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Physics for Scientists and
Engineers |
Principles of Physics |
Conceptual Physics |
Virtual Physics Labs |
| (COMPETENCY
GOAL 1 is listed at the end of this document, since it does not address
physics content.) |
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| COMPETENCY
GOAL 2: The learner will build an understanding of linear motion. |
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| Objective |
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| 2.01 Analyze velocity as a rate of change of position: |
2.3 - 2.5 |
2.3 - 2.5 |
2.3 - 2.5 |
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| •
Average velocity. |
2.4 |
2.4 |
2.4 |
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| •
Instantaneous velocity. |
2.5 |
2.5 |
2.5 |
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| Content
Description |
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| Identify
a frame of reference for measurement of position and identify the initial
position of the object. |
2.1 |
2.1 |
2.1 |
·Skee-Ball |
| Develop the definition of velocity as the rate of change of
position conceptually, mathematically and graphically (see 2.04). |
2.3 - 2.8,
2.13 - 2.14 |
2.3 - 2.8
|
2.3 - 2.7
|
·Skee-Ball |
Apply the equation developed to several applications where
objects are moving with constant velocity:
v = Δx/Δt
xf
= xi + vt |
2.3 - 2.8 |
2.3 - 2.8 |
2.3 - 2.7 |
·Skee-Ball |
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| Objective |
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| 2.02 Compare and contrast as scalar and vector quantities: |
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Speed and velocity. |
2.3 |
2.3 |
2.3 |
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Distance and displacement. |
2.2 |
2.2 |
2.2 |
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| Content
Description |
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| Define
vector and scalar, incorporating
magnitude and direction. |
3.1 - 3.2 |
3.1 - 3.2 |
3.1 - 3.2 |
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| Apply concepts of speed and velocity to solve conceptual and
quantitative problems. |
2.37, 4.29 |
2.33, 4.27 |
2.23 |
·Skee-Ball |
| Distinguish between distance and displacement conceptually
and mathematically. |
2.2 |
2.2 |
2.2 |
·Skee-Ball |
| Clarify that a positive value for velocity indicates motion in
one direction while a negative value indicates motion in the opposite
direction. |
2.2 - 2.3 |
2.2 - 2.3 |
2.2 - 2.3 |
·Skee-Ball |
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| Objective |
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| 2.03 Analyze acceleration as rate of change in velocity. |
2.10 - 2.12 |
2.10 - 2.12 |
2.8 - 2.10 |
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| Content
Description |
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| Develop
the definition for constant (uniform) acceleration as the rate of change of
velocity conceptually, mathematically, and graphically (see 2.04). |
2.10 - 2.13,
2.16 - 2.18 |
2.10 -
2.12,
2.14 - 2.16 |
2.8 - 2.13 |
·Skee-Ball |
| Analyze visual representations of constant and changing
velocity. (see 2.04) |
2.9, 2.18 |
2.9, 2.16 |
2.13 |
·Skee-Ball |
Use kinematics equations for acceleration:
xf = xi + vt + (1/2)at2
a = Δv/Δt
vf2 = vi2 + 2aΔx |
2.16 - 2.18,
2.20 - 2.25 |
2.14 - 2.16,
2.18 - 2.22 |
2.11 - 2.13,
2.15 - 2.17 |
·Skee-Ball |
| Apply concepts of constant (uniform) acceleration to objects in
free fall. |
2.26 - 2.29 |
2.23 - 2.26 |
2.18 - 2.19 |
·Firing a cannon
·Juggling objects |
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| Objective |
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| 2.04 Using graphical and mathematical tools, design and
conduct investigations of linear motion and the relationships among: |
Chapter 2 |
Chapter 2 |
Chapter 2 |
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Position. |
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Average velocity. |
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Instantaneous velocity |
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Acceleration. |
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Time. |
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| Content
Description |
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| Constant
velocity: |
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| Measure position versus time of an object moving with constant
velocity. |
2.6 - 2.8, 2.15 |
2.6 - 2.8, 2.13 |
2.6 - 2.7 |
·Skee-Ball |
| Plot a position versus time graph of the measurements. |
2.6 - 2.8 |
2.6 - 2.8 |
2.6 - 2.7 |
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| Recognize that the relationship is linear and construct a
best-fit line. |
2.6 - 2.8 |
2.6 - 2.8 |
2.6 - 2.7 |
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| Identify the slope of the line as the change in position over
time (velocity) and the y-intercept as the initial position for the given
time interval. |
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| Using the slope y-intercept equation (y = mx + b) from the
graphs above, derive the mathematical relationships: |
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| final position=average velocity*time + initial position |
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| final position
- initial position=average velocity*time |
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| v = Δx/Δt |
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| Define change in position as displacement and show the average velocity equation (v =
Δx/Δt) |
2.2 - 2.4 |
2.2 - 2.4 |
2.2 - 2.4 |
·Skee-Ball |
| Constant acceleration: |
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| Measure position and time of an object moving with constant
acceleration. |
2.28 |
2.25 |
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·Skee-Ball |
| Plot a position vs. time graph of the measurements. |
2.28 |
2.25 |
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| Recognize that the relationship is not linear but fits the shape
of a parabola indicating that position is proportional to time squared. |
2.28 |
2.25 |
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| At various points on the curve, draw lines tangent to the
curve and develop the concept of instantaneous velocity (represented by the
slope of the tangent line at that time instant). |
2.6 |
2.6 |
2.6 |
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| Give several examples of and compare position vs. time,
velocity vs. time and acceleration vs. time graphs. |
2.6 - 2.9,
2.12 - 2.14 |
2.6 - 2.9,
2.12 |
2.6 - 2.7,
2.10 |
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| Recognize that the slope of the line on an instantaneous
velocity vs. time graph is the acceleration. |
2.12 |
2.12 |
2.10 |
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Develop the equations for objects that are experiencing
constant acceleration (rolling down an inclined plane or objects falling
toward the earth):
xf = xi + vt + (1/2)at2
a = Δv/Δt
vf2 = vi2 + 2aΔx |
2.19 - 2.20,
2.24 |
2.17 - 2.18 |
2.14 - 2.15 |
·Skee-Ball
·Firing a cannon
·Juggling objects |
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| COMPETENCY
GOAL 3: The learner will build an understanding of two-dimensional motion
including circular motion. |
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| Objective |
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| 3.01 Analyze and evaluate projectile motion in a defined frame
of reference. |
4.8 - 4.22 |
4.7 - 4.21 |
4.3 - 4.14 |
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| Content
Description |
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| Resolve
vectors into vertical and horizontal components. |
3.4, 4.1 - 4.6 |
3.4, 4.1 - 4.6 |
3.4, 4.1 - 4.2 |
·Firing a
cannon
·Juggling objects |
| Evaluate the motion of a projectile both horizontally and
vertically. |
4.8 |
4.7 |
4.3 |
·Firing a cannon
·Juggling objects |
| Recognize that the horizontal component of velocity does
not change (neglecting air resistance). |
4.8 |
4.7 |
4.3 |
·Firing a cannon
·Juggling objects |
| Recognize that the vertical component of velocity does
change due to gravity at the rate of 9.8m/s2 downward. |
4.8 |
4.7 |
4.3 |
·Firing a cannon
·Juggling objects |
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| Objective |
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| 3.02
Design and conduct investigations of two-dimensional
motion of objects. |
Chapter 4 |
Chapter 4 |
Chapter 4 |
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| Content
Description |
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| Select
appropriate measurements for an investigation of projectile motion. |
4.15 |
4.14 |
4.10 |
·Firing a
cannon
·Juggling objects |
| Identify factors that may affect results. |
4.15, 4.21 |
4.14, 4.20 |
4.10 |
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| Predict and measure the path of the projectile including
horizontal range, maximum height, and time in flight (such as a projectile
launched horizontally or from the ground at a given angle). |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
·Firing a cannon
·Juggling objects |
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| Objective |
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| 3.03 Analyze and evaluate independence of the vector
components of projectile motion. |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
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| Content
Description |
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| Recognize
that vector components are independent of each other. |
4.8 |
4.7 |
4.3 |
·Firing a
cannon
·Juggling objects |
| Apply the equations of uniform velocity to the horizontal
component. |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
·Firing a cannon
·Juggling objects |
| Apply the equations of accelerated motion to the vertical
component of velocity. |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
·Firing a cannon
·Juggling objects |
| Relate height, time in air and initial vertical velocity (such
as a projectile launched horizontally or from the ground at a given angle). |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
·Firing a cannon
·Juggling objects |
| Relate range of projectile, time and initial horizontal velocity
(such as a projectile launched horizontally or from the ground at a given
angle). |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
·Firing a cannon
·Juggling objects |
| Relate height and time in the air to the initial vertical
velocity |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
·Firing a cannon
·Juggling objects |
| Relate range of projectile to time in flight and initial
horizontal velocity |
4.8 - 4.21 |
4.7 - 4.20 |
4.3 - 4.13 |
·Firing a cannon
·Juggling objects |
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| Objective |
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| 3.04 Evaluate, measure, and analyze circular motion. |
Chapter 9 |
Chapter 9 |
Chapter 8 |
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| Content
Description |
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| Recognize
that an object may move with constant speed but changing velocity. |
9.1 |
9.1 |
8.1 |
·Navigating race tracks |
| Recognize that the directions of the velocity and
acceleration vectors are perpendicular to each other. |
9.4 |
9.4 |
8.3 |
·Navigating race tracks |
| Understand that centripetal acceleration is a consequence
of the changing velocity due to change in direction. |
9.4 |
9.4 |
8.3 |
·Navigating race tracks |
| Design
and conduct investigations of circular motion. |
9.0 |
9.0 |
8.0 |
·Navigating race tracks |
| Experimentally verify the proportional relationships described
in 3.06. |
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·Navigating race tracks |
| Combine proportional relationships into a single equation. |
9.4 - 9.5, 9.7 |
9.4, 9.6 |
8.3, 8.5 |
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| Calculate velocity using radius or circumference of the
circle and time to complete one or more circuits. |
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| Calculate centripetal acceleration as the velocity squared
divided by the radius. |
9.4 |
9.4 |
8.3 |
·Navigating race tracks |
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| Objective |
