River Dell Regional School District Physics Curriculum · 3 River Dell Regional School District...

River Dell Regional School District Physics Curriculum

2016

Mr. Patrick Fletcher

Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman

Principal Principal

River Dell High School River Dell Middle School

Mr. William Feldman

Assistant Superintendent

Curriculum and Instruction

Science Committee

Lori Dunn

Edward Houston

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River Dell Regional School District

Physics Curriculum Approved June 27, 2016

TABLE OF CONTENTS Rationale: Page 3 Course Description Page 3 Course Outline Page 5 Unit 1: One Dimensional Kinematics Page 7 Unit 2: Dynamics Page 11

Unit 3: Linear Movement Page 16 Unit 4: Work and Energy 0 Unit 5 H: Electric Charge and Electric Field Page 24 Unit 5: Electric Current and Electric Circuits Page 28 Unit 6: Simple Harmonic Motion, Vibrations and Waves Page 32 Unit 7: Light and Optics Page 37

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I. Rationale The PSI Physics course is comprised of the following concepts: Mechanics, 40%, Electricity and Circuits, 40%, Simple Harmonic Motion, Waves, Light and Optics, 20%. The sequence of topics has been designed to apply and reinforce mathematics which has been taught and learned as well as mathematics taught concurrently. Therefore, this first year high school science course reflects algebra skills but does not require trigonometry. This is accomplished by restricting this course to problems that can be simplified to one-dimensional form. While vectors are introduced, they are only added and subtracted in one dimension at a time. This allows students to investigate many of the typical concepts presented in a physics course while keeping the mathematical rigor to an appropriate level. Connections are also developed between the analysis of motion and graphical analysis, collision problems and the solving of systems of equations, etc. Physics is offered in three levels designed to accommodate individual student’s math competency. The standard level course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, electricity, and light. The Honors Physics level course is offered to students who have demonstrated an advanced proficiency in math and require less instruction on some of the more elementary mathematical concepts. This course presents these students with a broader range of topics and a greater level of mathematical rigor. The Conceptual Physics course is offered to the students who require more explicit instruction on the application of algebra based problem solving. This course offers a more conceptual approach, allowing students the opportunity to master the more essential skills and eliminating some of the more abstract subject matters. Students who have successfully completed Physics or Honors Physics courses may elect to move onto Advanced Physics, SUPA Physics, and/or AP Physics C. II. Course Description This course is offered in three levels based on the student’s proficiency in math. Physics Conceptual Course Description

This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, and light. This course differs from the standard level course in that it offers a more qualitative and less mathematical approach. Co-requisite: Algebra I Survey

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Physics Course Description

This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, electricity, and light. Algebra skills taught in Algebra I are used extensively, although practical applications are emphasized. Laboratory exercises and experiences accompany all areas of study.

Co- requisite: Algebra I

Physics Honors Course Description

This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional Kinematics and dynamics, energy, electricity, and light. This course differs from the standard level course in both content and mathematical rigor. Laboratory exercises and experiences accompany all areas of study.

Co- requisite: Honors Geometry/Geometry

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III. Course Outline 1. One- Dimensional Kinematics

a. Fundamental and derived units of measurement b. Motion in one dimension c. One dimensional vectors vs. scalars d. Displacement vs. Distance e. Velocity vs. Speed f. Acceleration g. Using the four kinematics equations to solve problems: *

a. x = xo +vot + ½ at2 b. v = vo + at

c. v2 = vo2 + 2ax

d. vavg = (v + vo)/2 h. Free fall motion i. Graphical interpretation of motion

2. Dynamics

a. Forces b. Newton’s Laws c. Free body Diagrams d. Gravity near the earth’s surface and “g” e. Mass versus weight (W = mg) f. Use ΣF = ma and free body diagrams to solve problems in one dimension g. Surface Forces: Normal Force and Friction h. Static and Kinetic Friction

3. Linear Momentum* a. Momentum (p = mv)

b. Impulse (I = Ft = p)

c. Momentum and its relation to force (F = p/t)

d. Conservation of momentum (p = p’) e. Collision and Impulse Problems f. Perfectly inelastic collisions in one dimension (m’ = m1 + m2) g. Inelastic collisions in one dimension

4. Work and Energy a. Work done by a constant force (W = Fdparallel) b. Kinetic Energy (KE = ½ mv2) c. Gravitational Potential Energy (GPE = mgh) d. Conservation of Energy (Eo + W = E) e. Conservative and non-conservative forces f. Elastic collisions in one dimension** g. Bar diagrams h. Problem solving with the Principle of Conservation of Energy.

