Buy Online

Home » Products » Textbook » Correlations » North Carolina

North Carolina Physics Standards Correlation

View the pdf version

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.)
COMPETENCY GOAL 2: The learner will build an understanding of linear motion. 
Objective
2.01 Analyze velocity as a rate of change of position: 2.3 - 2.5 2.3 - 2.5 2.3 - 2.5
• Average velocity. 2.4 2.4 2.4
• Instantaneous velocity. 2.5 2.5 2.5
Content Description
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 = Δxt
x
f = xi + vt
2.3 - 2.8 2.3 - 2.8 2.3 - 2.7 ·Skee-Ball
Objective
2.02 Compare and contrast as scalar and vector quantities:
• Speed and velocity. 2.3 2.3 2.3
• Distance and displacement. 2.2 2.2 2.2
Content Description
Define vector and scalar, incorporating magnitude and direction. 3.1 - 3.2 3.1 - 3.2 3.1 - 3.2  
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
Objective
2.03 Analyze acceleration as rate of change in velocity. 2.10 - 2.12 2.10 - 2.12 2.8 - 2.10
Content Description
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 = Δvt
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
Objective
2.04 Using graphical and mathematical tools, design and conduct investigations of linear motion and the relationships among: Chapter 2 Chapter 2 Chapter 2
• Position.
• Average velocity.
• Instantaneous velocity
• Acceleration.
• Time.
Content Description
Constant velocity:        
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  
Recognize that the relationship is linear and construct a best-fit line. 2.6 - 2.8 2.6 - 2.8 2.6 - 2.7  
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.        
Using the slope y-intercept equation (y = mx + b) from the graphs above, derive the mathematical relationships:        
final position=average velocity*time + initial position        
final position - initial position=average velocity*time        
v = Δxt        
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:        
Measure position and time of an object moving with constant acceleration. 2.28 2.25   ·Skee-Ball
Plot a position vs. time graph of the measurements. 2.28 2.25    
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    
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  
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
 
Recognize that the slope of the line on an instantaneous velocity vs. time graph is the acceleration. 2.12 2.12 2.10  
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 = Δvt
vf2 = vi2 + 2aΔx
2.19 - 2.20,
2.24
2.17 - 2.18 2.14 - 2.15 ·Skee-Ball
·Firing a cannon
·Juggling objects
COMPETENCY GOAL 3: The learner will build an understanding of two-dimensional motion including circular motion. 
Objective
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
Content Description
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
Objective
3.02 Design and conduct investigations of two-dimensional motion of objects. Chapter 4 Chapter 4 Chapter 4
Content Description
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  
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
Objective
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
Content Description
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
Objective
3.04 Evaluate, measure, and analyze circular motion. Chapter 9 Chapter 9 Chapter 8
Content Description
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.       ·Navigating race tracks
Combine proportional relationships into a single equation. 9.4 - 9.5, 9.7 9.4, 9.6 8.3, 8.5  
Calculate velocity using radius or circumference of the circle and time to complete one or more circuits.        
Calculate centripetal acceleration as the velocity squared divided by the radius. 9.4 9.4 8.3 ·Navigating race tracks
Objective
3.05 Analyze and evaluate the nature of centripetal forces. 9.7 - 9.14 9.6 - 9.13 8.5 - 8.7
Content Description
Evaluate and understand that a net force is required to change the direction of a velocity vector. 9.7 9.6 8.5  
Understand that for uniform circular motion the net force is called the centripetal force. 9.7 9.6 8.5  
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  
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  
Objective
3.06 Investigate, evaluate and analyze the relationship among: Chapter 9 Chapter 9 Chapter 8
• Centripetal force.
• Centripetal acceleration.
• Mass.
• Velocity.
• Radius.
Content Description
Design and conduct an investigation of circular motion.       ·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  
Apply the inverse relationship between force and radius when speed is constant. 9.7 - 9.14 9.6 - 9.13 8.5 - 8.7  
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  
COMPETENCY GOAL 4: The learner will develop an understanding of forces and Newton’s Laws of Motion. 
Objective
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
Content Description
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  
Objective
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
Content Description
Describe forces as interactions between two objects, including contact and forces at a distance. 5.1 5.1 5.1  
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  
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
 
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
Objective
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
Content Description
Design and conduct investigations of force and acceleration.        ·Helicopters in flight
Experimentally verify the proportional relationships among acceleration, force and mass.       ·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
Objective
4.04 Analyze and mathematically describe forces as interactions between bodies (Newton's Third Law of Motion). 5.10 5.10 5.10
Content Description
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  
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  
Observe and experimentally measure equal and opposite forces using pairs of spring scales or force sensors.        
Objective
4.05 Assess the independence of the vector components of forces. Chapters 5 & 6 Chapters 5 & 6 Chapter 5
Content Description
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:        
a. objects pulled or pushed along a horizontal surface by a force at an angle to the surface;        
b. objects sliding down an inclined plane; 5.25, 5.27, 6.7 5.25, 5.27, 6.7    
c. three concurrent forces acting on an object in static equilibrium. 6.1, 6.2 6.1, 6.2    
Objective
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
Content Description
Describe friction as a contact force. 5.18 5.18 5.16  
Distinguish between static friction and kinetic friction. 5.18 - 5.20 5.18 - 5.20 5.16 - 5.18  
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
Objective
4.07 Assess and calculate the nature and magnitude of gravitational forces (Newton's Law of Universal Gravitation). 13.1 13.1 12.1
Content Description
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
COMPETENCY GOAL 5: The learner will build an understanding of impulse and momentum.
Objective
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
Content Description
Define momentum. 8.1 8.1 7.1  
Identify that momentum is a vector quantity because velocity is a vector quantity. 8.1 8.1 7.1  
Recognize that momentum is proportional to mass and proportional to velocity. 8.1 8.1 7.1  
Apply the momentum equation: p = mv 8.1 8.1 7.1  
Objective
5.02 Compare and contrast impulse and momentum. 8.1 - 8.6 8.1 - 8.5 7.1 - 7.4
Content Description
Define impulse. 8.3 - 8.4 8.3 7.3  
State that impulse is equal to change in momentum:  FΔt = Δp = mΔv 8.3 - 8.4 8.3 7.3  
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  
Objective
5.03 Analyze the factors required to produce a change in momentum. 8.1 - 8.6 8.1 - 8.5 7.1 - 7.4
Content Description
Distinguish between impulse and force.  8.3 8.3 7.3  
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  
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  
Objective
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: