high school physics extended curriculum guidevd-p.d91.k12.id.us/d91curric/3high...

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) EXT = Extended (These objectives are suggestions for areas of extended work if there is time) ECA = End of Course Assessment L=Lecture; SW = Student group work; LB=Lab; V = Video; SEC.RE = Section review; PRO.WB = Problem workbook; PRO.RE = Problem review; TM = Teaching master; TECH.LAB = Technology Based Lab Activities;

©Idaho Falls School District # 91 2001

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Physics

Curriculum Guide

High School Physics A/B Expanded Curriculum Guide{12} Grade (12/1/02)

Abacus #

Objective Criticality Level

Sequenceand

Minimum Time

Allotted

Sample TeachingStrategy

Resources

Physics – Serway and FaughnHolt (2002)

Dist/StateAssessmen

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Sample Assessment Question

Standard 1: SCIENCE/TECHNOLOGY PROCESSESGoal 1: Understand philosophy of science inquiry1 1. The student will describe

ways in which science distinguishes itself from other ways of knowing and from other bodies of knowledge (e.g., use of empirical standards, logic, skepticism)

EXP 40 min (L) The scientific method can be presented. (V) The video MECHANICAL UNIVERSE #1 An Introduction to Science can be used to introduce the study of physics

Text-p6-9 Classroom tests and quizzes

Teacher observable

Test Essay-Name the steps in the scientific method.

4 2. The student will explain that physical laws can be used to evaluate the validity of experimental data

EXP 30 min over the tri

(L)Students will develop and validate physical laws whenever they perform a lab activity.


Teacher observable

Test Essay-Briefly explain how the position time graph for a freely falling object can be used to validate the fact that the acceleration due to gravity near the surface of the earth is constant.

7 3. The student will explain how technology has improved the accuracy and efficiency of data gathering, analysis and

EXP 30 minover the tri

(L) As the students are introduced to new and different lab equipment the efficiency and accuracy of each instrument can be


Teacher

Observable in lab reports-Briefly explain how the equipment in the lab allowed you to gather data more



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reporting presented observable quickly and more accurately.

10 4. The student will explain that from time to time, major shifts occur in the scientific view of how the world works, but usually the changes that take place in the body of scientific knowledge are small modifications of prior knowledge

EXP 30 minover the tri

(L) In topics covered time frame and method of discovery of the concept can be presented. The minor refinements on accepted constants can be contrasted with the major breakthroughs such are gravity.

Text-p164-165,354-355,476-477,726-727,862-863

Classroom tests and quizzes

Teacher observable

Observable-When student’s present projects to class this element will be graded in the rubric.

13 5. The student will explain that scientists conduct investigations for a variety of reasons (e.g., to discover new aspects of the natural world, to explain recently observed phenomena, to test the conclusions of prior investigations, to test the predictions of current theories


(L)The reason for each experiment performed by the students can be explained. As the history of science and the life of scientists are introduced the reason for their work can be explored.

Text-p66-67,110-111,190-191,266-267,302-303,421,466-467


Teacher observable

Observable- when students perform labs and write their results the reasons for this activity will be included in the rubric.

Goal 2: Understand mechanics of science/technology processes16 6. The student will use

graphing calculators to gather and manipulate data from experiments


(L) The use of the graphing calculator can be presented using the TI-83+ Overhead. This will be an on going process as each feature of the calculator is needed for a lab activity

Text-p74 Classroom tests and quizzes

Teacher observable

Observable – as students manipulate their data to include in their reports their procedures using the calculators with be observed and recorded in each students check list.

19 7. The student will compare the accuracy and efficiency of data gathering and analysis with and without


(L) As the students perform different activities and experiments the accuracy and efficiency of the equipment being used can be explained.


Teacher

Observable- when students perform labs and write their results their comments on accuracy and



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computer technology The use of computers to quickly analyze data and produce documents which explain the analyses can be demonstrated.

observable efficiency will be graded according to the rubric for the lab.

22 8. The student will use data to discover mathematical relationships between any two quantities


(L) All graphing activities can be used to develop mathematical relationships between quantities.


Teacher observable

Observable- when students perform labs and write their conclusions the mathematical relationships they develop will be graded according to the rubric for the lab.

25 9. The student will use technology to understand and confirm the value of the accepted scientific constants (e.g., acceleration due to gravity, specific heat for water)


(L) Students will use many different probes to determine the values of known constants. The students will be given the value of the constants before the lab activity and will calculate the percent error from the data they collect.


Teacher observable

Observable- when students perform labs and write their conclusions the mathematical relationships they develop will be graded according to the rubric for the lab.

28 10. The student will develop and test a new hypothesis based on results from a previous experiment


(L) Where time allows, lab activities will be extended to allow students to design their own activity to further investigate a topic of interest to them.

Text-120 Classroom tests and quizzes

Teacher observable

Text Essay. Having used a motion detector to determine the acceleration due to gravity for a falling object briefly describe how you could use a photogate, picket fence and CBl to confirm or discredit the value you found.

31 11. The student will communicate results from

EXP 45 min over

(L) Students will be given the rules for proper data recording and storage along with proper


Observable- the rubric for a formal lab report will be used.



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a scientific experiment in a formal, written lab report

the tri form for formula reporting of the data and the conclusions drawn from this data.

Teacher observable

Goal 3: Understand use of scientific equipment33 12. The student will

demonstrate the correct use of the following equipment: Stop watch Motion detector Photogate Force probe Accelerometer Spring scale Graphing calculator

ESS 30 min over the tri

(L) Students will use the equipment in each lab where it is appropriate. The proper use of each piece of equipment will be extensively explained the first time it is to be used and briefly each time after that.

Text-end of each chapter

ECA


Teacher observable

When using a motion detector to gather data which needs to show what happened throughout the experiment which of the following settings is best?A. use a time graphB. use

35 13. The student will make accurate metric measurements in correct SI units using the following equipment: Stop watch Motion detector Photogate Force probe Accelerometer Spring scale


(SW) Students will discuss and decide in each lab group whether the data collected by the probe is reasonable and as accurate as possible.