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5H. Electric Charge and Electric Field** a. Electric charge and its conservation b. Interactions of charges c. Induced charges; the electroscope d. Coulomb’s Law (F = kq1q2/r2) e. Electric field (E = kq/r2) f. Superposition of forces g. Superposition of electric fields h. Calculation of net force and/or field due to multiple charges

5. Electric Currents and DC Circuits*

a. The electric battery

b. Electric current (I = q/t) c. Ohm’s Law (I = V/R)

d. Resistivity R = L/A e. Joule’s Law and Electric Power (P=V2/R = IV = I2R) f. Resistors in series (Rseries = R1 + R2 +...) g. Adding resistors in parallel (1/Rparallel = 1/R1 + 1/R2 +...) h. Equivalent Circuit resistance

6. Simple Harmonic Motion; Vibrations; and Waves

a. Period and frequency b. Mass-spring systems c. The simple pendulum d. Wave Motion e. Wavelength, frequency and wave velocity f. Interference g. Refraction h. Diffraction i. Standing Waves

7. Light and Optics

a. The Wave Nature of Light b. Visible Spectrum c. Reflection and Refraction d. Mirrors, Lenses and Images e. The Electromagnetic Spectrum f. Interference, Diffraction and Polarization g. Photons

*-not included in PSI Physics Conceptual **-for PSI Physics Honors only

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BY THE END OF NINTH GRADE PHYSICS

Unit One: One Dimensional Kinematics

STATE STANDARD 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

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

HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that changing a magnetic field can produce an electric current

HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media

RST.11-12.8 Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information

WHST.11-12.2 Write informative/explanatory texts WHST.11-12.7 Conduct short as well as more sustained research projects to answer a

question or solve a problem WHST.12.8 Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively WHST. 12.9 Draw evidence from informational text to support analysis, reflection, and

research

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S.L 11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN. Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when

reporting quantities HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and

explain properties of the quantity represented by the expression HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve

problems HSA. CED.A.2 Create equations in two or more variables to represent relationships

between quantities; graph equations on coordinate axis with labels and scales HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same

reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real

world problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the

results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public

databases to find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find

a solution and make an informed decision 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school

mathematics to solve science, technology, engineering, and mathematics problems.

9.4.12.O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems.

9.4.12.O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems.

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9.4.12.O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, email, and Internet applications, to locate and display information.

BIG IDEAS/COMMON THREADS Kinematics provides us with the language and the mathematical tools to describe the motion of an object as a function of position and time, without regard to the causes of motion.

ENDURING UNDERSTANDINGS Physics can predict the motion of a body.

ESSENTIAL QUESTIONS 1. In what ways can physics predict the motion of a body? 2. What are the characteristics of freely falling motion? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of

different components, and connections of the components contribute to the investigation or design of new systems?

6. How does feedback stabilize or destabilize a system? 7. What empirical evidence distinguishes between cause and effect? 8. How does the concept of orders of magnitude allow one to understand how a model

of one scale relates to a model of at another scale? 9. Why do some things change or remain stable? 10. How are advances in science and technology interrelated? 11. What are the patterns that emerge at the different scales at which a system is

studied?