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| 3.05 Analyze and evaluate the nature of centripetal forces. |
9.7 - 9.14 |
9.6 - 9.13 |
8.5 - 8.7 |
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| Content
Description |
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| Evaluate
and understand that a net force is required to change the direction of a
velocity vector. |
9.7 |
9.6 |
8.5 |
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| Understand that for uniform circular motion the net force is
called the centripetal force. |
9.7 |
9.6 |
8.5 |
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| Understand that the centripetal force is not the result of
circular motion but must be provided by an interaction with an external
source. |
9.7 |
9.6 |
8.5 |
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| Evaluate the direction of the force and acceleration vectors as
pointing to the center of the circle in the case of constant speed but not
constant acceleration. |
9.7, 10.17 |
9.6, 10.14 |
8.5 |
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| Objective |
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| 3.06 Investigate, evaluate and analyze the relationship among: |
Chapter 9 |
Chapter 9 |
Chapter 8 |
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Centripetal force. |
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Centripetal acceleration. |
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Mass. |
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Velocity. |
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Radius. |
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| Content
Description |
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| Design
and conduct an investigation of circular motion. |
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·Navigating race tracks |
| Apply the proportional relationship between force and speed
squared when radius is constant. |
9.7 - 9.14 |
9.6 - 9.13 |
8.5 - 8.7 |
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| Apply the inverse relationship between force and radius when
speed is constant. |
9.7 - 9.14 |
9.6 - 9.13 |
8.5 - 8.7 |
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Apply the formula for centripetal force as mass times
centripetal acceleration using the following equations:
ac = v2/r
Fc = mv2/r |
9.7 - 9.14 |
9.6 - 9.13 |
8.5 - 8.7 |
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| COMPETENCY
GOAL 4: The learner will develop an understanding of forces and Newton’s Laws
of Motion. |
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| Objective |
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| 4.01 Determine that an object will continue in its state of
motion unless acted upon by a net outside force (Newton's First Law of
Motion, The Law of Inertia). |
5.2 |
5.2 |
5.2 |
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| Content
Description |
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| Observe
motion and draw force diagrams for objects moving at constant velocity with
very little friction (examples: air
track, air puck, balloon puck, dry ice) |
5.2 |
5.2 |
5.2 |
·Helicopters in flight |
| Identify that the state of motion must be a constant
velocity, including zero velocity, unless acted upon by a net force. |
5.2 |
5.2 |
5.2 |
·Helicopters in flight |
| Define inertia. |
5.2 - 5.3 |
5.2 - 5.3 |
5.2 - 5.3 |
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| Objective |
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| 4.02 Assess, measure and calculate the conditions required to
maintain a body in a state of static equilibrium. |
Chapters 5, 6 and 12 |
Chapters 5, 6 and 12 |
Chapters 5, 6 and 11 |
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| Content
Description |
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| Describe
forces as interactions between two objects, including contact and forces at a
distance. |
5.1 |
5.1 |
5.1 |
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| Recognize that force is a vector quantity. |
5.1 |
5.1 |
5.1 |
·Helicopters in flight |
| Define normal force. |
5.11 |
5.11 |
5.11 |
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| Represent the forces acting on an object using a force diagram. |
5.14 |
5.14 |
5.14 |
·Helicopters in flight |
| Analyze force diagrams to calculate the net force on an object. |
5.14 - 5.17,
Chapters 5 & 6 |
5.14 - 5.17,
Chapters 5 & 6 |
5.14 - 5.15,
Chapter 5 |
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| Determine that the net force acting on an object in static
equilibrium is zero. |
12.1 |
12.1 |
11.1 |
·Helicopters in flight |
| Design and conduct investigations of objects in static
equilibrium. (Torque and rotational equilibrium are
enrichment topics.) |
Chapters 6 & 12 |
Chapters 6 & 12 |
Chapter 11 |
·Helicopters in flight |
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| Objective |
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| 4.03 Assess, measure, and calculate the relationship among the
force acting on a body, the mass of the body, and the nature of the
acceleration produced (Newton's Second Law of Motion). |
5.5 - 5.9 |
5.5 - 5.9 |
5.5 - 5.9 |
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| Content
Description |
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| Design
and conduct investigations of force and acceleration. |
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·Helicopters in flight |
| Experimentally verify the proportional relationships among
acceleration, force and mass. |
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·Helicopters in flight |
| Apply proportional reasoning to the relationship between
force and acceleration when mass is constant. |
Chapters 5 & 6 |
Chapters 5 & 6 |
Chapter 5 |
·Helicopters in flight |
| Apply proportional reasoning to the inverse relationship
between mass and acceleration when force is constant. |
Chapters 5 & 6 |
Chapters 5 & 6 |
Chapter 5 |
·Helicopters in flight |
| Analyze force diagrams for accelerating objects. (solve for
mass, acceleration, various forces) |
Chapters 5 & 6 |
Chapters 5 & 6 |
Chapter 5 |
·Helicopters in flight |
| Calculate the net force on an object: Fnet = ma |
Chapters 5 & 6 |
Chapters 5 & 6 |
Chapter 5 |