ECA


Teacher observable

When using a force probe, the correct set of data should be a on graph in which the dependent variable has units which units?A. Watts C. NewtonsB. kg D. m/s

38 14. The student will determine which piece of scientific equipment from each group is most appropriate for the needs of the experiment


(L) Where multiple piece of equipment may be used each lab group will decide which piece of equipment they will use to gather data and give a reasonable explanation for their choice.


ECA


Teacher observable

For a lab activity requiring the determination of the momentum of an object which of the following pieces of equipment would not be necessary?A. accelerometer



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B. balanceC. CBLD. motion detector

41 15. The student will demonstrate the correct use of safety glasses


(L) The proper use of safety glassed will be demonstrated extensively before the first lab activity and then briefly after that. Students will use safety glasses wherever required.


Teacher observable

For which of the following activities is safety glasses required?A. watching a videoB. solving problems in groupsC. lab activity with swiftly moving materialsD. testing



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Abacus #


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Standard 2: VECTORSGoal 1: Understand scientific notation, metric prefixes and conversion of derived units100 1. The student will express

quantities in scientific notation

ESS 45 min (L) Introduce the rules for scientific notation. (SW) Practice writing numbers in scientific notation. The video STANDARD DEVIANTS -#1 Numbers

Text-p17SD VIDEO #1SEC.RE. p-2 #4

ECA


Which of the following describes a number written in scientific notation?A. always a positive valueB. only one value to the left of the decimal pointC. only one value to the right of the decimal pointD. never uses 0 as a

Place holder103 2. The student will convert

within the metric system using all prefixes (Mega, Kilo, basic unit, deci, centi, milli, micro, nano, pico)

ESS 20 min (SW) Make chart with all common prefixes and practice converting by counting the spaces, left or right, that need to be moved in order to arrive at the correct prefix. The decimal point is moved accordingly.

Text-p10-14SEC.RE. p2-1,2,3,5

ECA


To change 2 cm to mm how will the decimal point be moved?A. one place to the leftB. one place to the rightC. 2 places to the rightD. 2 places to the left

106 3. The student will convert derived units within the metric system

ESS 20 min (L) The fraction cancellation method for unit will be presented.EX: km/hr to m/s

Text-p22-25PRO.WB. pro-#1A

ECA

Classroom tests and

Using the units m/s, 6 km/hr will have which of the following values?



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(km/hr)*(1000m/km)*(hr/3600s)

quizzes A. 12 m/sB. 100 m/sC. 0.216 m/sD. 1.6 m/s

Goal 2: Understand vectors109 4. The student will identify a

vector and give its magnitude and direction

ESS 20 min (L) The arrow representation of vectors will be introduced. The overhead transparency T5 demonstrates the meaning of both magnitude and direction

Text-p40-42Overhead T5

ECA


Which of the following describes the vector above?A. +4i C. +4jB. -4j D. -4j

112 5. The student will add vectors in one direction

ESS 25 min (SW) The students will use meter sticks and a washer to trace the one-dimensional movement of the washer from a starting point to ending point in several segments. For each segment a vector will be drawn and a numerical value will be assigned to the vector. When the washer has reached its final position the numerical value of the vectors will be added and checked against the actual position of the washer.

Text-p42SEC.RE. p-11#3.1

ECA


For the vector diagramed above which of the following represents the sum of those vectors?

115 6. The student will add vectors in two directions both geometrically and using trig functions

ESS 35 min (L) The geometric addition of vectors can be introduced using theoverhead transparency T6 and TM17&18. The coordinate system of representation can be introduced using the i&j form or vx & vy form. (SW) The students can practice adding vectors using the Problem workbook #3A Section Review 3.2

Text-p84-97PRO.WB. p-16-17#3ASEC.RE. p12#3.2TM-17&18

ECA


Which of the following represents the sum of the vector q = -2i+6j and r = 3i + -4jA. – i + -2jB. 4i +jC. -6i + 9jD. -5i + 10j



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Abacus #


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Resources


Dist/StateAssessmen

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Standard 3: MOTION AND GRAPHINGGoal 1: Understand basic quantities involved in the study of motion130 1. The student will explain

the difference between displacement, velocity, and acceleration

ESS 70 min (L) The definition of each term will be given along with the mathematical representation. (LB)Students will practice calculating average velocity by timing a Hot Wheels car as it travels along a known length of track. (SW) Students can calculate average velocity using PRO.WB. 2A(LB) The student can calculate average acceleration by rolling a ball down an incline plane of known length onto a flat surface and timing it while it is on the flat surface. (SW) Students can calculate average acceleration using PRO.WB. 2B

Text-p43-44; 48-53PRO.WB. p3-4#2A; p5-6#2B

ECA


What term is used to describe the change in position per unit time?A. accelerationB. displacementC. velocityD. location

133 2. The student will explain the difference between the vector quantities of displacement and velocity and their scalar counterparts, distance and speed

EXP 35 min (L) The definitions of the terms can be given. (SW) The students can be given a map with a ruler and they can determine the both distance and displacement and note the differenced in value. This can be extended to velocities and accelerations by adding time values for each segment.


Which of the following statements is true?A. distance can be both positive and negativeB. velocity can only be positiveC. speed can only be positiveD. displacement is the total path traveled



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136 3. The student will explain the difference between average and instantaneous velocity and acceleration

EXP 35 min (L)The definitions of the terms can be given. (SW) The student can be given a graph of an accelerating object and determine the average velocity for each interval and acceleration using each average velocity.


An object that falls to the ground has an average velocity of -5m/s. Which of the following statements represents It’s velocity just before it hits the ground?A. faster than -5m/sB. exactly -5m/sC. slower than -5m/sD. it can not be determined

Goal 2: Understand and use appropriate equations to describe motion139 4. The student will state the

four kinematic equations of motion

ESS 35 min (L) The four equations of motion can be presented. (SW) The will use the equations to solve real life problems.

Text-p44-56PRO.WB.#2D&E

ECA


Which of the following is the kinematic equation that comes directly from the definition of average acceleration? A.( vf )2=(vi)2 + 2a(x)B. xf = xi + vtC. vf = v2 + atD. d = at

142 5. The student will state the mathematical definition of velocity and acceleration

EXP 25 min (V) STANDARD DEVIANTS video #2 can be used to reinforce the mathematical definitions.