MODULE ASSESSMENT Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test

LESSON OBJECTIVES Students will be able to...

use appropriate metric units for given measurements

identify aspects of motion such as position, time, velocity and acceleration

distinguish between vector and scalar quantities

define distance, displacement, speed, velocity, and acceleration

differentiate between uniform and variable motion

express an object’s speed and acceleration using various units of measurement

understand the motion of an object undergoing free fall

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SKILLS Students will be able to...

convert between units of time and distance

develop models of motion

use steps for solving physics problems

solve problems using kinematic equations

conduct experiments involving motion

collect and display experimental data

construct and interpret graphs using distance, time, and velocity for uniform and variable motion

plan and carry out investigations to answer questions and test solutions

analyze data using tools, technologies, and models in order to make valid and reliable scientific claims or determine an optimal design solution

use mathematical representation of phenomena to describe explanations

apply scientific ideas to solve a design problem taking into account possible unanticipated effects

communicate scientific and technical information in multiple formats

develop and use a model based on evidence to illustrate the relationship between systems and components of systems

plan and conduct an investigation individually and collaboratively to produce data to serve as the basis of evidence, and in the design: decide on types, how much, and the accuracy of the data needed to produce reliable measurements

design, evaluate, and/or refine a solution to a complex, real world problem

RESOURCES

Algebra Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/ Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx

http://njctl.org/courses/science/algebra-based-physics/

http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx

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Unit Two: Dynamics

STATE STANDARD HS-PS2-1 Analyze data to support a 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

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


HS-PS2-4 Use mathematical representations of Newton’s Laws of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects





HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system

HS-ESS2-1 Develop a model to illustrate how Earth’s internal and surface processes operate at different temporal and spatial scales to form continental and ocean-floor features





WHST.11-12.2 Write informative/explanatory texts

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WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem

WHST.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively

WHST. 12.9 Draw evidence from informational text to support analysis, reflection, and research







reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence

8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real



databases to find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find

a solution and make an informed decision

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9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems.



9.4.12.O.(1).4 Demonstrate the ability to use Newton’s laws of motion to analyze static and dynamic systems with and without the presence of external forces.

9.4.12.O.(1).5 Explain relevant physical properties of materials used in engineering and technology.

9.4.12.O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering.


BIG IDEAS/COMMON THREADS Dynamics is the study of the causes of motion specifically, the study of Newton’s three laws, which succinctly summarizes dynamics.

ENDURING UNDERSTANDINGS Force changes the motion of a body.

ESSENTIAL QUESTIONS 1. What is a force and in what ways can it affect motion? 2. Why do thrown objects fall to Earth’s surface rather than travel through space

forever? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of




studied? 12. How do Newtonian gravitational laws govern orbital motion? 13. How is the appearance of land and sea-floor features a result of constructive

forces and destructive mechanisms?

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define force

understand that gravity is an attractive force between two masses

differentiate between mass and weight

distinguish among free fall, non-free fall and terminal velocity of falling objects

understand that force is the cause of acceleration

identify forces acting on a body that contribute to or hinder its motion

describe Newton’s First Law of Motion using inertia

identify the criteria of balanced and unbalanced forces

distinguish among net, applied and oppositional forces

describe Newton’s Second Law of Motion with respect to an unbalanced force

apply vector resolution to a force acting perpendicularly

identify characteristics of friction and normal force

describe Newton’s Third Law of Motion



draw free body diagrams

solve problems using mass, acceleration and force, including gravity

conduct experiments relating to force and motion

collect and display experiment data

develop models of motion and force








RESOURCES

Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/


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Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx


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Unit Three: Linear Momentum

STATE STANDARD HS-PS2-1 Analyze data to support a 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

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


HS-PS2-4 Use mathematical representations of Newton’s Laws of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects












research

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databases to find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a

solution and make an informed decision 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school




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BIG IDEAS/COMMON THREADS Linear momentum is the product of the mass and velocity of an object. Linear momentum is a conserved quantity, meaning that if a closed system is not affected by external forces, its total linear momentum cannot change.

ENDURING UNDERSTANDINGS The more momentum and object has the more difficult it is to change its motion.

ESSENTIAL QUESTIONS 1. Why are faster moving objects harder to stop? 2. How does a force change the momentum of an object? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of




studied?




understand that forces can act over time (impulse) resulting in changes in momentum

identify characteristics of motion with respect to momentum in a collision

distinguish between elastic and inelastic collisions

state the Law of Conservation of Momentum

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solve problems using mass, velocity, momentum and conservation of momentum for inelastic collisions

conduct experiments relating to momentum


develop models of inelastic collisions








RESOURCES Algebra Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/ Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx



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Unit Four: Work and Energy

STATE STANDARD HS-PS3-1 Create a computational model to calculate the change in energy of one

component in a system when the change in energy of other components and energy flows in and out of the system are known

HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles

HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy

HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when to components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system

HS-PS4-2 Evaluate questions about the advantages of using digital transmission and storage of information










question or solve a problem

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WHST.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively








reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the



solution and make an informed decision 9.4.12.O.(1).1Apply the concepts, processes, guiding principles, and standards of school


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9.4.12.O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems



BIG IDEAS/COMMON THREADS Energy comes in many different forms and can be broadly characterized as kinetic energy, potential energy, and heat. Work is done on an object when energy is transferred to that object. Therefore, energy can be defined as the capacity for doing work. The rate at which work is done on an object, or by which energy is generated or absorbed, is known as power.

ENDURING UNDERSTANDINGS Energy is the capacity for doing work.

ESSENTIAL QUESTIONS 1. How is the energy of an object on a cliff related to its energy as it falls to the Earth? 2. If the object falling loses energy in its fall, to what does it owe the loss? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of




studied?

MODULE ASSESSMENT

Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test



describe the features of potential energy

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describe the features of kinetic energy

define work

understand the difference between conservative and non-conservative forces

describe the Law of Conservation of Energy

describe how friction causes energy loss

describe power as energy expended per unit time

list the six simple machines

describe role of work, mechanical advantage and efficiency in the use of simple machines



solve problems using work, force, and distance

solve problems using kinetic, potential energy, and the Law of Conservation of Energy

use bar diagrams as an aid for solving energy problems

conduct experiments relating to work and energy












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Unit Five H: Electric Charge and Electric Field**

STATE STANDARD


HS-PS3-1 Create a computational model to calculate the change in energy of one component in a system when the change in energy of other components and energy flows in and out of the system are known

HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction












research S.L 11-12.5 Make strategic use of digital media in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest

25












solution and make an informed decision

9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems.




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BIG IDEAS/COMMON THREADS There are two kinds of charges: positive and negative. Like charges repel and unlike charges attract one another. Charge is conserved and quantized, meaning that charge comes in integer multiples of the elementary charge.

ENDURING UNDERSTANDINGS Charges are the building blocks of electricity.

ESSENTIAL QUESTIONS 1. What is the nature of electric charge? 2. How does electric charge account for the behavior of static electricity, current

electricity? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of




studied?




state Coulomb’s Law of Electrostatics

describe how to charge bodies by friction and conduction

identify the shape of an electric field around a charged body



set up problems that calculate the electrostatic force of attraction and repulsion using Coulomb’s Law

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calculate the net force or field due to multiple charges

apply the scientific method to investigate static electricity and direct current electricity

draw diagrams that illustrate the distribution of charge after charging bodies by friction

conduction sketch models of an electric field about a charged body











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Unit Five: Electric Current and DC Circuits*

STATE STANDARD


HS-PS3-1 Create a computational model to calculate the change in energy of one component in a system when the change in energy of other components and energy flows in and out of the system are known

HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction












research S.L 11-12.5 Make strategic use of digital media in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest

29












solution and make an informed decision 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school



9.4.12.O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems


30





BIG IDEAS/COMMON THREADS The movement of free electrons is the source of everything that we associate with electric currents. Electrical circuits require a complete loop through which an electrical current passes. Electricity is used to generate energy that can be transformed into other forms of energy (sound, light, heat and motion). Some materials conduct electricity and some materials do not.

ENDURING UNDERSTANDINGS A current is charges in motion.

ESSENTIAL QUESTIONS 1. What is the nature of an electric current? 2. How is electric current used in everyday life? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of




studied?




state Coulomb’s Law of Electrostatics

define current, resistance, and voltage

describe the role of a battery in an electric circuit

state the relationship between voltage, power and current

recognize the components of a simple direct current circuit

apply Ohm’s Law to simple circuits and direct current circuits with multiple resistors

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solve problems involving current, charge and time

use Ohm’s Law to solve problems involving current, resistance and voltage

perform calculations using Joule’s Law

diagram circuits with series and parallel resistors

calculate equivalent circuit resistance

construct direct current electrical circuits and use an ammeter and voltmeter to measure current and voltage