·Helicopters in flight |
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| Objective |
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| 4.04 Analyze and mathematically describe forces as
interactions between bodies (Newton's Third Law of Motion). |
5.10 |
5.10 |
5.10 |
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| Content
Description |
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| Identify
interaction pairs of forces for contact forces and forces at a distance. |
5.10 - 5.13 |
5.10 - 5.13 |
5.10 - 5.13 |
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Analyze Newton’s Third Law as the relationship evidenced
by
Force of Object A on Object B = –Force of Object B
on Object A |
5.10 |
5.10 |
5.10 |
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| Observe and experimentally measure equal and opposite
forces using pairs of spring scales or force sensors. |
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| Objective |
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| 4.05 Assess the independence of the vector components of
forces. |
Chapters 5 & 6 |
Chapters 5 & 6 |
Chapter 5 |
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| Content
Description |
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| Resolve
forces into components. |
5.23 -
5.27,
Chapter 6 |
5.23 -
5.27,
Chapter 6 |
5.21 - 5.22 |
·Helicopters in flight |
| Apply Newton’s Laws of Motion to the perpendicular
components of force in the following examples: |
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| a. objects pulled or pushed along a horizontal surface by a
force at an angle to the surface; |
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| b. objects sliding down an inclined plane; |
5.25, 5.27, 6.7 |
5.25, 5.27, 6.7 |
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| c. three concurrent forces acting on an object in static
equilibrium. |
6.1, 6.2 |
6.1, 6.2 |
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| Objective |
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| 4.06 Investigate, measure, and analyze the nature and
magnitude of frictional forces. |
5.18 - 5.20 |
5.18 - 5.20 |
5.16 - 5.18 |
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| Content
Description |
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| Describe
friction as a contact force. |
5.18 |
5.18 |
5.16 |
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| Distinguish between static friction and kinetic friction. |
5.18 - 5.20 |
5.18 - 5.20 |
5.16 - 5.18 |
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| Solve quantitative problems with frictional forces. (coefficient of friction is an enrichment topic) |
5.18 - 5.22,
5.24, 6.7 |
5.18 - 5.22,
5.24, 6.7 |
5.16 - 5.18,
5.22 |
·Navigating race tracks
·Electric golf |
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| Objective |
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| 4.07 Assess and calculate the nature and magnitude of
gravitational forces (Newton's Law of Universal Gravitation). |
13.1 |
13.1 |
12.1 |
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| Content
Description |
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Calculate
gravitational force between any two masses:
F = Gm1m2/d2 |
13.1 |
13.1 |
12.1 |
·Orbiting
satellites |
| Apply proportional reasoning to the inverse square relationship
between gravitational force and the distance between the centers of two known
masses. |
13.1 |
13.1 |
12.1 |
·Orbiting satellites |
| Apply proportional reasoning to the direct relationship
between gravitational force and the product of masses. |
13.1 |
13.1 |
12.1 |
·Orbiting satellites |
Determine the force of gravity (weight) of an object:
F = mg |
5.4 |
5.4 |
5.4 |
·Helicopters in flight |
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| COMPETENCY
GOAL 5: The learner will build an understanding of impulse and momentum. |
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| Objective |
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| 5.01 Assess the vector nature of momentum and its relation to
the mass and velocity of an object. |
8.1 |
8.1 |
7.1 |
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| Content
Description |
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| Define
momentum. |
8.1 |
8.1 |
7.1 |
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| Identify that momentum is a vector quantity because velocity is
a vector quantity. |
8.1 |
8.1 |
7.1 |
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| Recognize that momentum is proportional to mass and proportional
to velocity. |
8.1 |
8.1 |
7.1 |
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| Apply the momentum equation: p = mv |
8.1 |
8.1 |
7.1 |
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| Objective |
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| 5.02 Compare and contrast impulse and momentum. |
8.1 - 8.6 |
8.1 - 8.5 |
7.1 - 7.4 |
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| Content
Description |
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| Define
impulse. |
8.3 - 8.4 |
8.3 |
7.3 |
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| State that impulse is equal to change in momentum: FΔt = Δp = mΔv |
8.3 - 8.4 |
8.3 |
7.3 |
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| Recognize that the change in momentum of an object is
proportional to the force applied to the object and to the time the force is
applied to the object. |
8.3 - 8.4 |
8.3 |
7.3 |
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| Objective |
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| 5.03 Analyze the factors required to produce a change in
momentum. |
8.1 - 8.6 |
8.1 - 8.5 |
7.1 - 7.4 |
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| Content
Description |
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| Distinguish between impulse
and force. |
8.3 |
8.3 |
7.3 |
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| Determine the change in momentum of an object by finding
the area under the “curve” on a force vs. time graph. |
8.3 - 8.6 |
8.3 - 8.5 |
7.3 - 7.4 |
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| Show that the larger the mass of an object, the smaller the
change in velocity of an object for a given impulse. |