Text-p43&52 Classroom tests and quizzes

Which of the following defines velocity?A.( vf )2=(vi)2 + 2a(x)B. xf = xi + vt2

C. vf = v2 + atD. (xf-xi)/t = v

145 6. The student will explain that the four equations of motion can be derived from the definitions of average velocity, velocity, and average acceleration

EXP 35 min (L) The derivation of the 4 equations will be presented.


Which of the following is an equation of motion that is derived from the definition of velocity and accelerationA.( vf )2=(vi)2 + 2a(x)B. xf = xi +1/2 vtC. vf = v2 + atD. d = at

148 7. The student will use the ESS 25 min (SW) The students can work in Text-p69-74 ECA A mouse moves at 4 ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) EXT = Extended (These objectives are suggestions for areas of extended work if there is time) ECA = End of Course Assessment L=Lecture; SW = Student group work; LB=Lab; V = Video; SEC.RE = Section review; PRO.WB = Problem workbook; PRO.RE = Problem review; TM = Teaching master; TECH.LAB = Technology Based Lab Activities;


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four equations of motion to calculate x, xo, v, t and a, and use appropriate units for each

groups to write and then solve problems dealing with each quantity.


m/s for 5 seconds, how far does it travel?A. 1.25 m C. 20 mB. 0.8 m D. 9 m

151 8. The student will recognize the acceleration of gravity is constant and has a value of -9.8 m/s2

ESS 35 min (L) A crumpled piece of paper and a flat piece of paper can be dropped at the same time to demonstrate that weight does not determine the acceleration of an object in free fall. The accepted value for the acceleration due to gravity can be given. (LB) Tech Lab 2A can be preformed by the students to show that the acceleration due to gravity is constant. Tech Lab 2B can be performed by the students to obtain the value for g.

Text-p60-62TECH.LAB-p7-18, #2A&B

ECA


What is the acceleration of an object in free fall if air resistance is ignored?A. 4.9 m/s C. -4.9m/s2

B. -9.8 m/s2 D. 10 m

154 9. The student will use the appropriate acceleration due to gravity in calculations

ESS 45 min Using the definition of acceleration the quantities can be replaced with just the units and then simplified to give the correct unit for acceleration. (V) The MECHICAL UNIVERSE video #2 (SW) The students can work in groups to solve problems dealing with falling object from. PRO.WB. p-14-15

Text-p60-62MECHANICAL UNIVERSE video #2PRO.WB. p14-15,#2F

ECA


How long does it take for an object in free fall to reach a velocity of -39.2 m/s?A. 2 s C. 19.6 sB. 4.9 s D. 4 s

Goal 3: Understand and interpret graphs related to motion157 10. The student will interpret a

position-time graph in terms of positive, negative or zero velocity and acceleration

EXP 65 min (LB) The student will graph the position at regular time intervals for a cart moving at constant velocity and one moving with constant acceleration, drawing best fit curves for both. From the slopes and concavity of each graph the student will determine the sign of the velocity and acceleration.

Text-p45-46,52,61 Classroom tests and quizzes

For the above graph which of the following describes the position, velocity and acceleration?



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A. x+,v+,a- C. x+,v+,a+B. x-,v-,a+ D. x-,v+,a-

160 11. The student will interpret a velocity-time graph in terms of positive, negative or zero acceleration

EXP 65 min (LB) The students will use a motion detector to collect data for a basket ball in free fall. Either hand graphing or using the TI-INTERACTIVE program to graph the velocity data collected. A best fit curve will also be graphed.

Text-p61PHYSICS WITH CBL-ball toss lab #6


For the above graph which of the following describes the n, velocity and acceleration?A. v+,a- C. v+,a+B. v-,a- D. v+,a-

163 12. The student will use the information on position-time graphs to graph velocity versus time

EXP 45 min (LB) The students can use the data collected in 157 to calculate the average velocity for each time interval a produce a graph of the average velocity verses time. (SW) The student will be given previously graphed position-time data from which they can obtain data necessary to compute the velocity for each time interval and then be graphed.

Text-p61TM8&9


Which of the graphs below could represent the position of an object whose velocity is graphed above?



12

166 13. The student will use the information on velocity-time graphs to graph acceleration versus time

EXP 45 min (LB) The students can use the data collected in 163 to calculate the average acceleration for each time interval a produce a graph of the average acceleration verses time. (SW) The student will be given previously graphed velocity-time data from which they can obtain data necessary to compute the acceleration for each time interval and then be graphed.


Which of the following graphs could represent to acceleration of an object whose velocity is graphed above?

Goal 4: Understand motion in two directions169 14. The student will explain

the meaning of projectile and that the path of a projectile is called a trajectory

ESS 25 min (L) The definition of projectile and trajectory can be presented to the students. (SW) The students will be put into groups where one student will toss or throw a ball into the there in several different ways and the other students in the group will sketch its path.

Test-p98-101 ECA


Which of the following describes a trajectory?A. size of an objectB. density of an objectC. path of an objectD. speed of an object in the vertical direction

172 15. The student will describe the mutual independence of the horizontal and vertical movements of a projectile and how the velocities in each direction create a parabolic path

ESS 55 min (L) The independence of the horizontal and vertical components can be presented. (LB) Tech Lab 3 can be performed by the students to show that the horizontal component of velocity is constant and independent of the objects vertical motion. (V) Sports video BIG AIR can explain and reinforce the

Text-p98-100TECH.LB-p19,#3SPORTS VIDEO-Big Air

ECA


Which of the following is required for an object to move in a parabolic path?A. when one velocity is changing and the other isn’tB. when both velocities are changingC. when both velocities are constant



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simultaneous but independent motion in 2 directions.

D. when one velocity is 0

175 16. The student will resolve a velocity vector into horizontal and vertical components

ESS 35 min (L) Use trig functions the students can resolve all vectors into horizontal and vertical components in a plane. (SW) The students will work in groups to measure the horizontal and vertical components of vectors drawn on a coordinate system. Using these measurements they will determine the magnitude and direction of the original vector.

