law of conservation of energy to predict the minimum release height the marble needs to successfully complete the loop, and the marble s velocity at the top of the loop when released from the track peg. Cont d on next page Page 27 of 60
Inv. 11.1 Efficiency pp80-82. Students calculate the kinetic and potential energy of the Energy Car at the top and bottom of the SmartTrack and then compare results from cars of different masses. Students determine the efficiency of the SmartTrack. Inv. 11.2 Energy and Power pp83-85. Students calculate their own work and power output while lifting an object and then compare their power output with that of a common electric light bulb. Students distinguish between energy and power. Inv. 11.3 Energy Flow in Systems p86. Students follow sequences and sketch energy flow diagrams in which energy changes form in technical, natural, and biological systems. Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Create a computational model or simulation of a phenomenon, designed device, process, or system. *Online Simulation: The Three Classes of Levers, Kinetic and Potential Energy, Action- Reaction, Hooke s Law and Springs, Linear Speed of a Rolling Wheel 68-72 Machines and Mechanical Energy, Part 5 Cont d on next page PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. *Online Student Section Review 1.1 *Online Student Problem Set 1 29 Ch1 Assessment Vocabulary #15, 17, 24-26; 30 Concept #7, 13, 18, Problem #1, #6 225 Calculate the efficiency of a rubber band sidebar practice 73-76 Work and Energy, Part 5 80-82 Efficiency, Part 3 PS3.B: Conservation of Energy and Energy Transfer Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. 238-239 Ch11 Connection: Energy from Ocean Tides 240-241 Ch11 Assessment Concept #3; 241 Concept #14, 15; 242 Concept #9 260 Ch12 Assessment Concept#9 282 Ch13 Assessment Problem #8 302-303 Ch14 Connection: Freak Waves 609 Ch28 Assessment Vocabulary #31 634 Ch29 Assessment Vocabulary #29 68-72 Machines and Mechanical Energy, Part 4 73-76 Work and Energy, Part 3 80-82 Efficiency, Part 3-4 83-85 Energy and Power, Part 2 Page 28 of 60