8.3 |
8.3 |
7.3 |
|
Apply the impulse equation in various situations:
FΔt = Δp = mΔv |
8.3 - 8.6 |
8.3 - 8.5 |
7.3 - 7.4 |
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| Objective |
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| 5.04 Analyze one-dimensional interactions between objects and
recognize that the total momentum is conserved in both collision and recoil
situations. |
Chapter 8 |
Chapter 8 |
Chapter 7 |
|
| Content
Description |
|
|
|
|
| Verify
that the total momentum before an interaction is equal to the total momentum
after an interaction as long as there are no outside forces. |
8.0 |
8.0 |
7.0 |
|
| Solve problems using conservation of momentum in the following
instances: |
|
|
|
|
| two objects initially at rest push each other apart; |
8.9 |
8.8 |
7.7 |
|
| a moving object collides with a stationary object and the
two objects stick together; |
8.20 - 8.21 |
8.18 - 8.19 |
7.13 |
|
| a moving object collides with a stationary object and the
two objects move off separately; |
8.12 - 8.19 |
8.11 - 8.17 |
7.9 - 7.12 |
|
| two moving objects collide and either stick together or move off
separately. |
8.12 - 8.21,
8.29 |
8.11 - 8.19,
8.24 |
7.9 - 7.13,
7.16 |
|
| Design and conduct investigations verifying the
conservation of momentum in the four situations listed above. |
8.29 |
8.24 |
7.16 |
|
| Identify the special case of an elastic collision (recoil) where
the objects do not stick together and both momentum and kinetic energy are conserved. |
8.11 - 8.19, 8.29 |
8.10 - 8.17,
8.24 |
7.8 - 7.12,
7.16 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 5.05 Assess real world applications of the impulse and
momentum, including but not limited to, sports and transportation. |
Chapter 8 |
Chapter 8 |
Chapter 7 |
|
| Content
Description |
|
|
|
|
| Use
examples, such as baseball and golf, to explain that “follow through” is a
strategy for increasing the impulse on the ball. |
8.3 |
8.3 |
7.3 |
|
| Solve collision problems. (Momentum is conserved - assume the
system is limited to the colliding objects. Example: car crash.) |
8.9 - 8.21 |
8.8 - 8.19 |
7.7 - 7.13 |
|
| Recognize elastic collisions: |
|
|
|
|
| ideal gas molecules
collide elastically |
8.19, 20.1 |
20.1 |
19.1 |
|
| billiard balls are frequently used as examples of elastic
collisions. |
Chapter 8 |
Chapter 8 |
Chapter 7 |
|
|
|
|
|
|
| COMPETENCY
GOAL 6: The learner will develop an understanding of energy as the ability to
cause change. |
|
|
|
|
|
|
|
|
|
| Objective |
|
|
|
|
| 6.01 Investigate and analyze energy storage and transfer
mechanisms: |
|
|
|
|
| •
Gravitational potential energy. |
7.16 |
7.13 |
6.10 |
|
| •
Elastic potential energy. |
7.16, 15.20 |
7.13, 15.18 |
6.10 |
|
| •
Thermal energy. |
19.7 |
19.5 |
18.5 |
|
| •
Kinetic energy. |
7.8 |
7.6 |
6.4 |
|
| Content
Description |
|
|
|
|
| Develop
the concept of energy as the ability to cause change. |
Chapter 7 |
Chapter 7 |
Chapter 6 |
|
| Describe energy transfer and storage in different physical
systems, including but not limited to those involving gravitational potential
energy, elastic potential energy, thermal energy, and kinetic energy. |
Throughout book |
Throughout book |
Throughout book |
·Generators and transformers |
| Apply proportional reasoning to the relationship between an
object’s kinetic energy and the object’s mass and velocity according to the
equation: KE = (1/2)mv2 |
7.8 |
7.6 |
6.4 |
|
| Analyze changes in
gravitational potential energy when an object’s mass and/or height
change: PE = mgh |
7.16 |
7.13 |
6.10 |
|
| Apply proportional reasoning to the relationship between a
spring’s potential energy and its deformation, x, according to the equation: PE = (1/2)kx2 |
15.20 |
15.18 |
|
|
| Show that PE = area under a graph of Force vs. deformation
(stretch or compression), where F = –kx. The spring constant k is equal to the slope of the graph
and is called the elastic constant. |
15.20,
7.26 - 7.27 |
15.18 |
|
|
| Analyze
conceptually that thermal energy increases when an object’s temperature
increases. |
19.7, 19.9, 20.10 |
19.5, 19.7,
20.10 |
18.5, 18.6,
19.9 |
|
| Apply the idea that energy can be transferred when objects
interact. (See work under 6.02) |
7.7 & Throughout book |
7.5 & Throughout book |
6.3 & Throughout book |
|
| Express
and apply the idea that in all situations, energy tends to dissipate
throughout the environment. |
7.22, 7.29, 8.11,
Chapter 22, 27.8, 27.13 |
7.19, 7.23,
8.10,
Chapter 22,
27.5, 27.8 |
6.16, 6.20,
7.8,
Chapter 21,
25.5, 25.7 |
|
| Express the concept of energy conservation by applying the idea
that energy can be stored and transferred, but cannot be created or
destroyed. |
7.22 |
7.19 |
6.16 |
|
| Express an understanding of the conservation of energy in
words as well as charts, diagrams and graphs. |
7.22 - 7.32 |
7.19 - 7.26 |
6.16 - 6.20 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 6.02 Analyze, evaluate, and apply the principle of
conservation of energy. |
7.22 |
7.19 |
6.16 |
|
| Content
Description |
|
|
|
|
| Use
conceptual analysis and mathematical formulas for energy to determine amounts
of energy stored as kinetic energy, elastic potential energy, gravitational
potential energy, and amounts of energy transferred through work. |
Chapter 7,
15.20 |
Chapter 7,
15.18 |
Chapter 6 |
|
| Analyze and investigate the relationship among kinetic,
potential, and other forms of energy to see that total energy is
conserved. (pendulum in various
positions, ball in flight, stretching a rubber band, hand generator, turbine) |
7.22 - 7.26, 13.28, 15.21, 32.17 |
7.19 - 7.22,
13.21, 15.19,
32.14 |
6.16 - 6.19,
12.17 |
|
| Solve problems relating the amounts of energy stored and
transferred applying the principle of conservation of energy. |
7.22 - 7.25 |
7.19 - 7.22 |
6.16 - 6.19 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 6.03 Analyze, evaluate, and measure the transfer of energy by
a force. |
|
|
|
|
| •
Work. |
7.1 |
7.1 |
6.1 |
|
| •
Power. |
7.15 |
7.12 |
6.9 |
|
| Content
Description |
|
|
|
|
Identify
work as the transfer of energy by a force acting through a distance, when
that force acts in the direction of motion of the object:
W = FΔx |
7.1 |
7.1 |
6.1 |
|
| Recognize that work is equal to the area under a force vs.