Text-p90-96 ECA


A toy rocket is launched at an angle of 70o to the horizon with a speed of 20 m/s. What will the horizontal component of velocity be?A. -20 m/s C. -9.8 m/sB. 18.8 m/s D. 6.84 m/s

178 17. The student will use the horizontal and vertical components of velocity to determine the maximum height, time in the air and maximum range of a projectile

EXP 45 min (LB)The students can use a projectile launcher set at different angles and initial speeds to launch metal spheres. Timing the sphere and measuring their horizontal distance will allow the students to work backwards to obtain the initial speed of the sphere. (SW) The students can work in groups to solve problems dealing with projectiles tossed horizontally or at positive and negative angles.

Text-p98-105PRO.WB.-p22-26,#3D&3E


What is the maximum height of a ball tossed into the air with a velocity of 22m/s and 40o?A. -9.8 m C. 14.5 mB. 10.2 m D. 0.5 m

Goal 5: Understand uniform circular motion181 18. The student will explain

that an object in uniform circular motion completes each circle in the same amount of time

ESS 15 min (L) The definition of uniform circular motion can be given. A CD player, record player or spinning top can be used to demonstrate the circular motion of objects

Text-p257 ECA


A yo-yo traveling in uniform circular motion moves the 1.3 m circumference at a velocity of 0.65 m/s. How long does it take to complete the circle?A. 4 s C. 2 sB. 6 s D. 2.6 s

184 19. The student will explain that the acceleration associated with uniform

ESS 45 min (L) The definition of acceleration and the change in direction for the object can be

Text-p257-260PHYSICS WITH CBL-p17-1

ECA

Classroom

What is the direction of centripetal acceleration?



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circular motion is always toward the center

used to develop the mathematical representation for centripetal acceleration. Overhead diagrams can be used. (LB) Using an accelerometer and a record player the student can actually determine the magnitude of the acceleration of an object in uniform circular motion.

Overhead-T21 tests and quizzes

A. up B. toward the centerC. downD. away from the center

187 20. The student will use the centripetal acceleration equation to solve for a, v and r

EXP 45 min (LB) The students can use string and an stopper to rotate the stopper in circular motion. Timing it and measuring the radius they can calculate the acceleration of the stopper. (SW) The students can work in groups to solve problems dealing with circular motion.

Text-p257-260PRO.WB.-p81-82,#7H


What is the radius of the circle for a stone moving at 2.5 m/s and experiencing a centripetal acceleration of 5m/s2

A. 1.25 m C. 0.5 mB. 7.5 m D 2m



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Abacus #


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Standard 4: FORCEGoal 1: Understand Newton 1st Law of motion200 1. The student will recognize

the two states of motion for an object obeying the 1st Law of Motion in any inertial frame of reference

ESS 55 min (L) The 1st law of motion can be given along with its mathematical representation. The overhead T9 can be used to illustrate force diagrams. (SW) Students will read different descriptions of motion and indicate whether the 1st law applies. (LB) Students will work in pairs to apply the same force in opposite directions using a spring scale to a cart. The forces are applied is the cart moves at a constant velocity or stays at rest.

Text-p130-132OVERHEAD T9

ECA


An object moving at a constant velocity represents which law of motion?A. 1st. C. 3rd

B. 2nd D. gravitation

203 2. The student will explain that mass is a measure of an object’s inertia

ESS 15 min (L) The definition of mass can be presented.

Text-p133-134 ECA


Which of the following is another name for inertia?A. density C. colorB. gravity D. mass

206 3. The student will explain that an object at rest or moving at a constant velocity in any direction either has no forces acting on it or the sum of the forces in that direction is zero

ESS 35 min (L) The overhead T12 can be used to demonstrate how a seat belt works. (SW) Students place a plastic figure on a cart and give it a push so it moves smoothly along the track. At the end of the track is a stopper. The students observe


ECA


When an object has no forces acting on it which of the following occurs?A. it remains at restB. its density changesC. its volume changesD. its temperature



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and list the forces acting on the figure while it is moving and when the cart hits the stopper. The motion of the figure is described in each situation.

changes

209 4. The student will explain the meaning of net force and use appropriate units for force

ESS 25 min (L) The definition of net force is given. (SW) Students apply only one force to a cart using a spring scale and observe the motion of the cart.

Text-p124, 136-13 ECA


What is the term used to describe the sum of the forces acting on an object?A. final forceB. phantom forceC. net forceD. terminal force

Goal 2: Understand Newton’s 2nd Law of Motion 212 5. The student will state the

2nd Law of Motion mathematically as ΣF=ma and explain that the force and acceleration are directly proportional

ESS 70 min (L) The 2nd law of motion can be presented. (LB) Students will use a cart, track, motion detector, CBL and TI-83+ calculator to apply different forces to the same cart. The acceleration of the cart for each force will be determined. Students will repeat the process but this time the applied force will be held constant and the mass of the cart will be changed by adding mass.

Text-p137 ECA


How are the net force and acceleration related?A. they are inversely proportionalB. they are directly proportionalC. they are independent of one anotherD. they are always equal

215 6. The student will calculate the resultant force when multiple forces act along a straight line

ESS 35 min (L) The SEC.RE. 4.1 can be used as an overhead to illustrate how to diagram and add forces along a straight line. (SW) Students will be given force diagrams form which they will calculate the net force on an object.

Text-p138SEC.RE.-p17, #4.1

ECA


A weight of 56N experiences a drag force of 31N as it falls to the ground. What is the net force acting on the weight?A. 87N C. 62NB. 25N D. 0N

218 7. The student will calculate the resultant force when multiple forces act in a plane

EXP 35 min (LB) Weights will be hung from 2 spring scales at different angles from the vertical. Students will determine the


What is the net force on a soccer ball that is kicked with an 8N force north and 6N force



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angles for each scale and then resolve the forces into horizontal and vertical components.

east?A. 13 N southB. 10 N northeastC. 2 N northeastD -4 N southwest

221 8. The student will explain that all non-zero net forces result in an acceleration

ESS 25 min (LB) Students send Hot Wheels cars down a track, timing them until they come to rest. The average acceleration of the cars can be determined and the average force computed.