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Unit Six: Simple Harmonic Motion, Vibrations and Waves

STATE STANDARD HS-PS4-1 Use mathematical representations to support a claim regarding relationships

among the frequency, wavelength, and speed of waves travelling in various media

HS-PS4-2 Evaluate questions about the advantages of using digital transmission and storage of information

HS-PS4-4 Evaluate the validity and reliability of claims in published material of the effect different frequencies of electromagnetic radiation have when absorbed by matter

HS-PS4-5 Communicate how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy





HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection







sources, using advanced searches effectively

33














solution and make an informed decision 8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions

to manipulate data, generate charts and graphs, and interpret the results. 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of school


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BIG IDEAS/COMMON THREADS A wave is a disturbance that transfers energy from place to place, but the medium does not travel between two places. Simple harmonic motion is a means of storing mechanical energy at a single location.

ENDURING UNDERSTANDINGS Waves transfer energy without transferring matter.

ESSENTIAL QUESTIONS 1. How do waves transfer energy? 2. How are waves of energy used by society? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of


6. How does feedback stabilize or destabilize a system? 7. What empirical evidence distinguishes between cause and effect? 8. How does the concept of orders of magnitude allow one to understand how a

model of one scale relates to a model of at another scale? 9. Why do some things change or remain stable? 10. How are advances in science and technology interrelated? 11. What are the patterns that emerge at the different scales at which a system is

studied? 12. What role do waves play in the development of features of the Earth’s

interior?


35





describe how waves transfer energy differently from the physical transfer of energy

define the period and frequency of a wave

recognize mass-spring systems and pendulums and simple harmonic systems

recognize properties associated with sound waves such as intensity, wavelength and frequency

recognize and define properties associated with waves such as interference, refraction and diffraction

understand that standing waves of certain lengths can exist in a given system

distinguish between mechanical and non-mechanical waves

distinguish between longitudinal and transverse waves

identify musical components of sound, such as pitch and frequency



relate the period of a simple pendulum to its length

relate the frequency of a wave to the mass and the spring constant

produce and identify the characteristic parts of transverse and longitudinal waves with a slinky

solve problems involving frequency, wavelength, amplitude and speed of a wave

label the parts transverse and longitudinal waves

model the properties of waves in a sketch that describe interference, refraction, and diffraction

collect and display data

conduct experiments using harmonic systems and waves








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Unit Seven: Light and Optics

STATE STANDARD HS-PS4-1 Use mathematical representations to support a claim regarding relationships

among the frequency, wavelength, and speed of waves travelling in various media

HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations, one model is more useful than the other

HS-PS4-4 Evaluate the validity and reliability of claims in published material of the effect different frequencies of electromagnetic radiation have when absorbed by matter

HS-PS4-5 Communicate how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy











sources, using advanced searches effectively

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reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the



solution and make an informed decision 9.4.12.O.(1).1 Apply the concepts, processes, guiding principles and standards of school

mathematics to solve science, technology, engineering and mathematics problems.


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BIG IDEAS/COMMON THREADS Electromagnetic waves are transverse traveling waves produced by the oscillations of an electric field and a magnetic field. Optics is the study of visible light, and how light can be manipulated to produce visual images.

ENDURING UNDERSTANDINGS Visible light is a form of electromagnetic radiation.

ESSENTIAL QUESTIONS 1. How are light waves similar and different to mechanical waves? 2. How is electromagnetic radiation used by society? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of




studied?

MODULE ASSESSMENT

Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test



determine how electromagnetic energy varies in wavelengths and frequencies and therefore, energies

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identify the range of electromagnetic radiation, from radio to gamma, along with its uses and characteristics



solve problems involving frequency, wavelength, amplitude and speed of a wave

model the properties of waves in a sketch that describe interference, refraction, and diffraction

model the properties of light in a sketch that describe reflection, refraction, dispersion, and diffraction








RESOURCES Algebra Based Physics, NCTL: http://njctl.org/courses/science/algebra-based-physics/

Physics: A First Course: http://www.cpo.com/home/ForEducators/PhysicsAFirstCourse/tabid/269/Default.aspx



River Dell Regional School District Physics Curriculum · 3 River Dell Regional School District...

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