distance graph. |
7.3 |
7.3 |
|
|
| Define power as the rate of transferring energy or the rate of
doing work. |
7.15 |
7.12 |
6.9 |
|
Use the power equation to solve mathematical problems involving
transfer of energy through work:
P = W/Δt = Fv |
7.15,
7.18 - 7.19 |
7.12,
7.15 - 7.16 |
6.9,
6.12 - 6.13 |
|
| Recognize that a force must cause displacement in order for work
to be done. |
7.1 |
7.1 |
6.1 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 6.04 Design and conduct investigations of: |
|
|
|
|
| •
Mechanical energy. |
Chapter 7 |
Chapter 7 |
Chapter 6 |
|
| •
Power. |
7.15 |
7.12 |
6.9 |
|
| Content
Description |
|
|
|
|
| Verify
through investigations the conservation of energy in situations involving
transfer of energy among kinetic energy, elastic potential energy and
gravitational potential energy. |
Chapter 7,
15.20 |
Chapter 7,
15.18 |
Chapter 6 |
|
| Investigate power. |
7.15,
7.18 - 7.19 |
7.12,
7.15 - 7.16 |
6.9,
6.12 - 6.13 |
·Generators and transformers |
|
|
|
|
|
| COMPETENCY
GOAL 7: The learner will develop an understanding of wave motion and the wave
nature of sound and light. |
|
|
|
|
|
|
|
|
|
| Objective |
|
|
|
|
| 7.01 Analyze, investigate, and evaluate the relationship among
the characteristics of waves: |
|
|
|
|
| •
Wavelength. |
16.5 |
16.5 |
15.5 |
|
| •
Frequency. |
16.6 |
16.6 |
15.6 |
|
| •
Period. |
16.6 |
16.6 |
15.6 |
|
| •
Amplitude. |
16.4 |
16.4 |
15.4 |
|
| Content
Description |
|
|
|
|
| Design
and conduct investigations to measure the basic properties of mechanical waves: amplitude, period,
frequency, wavelength and wave speed. |
Chapter 16 |
Chapter 16 |
Chapter 15 |
·Birds on a wire |
| Compare and contrast mechanical and electromagnetic waves. |
16.1, 35.2 |
16.1, 34.2 |
15.1, 30.2 |
|
| Understand that waves transport energy, momentum, and
information. |
16.1, 16.19,
35.0 |
16.1,
34.0 |
15.1,
30.0 |
·Birds on a wire |
| Draw and identify the basic characteristics of a transverse wave
including: trough, crest, amplitude, frequency, wavelength, and period. |
16.1 - 16.6 |
16.1 - 16.6 |
15.1 - 15.6 |
·Birds on a wire |
| Draw and label the basic characteristics of a longitudinal
(compressional) wave including: period, rarefaction, and compression. |
16.2, 17.1 |
16.2, 17.1 |
15.2, 16.1 |
|
| Distinguish between mechanical and electromagnetic waves in
terms of the medium through which they travel. |
16.1, 35.2 |
16.1, 34.2 |
15.1, 30.2 |
|
| Understand that a wave’s energy is related to its amplitude. |
16.19 |
|
|
|
| Apply the inverse relationship between frequency and
wavelength at a constant wave speed determined by the medium. |
16.7 - 16.8, 17.4 |
16.7 - 16.8, 17.4 |
15.7 - 15.8 |
·Birds on a wire |
Solve problems relating period, frequency, wavelength and wave
speed:
T = 1/f
v = fλ |
16.5 - 16.11 |
16.5 - 16.10 |
15.5 - 15.9 |
·Birds on a wire |
| Relate characteristics of waves to human perceptions of
sound - such as pitch, loudness, and timbre. |
17.2 - 17.3 |
17.2 - 17.3 |
16.2 - 16.3 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 7.02 Describe the behavior of waves in various media. |
Chapters 16, 17, 18, & 37 |
Chapters 16, 17, 18, & 36 |
Chapters 15, 16, 17, & 32 |
|
| Content
Description |
|
|
|
|
| Explain
how mechanical waves, such as sound and water waves, are produced by objects
vibrating in a medium. |
16.1 |
16.1 |
15.1 |
·Birds on a wire |
| Qualitatively relate the speed of sound to the type of medium
and its temperature. |
17.4 |
17.4 |
|
|
Show how wave speed can be calculated from a material’s index of
refraction and the speed of light in a vacuum:
n = c/v |
37.2 |
36.2 |
32.2 |
·Helicopters versus submarines |
| Observe water waves created by a vibrating object, and explain
how the characteristics of the wave change depending on the frequency of the
vibrating source. |
|
|
|
|
|
|
|
|
|
| Objective |
|
|
|
|
| 7.03 Analyze the behavior of waves at boundaries between
media: |
|
|
|
|
| •
Reflection, including the Law of Reflection. |
Chapter 36 |
Chapter 35 |
Chapter 31 |
|
| •
Refraction, including Snell’s Law. |
Chapter 37, 38 |
Chapter 36, 37 |
Chapter 32, 33 |
|
| Content
Description |
|
|
|
|
| Understand
how a wave front reflects from and transmits through a boundary, including
the speed of the wave in the new medium. |
37.7,
18.6, 18.9,
16.7 - 16.8, 17.4 |
36.7,
18.6, 18.9,
16.7 - 16.8, 17.4 |
17.3,
15.7 - 15.8
|
·Helicopters versus submarines |
Determine the speed of a wave in a new medium using the
equation:
n1v1 = n2v2 |
37.7 |
36.7 |
|
|
| Analyze and apply the Law of Reflection: θincidence =
θreflection, measured from normal line. |
36.5 - 36.7 |
35.5 - 35.7 |
31.5 - 31.6 |
·Helicopters versus submarines |
Analyze and apply Snell’s Law:
n1sinθ1 = n2sinθ2
where the angles are measured from the normal |
37.3 - 37.6 |
36.3 - 36.6 |
32.3 - 32.5 |
·Helicopters versus submarines |
Describe and calculate critical angles for total internal
reflection:
sinθc = n2/n1 |
37.12 - 37.14 |
36.11 - 36.13 |
32.8 |
·Helicopters versus submarines |
| Design and conduct investigations measuring angle of
reflection, angle of refraction, and critical angle. |
37.11, 37.14 |
36.10, 36.13 |
32.7 |
·Helicopters versus submarines |
| Determine the relationship among the variables graphically
and with equations (see inquiry support lab for this objective). |
|
|
|
|
|
|
|
|
|
| Objective |
|
|
|
|
| 7.04 Analyze the relationship between the phenomena of
interference and the principle of superposition. |
Chapters 18 & 39 |
Chapters 18 & 38 |
Chapters 17 & 34 |
|
| Content
Description |
|
|
|
|
| Explain
principle of superposition. |
18.1 |
18.1 |
17.1 |
·Playing Beethoven's Fifth Symphony |
| Compare and contrast constructive interference and destructive
interference. |
18.1 |
18.1 |
17.1 |
|
| Observe and conceptually analyze interference and
superposition in traveling waves (springs, water, sound, light). |
Chapters 18 & 39 |
Chapters 18 & 38 |