Text-p136-138 ECA


Which of the following is a true statement for an accelerating train?A. it has only a frictional force acting on itB. it has no force acting on itC. it has a net force acting on itD. nothing can be determined about it

224 9. The student will explain that an object speeding up or slowing down has a net force acting on it

ESS 35 min (V) The video MECHANICAL UNIVERSE Newton’s laws of motion can be used to demonstrate how non-zero forces cause either positive or negative accelerations.

Text-p136-138Video-MECHANICAL UNIVERSE Newton’s Laws of Motion

ECA


Which of the following statements is true for a car that is slowing down?A. it has a negative net forceB. it has a positive net forceC. it has not net forceD. it has no forces acting on it

227 10.The student will calculate the acceleration, net force or mass given any of the other two

ESS 25 min (SW) Students will work in groups to solve real life problems presented in PRO.WB. 4B

Text-p136-140PRO.WB.-p31-34, #4B

ECA


What is the net force acting on a 5 kg object that is accelerating at 7 m/s2 ?A. 12 N C. 35 NB. 2 N D. 50 N

230 11.The student will recognize that weight is a force

ESS 35 min (L) The relationship between and force can be explained using the acceleration due to gravity of all objects near the surface of the earth as. (SW) Students will investigate the relationship between weight and mass. The mass of objects

Text-p141-142 ECA


Weight is considered which of the following?A. mass C. volumeB. density D. force



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will be determined on a balance and their weight on a spring scale. The ratio between the weight and mass will then be computed.

233 12. The student will calculate the weight of any object of known mass (W=mg)

ESS 20 min (SW) Students will work in groups to compute the weights of several object in the classroom for which the mass is known.

Text-p142 ECA


What is the weight of a 5 kg object?A. 98 N C. 9.8 NB. 49 N D. 12 N

236 13. The student will correctly use the units for mass and weight

ESS 10 min (L) The unit Newton (N) will be presented and its derivation explained.

Text-p125 ECA


What are the correct units for mass?A. pounds C. NewtonsB. kilograms D. meters

239 14. The student will recognize that friction is a force and it always opposes motion.

ESS 35 min (L) The definition and cause of frictional force can be given. The overhead T13&14 can be used to illustrate frictional forces (LB) The students can use a friction board with 4 surfaces on it to pull a block of wood across. The resistance to forward motion can be observed.

Text-p142-145OVERHEAD T13&14

ECA


Which of the following statements best describes friction?A. it is independent of the surfaces in contactB. it doesn’t oppose motionC. it is a forceD. it is never helpful

241 15. The student will recognize that frictional force is dependent of the surfaces involved and state the formula for calculating fictional force as uFN

ESS 35 min (LB) Students can use the same set-up as in 236 this time using a spring scale to move the block of wood at a constant speed. Pulling the wood with a spring scale allows the applied force to be determined. Using the weight of the block as the normal for the coefficient of friction for each surface can be determined. (V) The video THE MU YOU DO can be used to demonstrate frictional forces and how to calculate them.

Text-p144-145Video- SPORTS VIDEO- The MU You DO

ECA


What numerical value indicates the strength of the frictional force?A. coefficient of frictionB. weightC. densityD. surface area



19

244 16. The student will recognize normal force as supplied by the surface and perpendicular to it

ESS 15 min (L) The definition of normal force can be given.

Text-p142 ECA


What term is used to describe the force perpendicular to the surface?A. frictionalB. centripetalC. normalD. regular

Goal 3: Understand terminal velocity247 14. The student will define

terminal velocity and explain that terminal velocity occurs when ΣF=0

EXP 15 min (L) The definition of terminal velocity along with the common causes can be given.

Text-p137-140,148 Classroom tests and quizzes

Which of the following describes terminal velocity?A. the object is a restB. the object is slowing downC. the object moves at a constant velocityD. the object stops falling

250 15. The student will explain that terminal velocity occurs when any non-constant opposing force reaches the applied force

EXP 25 min (SW) Students will investigate constant (friction) and non-constant (air resistance) forces acting on an object. Rolling a marble along fine sand paper can be used for an example of a constant force while dropping the marble into corn syrup as an example of a non-constant force.

Text-p140&148 Classroom tests and quizzes

Which of the following describes the forces acting on a object which has reached terminal velocity?A. they give a negative accelerationB. they give a positive accelerationC. they have stopped the objectD. they add to zero (0)

253 16. The student will recognize air resistance and viscosity as forces that may produce terminal velocity

EXP 35 min (LB) Students will use a motion detector, CBl and TI-83+ calculator to monitor the motion of a falling coffee filter.

Text-137-142,148Technology based lab-p31-34, #4


Which of the following can produce a terminal velocity?A. air resistanceB. viscose fluidsC. gravityD. A&BE. B&C

Goal 4: Understand the application of Newton’s second law of motion to the Atwood and incline plane



20

256 17. The student will recognize that the weights on an Atwood machine oppose each other

ESS 50 min (L) The Atwood machine can be demonstrated using a pulley and 2 different masses. Free body diagrams of each mass can be illustrated on the board and then mathematically analyzed. (LB) An Atwood machine, photogate, CBL and TI-83+ can be used to determine the acceleration of the masses after release.

Text-p136-138 ECA


Which of the following best describes the weights attached to an Atwood machine?A. One pulls up, the other pulls downB. they oppose each otherC. both pull upD. they increase the applied force

259 18. The student will calculate the net force acting on the weights of an Atwood machine

ESS 15 min (SW) The students will work in pairs to determine the net force on Atwood machines set-up in the lab.

Text-p136-138 ECA


What is the net force acting on an Atwood machine that has a 3 N weight and 9 N weight attached?A. 6 N C. 12 NB. 3 N D. 4.5 N

262 19. The student will calculate the acceleration of the weights on an Atwood machine

EXP 35 min (LB) Students will use the lab set-ups in 251 and determine the acceleration of the masses. Students will use motion detectors, CBL’s, and TI-83+ calculators to compare a measured acceleration to the one calculated.


What is the acceleration of an Atwood machine with a net force of 5 N and a total mass of 25 kg?A. 30 m/s2 C. 0.2 m/s2

B. 5 m/s2 D. 1.5 m/s2

265 20. The student will resolve the weight component for an object sitting on an incline plane into components parallel to and perpendicular to the incline

EXP 35 min (L) The incline plane can be diagramed and a coordinate system parallel and perpendicular to the incline can be illustrated. The weight component can then be evaluated according to the new coordinate system. (SW) Students will set incline planes at different angles and hold a block of known weight in place with a spring scale.

Text-p132

What is the component of weight parallel to the incline plane if θ = 250 ?A. 17.8 N C. 8.3 NB. 19.6 N D. 9.1 N



21

268 21. The student will calculate

the acceleration for an object placed on an incline plane

EXP 20 min (SW) Students will use the information to from 255 to calculate the acceleration of the block if it is released.

Text-p132

Calculate the acceleration of the block down the incline plane if it is frictionless and θ = 250?A. 4.1 m/s2 C. 2 m/s2

B. 9.8 m/s2 D. 8.9 m/s2

Goal 5: Understand Newton’s 3rd Law of Motion and Universal Law of Gravitation271 22. The student will explain

that all forces always act in pairs and identify both opposing forces

ESS 25 min (L) Diagrams of forces working in pairs can be presented. (SW) Students will use springs attached to the end of strings to show that when a force is applied there is always a reactive force.

Text-p138-140 ECA


A ball is dropped from a person’s hand to Earth. Identify the action-reaction pair.A. hand exerts force on ball, Earth exerts force on hand B. Earth exerts force on ball, hand exerts force on EarthC. Earth exerts force on hand, hand exerts force on ballD. Earth exerts force on ball, ball exerts force on Earth

274 23. The student will recognize tension in a string as a reactive force

ESS 20 min (SW) Students will place strings in both the horizontal and vertical directions. They will attach springs to the strings to show that the strings are only taut when a force is applied.

Text-p142 ECA


Which is a reactive force?A. push of a wagonB. tension in a stringC. pull of a cartD. pull of a box



22

277 24. The student will calculate the tension in a string for an Atwood machine

EXP 20 min (SW) Students will use the set-up in 251 to determine the tension in the string.


What is the tension in the string for an Atwood machine that accelerates a 4 kg mass upward at 2 m/s2?A. 31.2 N C. 47.2 NB. 8 N D. 39.2 N

280 25. The student will explain that for active-reactive pairs the acceleration of each object is dependent on the mass of each object

ESS 25 min (SW) Students will attach spheres of different masses to large rubber bands. The rubber bands can be stretched and then released. The acceleration of both masses can be observed.

Text-p138-139 ECA


A string connects a 2 kg mass to a 4 kg mass. When a tension of 5 N is exerted by the string what happens to the masses?A. they both accelerate as the same rateB. the 4 kg mass accelerates twice as fast as the 2 kg massC. the 2 kg mass accelerates twice as fast as the 4 kg massD. neither mass accelerates

283 26. The student will state Newton’s universal law of gravitation and recognize it as an inverse square law

ESS 35 min (L) Newton’s Law of Universal Gravitation can be presented. (V) The STANDARD DEVIANTS video Gravitation can be used to explain and illustrate the gravity.

Text-p263 ECA


Which of the following represents Newton’s law of universal gravitation?A. F = GMm/r2

B. F = maC. W = mgD. ∑F = 0



23

Abacus #


Sequenceand

Minimum Time

Allotted


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Dist/StateAssessmen

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Standard 5: WORK AND ENERGYGoal 1: Understand energy330 1. The student will recognize

that energy is the ability to do work

ESS 15 min (L) The definition of work can be given. The difference between energy and fuels can be discussed.

Text-p172-180 ECA


Which terms indicates the ability to do work?A. force C. distanceB. friction D. energy

333 2. The student will explain that there are two types of energy: potential energy and kinetic energy, and that heat, chemical and mechanical energy can be described by these two forms

ESS 20 min (L) The two forms of energy can be given. Gravitational and elastic potential energy can be shown with OH T17&18. Chemical potential energy can be shown using TM29. Classification of energy can be diagramed using TM20

Text-p177-179, 359Overhead-TM29&20

ECA


Which of the following are forms of energy?A. potentialB. kineticC. temperatureD. A&BE. B&C

336 3. The student will explain that potential energy is due to position

ESS 70 min (LB) The students can use the motion detector and basket ball to see the effects of different heights of the ball and the energy of the ball. (SW) The students can use real life settings to determine the potential energy of objects. PRO.WB. #5D (V) The video MECHANICAL UNIVERSE-Potential Energy can be used.

Text-p177-180PRO.WB.-p47,#5DVideo-MECHANICAL UNIVERSE-#14 Potential Energy

ECA


Which of the following is energy due to position?A. kinetic C. potentialB. temperature D. friction

339 4. The student will explain that kinetic energy is due to motion

ESS 45 min (LB) The students can attach a spring scale to a cart on a track pulling on a track while a motion detector tracks the cart. The kinetic energy of the

Text-p172-173PRO.WB.-p42-43,#5B

ECA


Which of the following is energy due to motion?A. kinetic C. potentialB. temperature D.



24

cart can be determined. (SW) The students can work in groups and solve problems dealing with kinetic energy.

friction

342 5. The student will calculate gravitational potential energy and kinetic energy using the correct units

EXP 45 min (LB) The students can gather data on moving and non-moving objects to determine the object’s potential and or kinetic energy. (SW) The students can be given data from labs that they either did or did not performed to calculate potential and kinetic energy in each setting. They can also use the real life problems from the section review.

Text-p172-185SEC.RE.-p23-24,#5.1&5.2


How much kinetic energy does a 3 kg mass have if it is moving at 4 m/s?A. 12 J C. 24 JB. 24 N D. 12 m/s

345 6. The student will recognize that a conservative system is one in which all energy remains in the system

ESS 65 min (LB) The students can use a motion detector and a basketball to toss the ball into the air and use the data to calculate the potential and kinetic energy at each point. Graphing this data the students can see how the energy changes from kinetic to potential and back again. (V) MECHANICAL UNIVERSE- Conservation of Energy can be used.