Chapters 17 & 34 |
·Playing Beethoven's Fifth Symphony |
|
|
|
|
|
| Objective |
|
|
|
|
| 7.05 Analyze the frequency and wavelength of sound produced by
a moving source (the Doppler Effect). |
17.14 - 17.20 |
17.12 - 17.17 |
16.7 - 16.8 |
|
| Content
Description |
|
|
|
|
| Describe
the perceived frequency and wavelength change when a sound source is moving
toward or away from an observer. |
17.14 -
17.16 |
17.12 -
17.13 |
16.7 - 16.8 |
|
| Listen to sound from moving sources and explain how the motion
changes the sound. |
17.14 |
17.12 |
16.7 |
|
| Observe the change in frequency and wavelength of water
waves from a moving source. |
|
|
|
|
|
|
|
|
|
| COMPETENCY
GOAL 8: The learner will build an understanding of static electricity and
direct current electrical circuits. |
|
|
|
|
|
|
|
|
|
| Objective |
|
|
|
|
| 8.01 Analyze the nature of electrical charges. |
|
|
|
|
| •
Investigate the electrical charging of objects due to transfer of charge. |
23.2 |
23.2 |
22.2 |
|
| •
Investigate the conservation of electric charge. |
23.3 |
23.3 |
22.3 |
|
| •
Analyze the relationship among force, charge and distance summarized in
Coulomb's law. |
23.9 |
23.9 |
22.8 |
|
| Content
Description |
|
|
|
|
| Conduct
investigations involving static electricity. |
23.0, 23.6,
23.16, 23.17 |
23.0, 23.6,
23.16, 23.17 |
22.0,
22.5,
22.13 |
·Electric golf |
| Analyze the nature of electrical charge. |
|
|
|
|
| a. The two different kinds of electric charge are defined
as positive and negative. |
23.1 |
23.1 |
22.1 |
·Electric golf |
| b. Like charges repel and unlike charges attract. |
23.7 |
23.7 |
22.6 |
·Electric golf |
| Understand that matter is neutral when charges are balanced and
becomes charged when there is a transfer of electrons. |
23.1 - 23.2 |
23.1 - 23.2 |
22.1 - 22.2 |
|
| Recognize the three methods of charge transfer are
friction, conduction, and induction. |
23.2, 23.8 |
23.2, 23.8 |
22.2, 22.7 |
|
| Understand that electric charge is conserved (neither created
nor destroyed and may be transferred from one object to another). |
23.3 |
23.3 |
22.3 |
·Electric golf |
Calculate the electrostatic force between any two point
charges using the equation:
F = kq1q2/d2 |
23.9 |
23.9 |
22.8 |
·Electric golf |
| Apply the inverse square relationship between the force and
the distance between the charges. |
23.9 - 23.11 |
23.9 - 23.11 |
22.8 - 22.10 |
·Electric golf |
| Apply the proportional relationship between the force and the
product of the charges. |
23.9 - 23.11 |
23.9 - 23.11 |
22.8 - 22.10 |
·Electric golf |
| Cite evidence from experiments to support the existence of
two kinds of charge, the neutrality of most matter, and explain charging by
friction, conduction and induction. |
Chapter 23 |
Chapter 23 |
Chapter 22 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 8.02 Analyze and measure the relationship among potential
difference, current, and resistance in a direct current circuit. |
27.6 |
27.3 |
25.3 |
|
| Content
Description |
|
|
|
|
| Develop
the concept of a complete circuit. |
29.1 |
29.1 |
27.1 |
|
| Develop the concept of current as the rate of flow of
charge. Charge is everywhere in the
circuit and does not enter or leave it. |
27.1 |
27.1 |
25.1 |
|
| Develop the concept of resistance as due to the characteristics
of the material. |
27.6, 27.8 |
27.3, 27.5 |
25.3, 25.5 |
|
| Understand how electric potential is related to energy. |
Chapter 25 |
Chapter 25 |
Chapter 24 |
|
| Recognize that a difference in potential creates current
and thus pushes charges around the circuit. |
25.14 - 25.15,
29.2 - 29.3 |
25.11 - 25.12,
29.2 - 29.3 |
24.6 - 24.7,
27.2 - 27.3 |
|
| Recognize that energy is required to move charges in a circuit. |
29.2 - 29.3 |
29.2 - 29.3 |
27.2 - 27.3 |
|
| Recognize that energy is dissipated by or transferred to
other devices such as light bulbs or motors. |
29.1 |
29.1 |
27.1 |
|
| Apply Ohm’s Law: V = IR |
27.6 |
27.3 |
25.3 |
|
| Solve simple circuit problems. |
Chapters 27 & 29 |
Chapters 27 & 29 |
Chapters 25 & 27 |
|
| Graph results from investigations. |
|
|
|
|
| Observe how potential difference, current and resistance
affect the brightness of light bulbs in circuits with batteries. |
29.0, 29.8, 29.12, 29.13, 29.23, 29.24 |
29.0, 29.8, 29.12, 29.13, 29.23, 29.24 |
27.0, 27.7,
27.11 |
|
| Design and conduct investigations to measure potential
difference and current in direct current circuits with resistors and
batteries. |
29.0, 29.8, 29.12, 29.13, 29.23, 29.24 |
29.0, 29.8, 29.12, 29.13, 29.23, 29.24 |
27.0, 27.7,
27.11 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 8.03
Analyze and measure the relationship among current,
voltage, and resistance in circuits. |
Chapter 29 |
Chapter 29 |
Chapter 27 |
|
| •
Series. |
|
|
|
|
| •
Parallel. |
|
|
|
|
| •
Series-parallel combinations. |
|
|
|
|
| Content
Description |
|
|
|
|
| Series
circuits |
29.6 - 29.9 |
29.6 - 29.9 |
27.5 - 27.8 |
|
| Recognize that current is the same throughout the circuit |
29.6 |
29.6 |
27.5 |
|
| Recognize that voltage divides proportionally to the
resistance. The sum of the voltage
drops across the circuit equals the potential difference supplied to the
circuit |
29.7, 29.17 |
29.7, 29.17 |
27.6 |
|
Calculate equivalent resistance:
Req = R1 + R2 + R3 +... |
29.7 |
29.7 |
27.6 |
|
| Apply Ohm’s law to series circuits. |
Chapters 27 & 29 |
Chapters 27 & 29 |
Chapters 25 & 27 |
|
| Parallel circuits |
29.10 - 29.13 |
29.10 - 29.13 |
27.9 - 27.11 |
|
| Recognize
that current divides in inverse proportion to the resistance. The sum of the current through each device
equals the current supplied to the circuit |
29.10, 29.11,
29.20 |
29.10, 29.11,
29.20 |
27.9, 27.10 |
|
| Recognize
that the voltage drop across each branch is the same: |
29.10 |
29.10 |
27.9 |
|
Calculate equivalent resistance:
1/Req = 1/R1 + 1/R2 + 1/R3 +... |
29.11 |
29.11 |
27.10 |
|
| Apply Ohm’s law to parallel circuits. |