Text-p181-186PHYSICS WITH CBL-p16-1Video-MECHANICAL UNIVERSE-#15 Conservation of Energy

ECA


An object moving through a conservative system begins with 24 J of energy. Which of the following is an appropriate breakdown of energy as it reaches the end of the system?A. object 20J , friction 6JB. object 6J, air resistance 4JC. object 24 JD. object 30J, friction 6J

348 7. The student will explain that the energy in a conservative system can be transferred only between potential and kinetic energy and calculate each quantity

(PE0 + KE0 = PEf + KEf)

ESS 110 min

(LB) The students allow carts to slide down an incline plane set at different angle. Using photogates the students can measure the velocity of the cart as it comes off the incline plane and use this to calculate the kinetic energy of the cart. The vertical height of the incline plane can be measured and the potential energy of the

Text-p181-186SEC.RE.-p25,#5.3PRO.RE.-p50-52, #5EOVERHEAD-TM35Video-Trebochet

ECA


A moving marble has a kinetic energy of 5 J and a potential energy of 6 J. If the marble comes to rest in a conservative what is the potential energy of the marble?A. 5 J C. 6 JB. 11 J D. 1 J



25

cart can be calculated. These values can be compared to show the interchange. (SW) The students can work in groups to solve the energy transfer problems of SEC.RE. 5.3 Overhead TM35 can be used to demonstrate (V) Trebochet reconstruction video that shows the conversion of P.E. to K.E. and it relationship to projectiles .

351 8. The student will explain that a non-conservative system is one where not all energy remains in the system

EXP 35 min (L) The students can be presented with the concept of work due to friction, the mathematical formula for calculating work due to friction, and examples. (LB) Students using a spring scale, a wooden block and a motion detector to do work on the block, determine the kinetic energy of the block at the end of the track, and the work done on the block. The difference between the two values shows that some energy is not still in the system.


Which of the following is a non-conservative system?I. PE0 =3J, KE0=4J PEf =4J, KEf=3JII. PE0 =2J, KE0=4J PEf =4J, KEf=3JIII. PE0 =3J, KE0=4J PEf =0J, KEf=7JA. I only C. II onlyB. I&II D. I&III

354 9. The student will account for all energy in both conservative and non-conservative systems

EXP 35 min (L) The students can be presented with the concept of conservation of energy and how it applies to conservative and non-conservative systems. (LB) Using a HOT WHEELS car and metal sphere and track that is inclined students will determine the kinetic energy of the car and sphere before they go up the incline and the potential energy when they come to rest on the incline.


How much energy was lost due to friction given the following conditions? PE0 =3J, KE0=4J PEf =2J, KEf=3JA. 2 J C. 7 JB. 5 J D. 4 J



26

Using these values the students will explain where all the energy is in both systems.

357 10. The student will recognize that any system with a frictional force as a non-conservative system and any system depending on gravity alone as a conservative system

ESS 35 min (LB) The students can use motion detector to determine the kinetic energy of a block after it has fallen 1 m and when it has moved along an incline such that its vertical fall is 1m. They can use the information to determine which system is conservative and which is non-conservative.

Text-p181-186 ECA


Which of the following is a non-conservative system?A. block sliding down a rough boardB. cart sliding down a frictionless trackC. ball falling in a vacuum D. there are no non-conservative systems

360 11. The student will calculate work due to friction by accounting for energy in a system or from the frictional force and distance moved

EXP 65 min (LB) Using the same lab set up in 351 the student can determine the coefficient of friction between the block and the track and use that to determine the work due to friction along with the method in 351. (SW) The students can work in groups to calculate work due to friction using real life examples. (V) The video STANDARD DEVIANTS – FRICTION,WORK AND ENERGY can be used

Text-p186Video-STANDARD DIAVANTS-FRICTION,WORK AND ENERGY


How much work due to friction is done when a block experiencing a 12 N frictional force slides down a board of 3 m in length?A. 9 J C. 36 JB. 15 J D. 4 J

Goal 2: Understand work363 12. The student will explain

that work is only done when a force is moved through a distance

ESS 35 min (L) The definition of work can be given. Overhead T15&16 can be used for demonstration. (LB) A spring scale attached to a cart on a track can be pulled to produce work.

Text-p168-169Overhead T15&16

ECA


In which situation is work not being done?A. a 4 N force pulling a wagonB. a 3 N frictional force slowing down a cart



27

C. a 5 N force holding up a signD. a 4 N force pushing a wagon while a 3 N frictional force acts on it

366 13. The student will explain the relationship between work and energy

ESS 55 min (L) Using the definition of work, the second law of motion and a kinematic equation the relationship between work and change in K.E. can be shown. (LB) A spring scale, cart and motion detector can be used to show that for a constant force the longer the distance the force is applied the greater the K.E. of the cart. (SW) The students can work in groups to solve work-K.E. problems, PRO.WB 5C.

Text-p174-176PRO.WB.-p44-45,#5C

ECA


What happens to all net work?A. changes to potential energyB. changes to kinetic energyC. it changes to frictionD. there is no such thing as net work

369 14. The student will calculate the work done on an object using W=Fx

ESS 55 min (L) The formula for work can be given. (LB) A spring scale attached to a cart on a track can be pulled through different lengths to produce work. (SW) The students can work in groups to solve work problems in real life situations using PRO.WB. 5A

Text-P168-169PRO.WB. –p39-41, #45A

ECA


Which of the following is not possible when 50 J of work is done by frictionA. 50 J of work were done by the applied forceB. frictional force of 50 N is moved 1 mC. frictional force 25 N is moved 2 mD. frictional force of 25 N is moved 1 m

372 15. The student will use the correct units for work and energy

ESS 25 min (SW) The students solve simulated energy and work problems using correct units. All labs and student work in Standard 5 Goal 1 will require that the units be correctly attached to all values.