Chapters 27 & 29 |
Chapters 27 & 29 |
Chapters 25 & 27 |
|
| Combination circuits |
29.14 - 29.16, 29.19 - 29.24 |
29.14 - 29.16, 29.19 - 29.24 |
27.12 - 27.13,
|
|
| Calculate equivalent resistance. |
29.14 - 29.16, 29.19 - 29.24 |
29.14 - 29.16, 29.19 - 29.24 |
27.12 - 27.13,
|
|
| Develop a conceptual understanding of voltage and current
in a combination circuit. |
29.14 - 29.16, 29.19 - 29.24 |
29.14 - 29.16, 29.19 - 29.24 |
27.12 - 27.13,
|
|
| Investigations |
|
|
|
|
| Design and conduct investigations of series and parallel
circuits, including prediction of voltage and current and testing of these
predictions through measurements. |
Chapter 29 |
Chapter 29 |
Chapter 27 |
|
|
|
|
|
|
| Objective |
|
|
|
|
| 8.04 Analyze and measure the nature of power in an electrical
circuit. |
27.13 - 27.18 |
27.8 - 27.13 |
25.7 - 25.11 |
|
| Content
Description |
|
|
|
|
| Develop
the concept of power using dimensional analysis (unit cancellation). |
|
|
|
|
Apply the power equation:
P = VI = I2R = V2/R |
27.13 - 27.18 |
27.8 - 27.13 |
25.7 - 25.11 |
|
|
|
|
|
|
| COMPETENCY
GOAL 1: The learner will develop abilities necessary to do and understand
scientific inquiry. |
|
|
|
|
|
|
|
|
|
| Objective |
|
|
|
|
| 1.01 Identify questions and problems that can be answered
through scientific investigations. |
|
|
|
|
| Content
Description |
|
|
|
|
| Develop
questions for investigation from a given topic or problem. |
|
|
|
All labs |
|
|
|
|
|
| Objective |
|
|
|
|
| 1.02 Design and conduct scientific investigations to answer
questions about the physical world. |
|
|
|
|
| •
Create testable hypotheses. |
|
|
|
|
| •
Identify variables. |
|
|
|
|
| •
Use a control or comparison group when appropriate. |
|
|
|
|
| •
Select and use appropriate measurement tools. |
|
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Collect and record data. |
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Organize data into charts and graphs. |
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Analyze and interpret data. |
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Communicate findings. |
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| Content
Description |
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| Distinguish
and appropriately graph dependent and independent variables. |
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·Helicopters in flight
·Pressure, volume and temperature
·Electric golf
·Generators and transformers |
| Discuss
the best method of graphing/presenting particular data. |
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| Use technology resources such as graphing calculators and
computers to analyze data. |
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| Report
and share investigation results with others. |
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All labs |
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| Objective |
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| 1.03
Formulate and revise scientific explanations and
models using logic and evidence to: |
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Explain observations. |
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Make inferences and predictions. |
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Explain the relationship between evidence and explanation. |
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| Content
Description |
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| Use
questions and models to determine the relationships between variables in
investigations. |
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All labs |
| Use evidence from an investigation to support a hypothesis. |
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All labs |
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| Objective |
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| 1.04 Apply safety procedures in the laboratory and in field
studies: |
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Recognize and avoid potential hazards. |
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| •
Safely manipulate materials and equipment needed for scientific
investigations. |
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| Content
Description |
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| Predict
safety concerns for particular experiments |
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| Electricity |
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| Projectiles |
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| Relate physics concepts to safety applications such as: |
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| Transportation: seat belts, air bags, speed… |
8.3 |
8.3 |
7.3 |
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| Short circuits, circuit breakers, fire hazards |
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| Objective |
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| 1.05 Analyze reports of scientific investigations of physical
phenomena from an informed scientifically literate viewpoint including
considerations of: |
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| •
Adequacy of experimental controls. |
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Replication of findings. |
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Alternative interpretations of the data. |
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| Content
Description |
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Read
a variety of scientific research reports.
Some appropriate sources include:
Science News Online http://www.sciencenews.org/ The for Kids section of this website has
great summaries with links to the next level.
Science Daily http://www.sciencedaily.com/
Tuesday New York Times Science Section
Scientific American |
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