Text-p169 ECA


When a 4 N force is moved through 10 m how much work is done?A. 40 m/s C. 40 WB. 40 J D. 40 kg

Goal 3: Understand powerESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) EXT = Extended (These objectives are suggestions for areas of extended work if there is time) ECA = End of Course Assessment L=Lecture; SW = Student group work; LB=Lab; V = Video; SEC.RE = Section review; PRO.WB = Problem workbook; PRO.RE = Problem review; TM = Teaching master; TECH.LAB = Technology Based Lab Activities;


28

375 16. The student will define average power as work per unit time

ESS 20 min (L) The definition of power will be given. (LB) Students will lift different size masses through the same distance but in different amounts of time.

Text-p187-188 ECA


What term is used to describe the rate of doing work?A. efficiency C. heatB. power D. energy

378 17. The student will calculate average power using the appropriate units

EXP 25 min (SW) Students will work in groups to solve real life problems in power using the correct units. PrRO.WB. 5F

Text-p189PRO.WB.-p53-55, #5F


What is the average power of a machine that does 2.3 x 104 J of work in 4.6 seconds.A. 0.5 N C. 5x103 WB. 2 x 104 W D. 4 W

381 18. The student will explain instantaneous power as the force applied times the instantaneous velocity and will use appropriate units

EXP 15 min (L) The definition of power and velocity can be used to show that instantaneous power is Fv.


Which of the following can be used to calculate instantaneous power?A. Fv C. w/tB. wt D. F/t



29

Abacus #


Sequenceand

Minimum Time

Allotted


Resources


Dist/StateAssessmen

ts


Standard 6: MOMENTUM AND IMPULSEGoal 1: Understand impulse390 1. The student will define

impulse as an external net force applied for a small time

ESS 70 min (L) The students can be presented with the definition of impulse and how it can be derived from Newton’s 2nd law of motion. (LB) Students will produce impulses using toy versions of sports equipment, such as tennis rackets, baseball bats, and golf clubs. (V) Sports Video IMPULSE can be used to introduce the concept. (LB) The students use a force probe attached to a cart with elastic to determine the impulse needed to stop the cart.

Text-p210-211SPORTS VIDEO-Impulse

ECA


Which of the following is required to produce an impulse?A. internal forceB. long period of timeC. external forceD. frictional force

393 2. The student will calculate impulse using the correct units

ESS 25 min (SW) The students work in groups to solve impulse problems using correct units.

Text-p211 ECA


A golf club strikes a golf ball with a force of 4 x 104 N for 2.2 x 10-4s?A. 0.55 s/N C. 1.8 N/sB. 6.2 Ns D. 8.8 Ns

396 3. The student will explain that every impulse causes a change in momentum

ESS 55 min (L) The 2nd law of motion and the definition of acceleration can be used to demonstrate the relationship between impulse and change in momentum. (LB) A cart attached to a force probe is

Text-p212-214TECH.LB.-P42-47, #6PRO.WB.-p58-59, #6C

ECA


Which of the following relationships for impulse is correct?A. Ft = ma/tB. Ft = W/tC. Ft = ΔmvD. Ft = v/m



30

placed in front of a motion detector and the change in momentum and applied impulse are calculated and compared. (SW) Students will work in groups solving real life problems that show impulse and momentum relationship, PRO.WB.#6C.

Goal 2: Understand momentum399 4. The student will define

momentum as the quantity of motion

EXP 30 min (L) The definition, mathematic formula and symbol can be presented. (V) SPORTS VIDEO- Running with momentum can be used.

Text-p208-209SPORTS VIDEO-Running with Momentum


Newton referred to concept as the “quantity of motion”?A. force C. weightB. mass D. momentum

402 5. The student will calculate momentum given the velocity and mass using the correct units

ESS 25 min (SW)Students can work on real life problems dealing with momentum using PRO.WB. #6A

Text-p209&211PRO.WB.-p54-55, #6A

ECA


What is the momentum of a 2 kg ball moving with a velocity of -3m/s?A. -6kgm/s C. -6 NB. 5 Ns D. – 5 N/s

405 6. The student will recognize that the units used for impulse are equivalent to the fundamental units used for momentum

ESS 15 min (L) Algebraically the units Ns and kgm/s can be shown.

Text-p212 ECA


Which of the following units can be used for momentum?A. kgm/s C. NsB. Ws D. A&BE. A&C

408 7. The student will recognize that momentum is conserved in all closed systems

ESS 45 min (L) The definition of a closed system can be given along with examples as types of closed systems. (V) MECHANICAL UNIVERSE video Conservation of momentum.

Text-p215-216MECHANICAL UNIVERSE-#15 Conservation of Momentum

ECA


If a closed system has a total momentum of 45 kgm/s before a collision, what is its momentum after the collision?A. 45 kgm/sB. it depends on the mass of each object C. 22.5 kgm/sD. 90 kgm/s

411 8. The student will calculate the momentum of a closed

ESS 45 min (LB)The students will use photogates to investigate the

Text-p217-219PRO.WB.-p60-62,

ECA What is the total momentum of a



31

system before and after a collision occurring in a straight line

momenta of carts before collisions and after collision when the carts have the same mass and when they have different masses. (SW) The students divide into groups and each group will present to the class one of the problems from PRO.WB. #6D

#6D Classroom tests and quizzes

system that consists of 2 carts each of mass 4 kg and moving toward each other with a velocity of 3 m/s?A. 12 kgm/s C. 24 kgm/sB. 0 kgm/s D. 7 kgm/s

414 9. The student will resolve momentum into two directions for objects moving in a plane

EXP 25 min (SW) Students will use washers on graph paper on which a coordinate system has been drawn to collide washers of the same mass. This can be used to determine the angle between them after the collision.


An object of mass 4 kg moves at 3 m/s at an angle of 370 to the horizontal. What is the momentum of the object in the vertical direction?A. 7.2kgm/sB. 9.58 kgm/sC. 3.5 kgm/sD. 24 kgm/s

417 10. The student will explain the difference between elastic and inelastic collisions

ESS 15 min (L) The students will be presented with the conditions for an elastic and inelastic collision.

Text-p222 ECA


In which of the following is kinetic energy not conserved?A. elastic collisionsB. explosionsC. inelastic collisionsD. all of the aboveE. none of the above

420 11. The student will calculate the momentum before and after a totally elastic collision in a plane

ESS 25 min (LB) The students will use mini-launchers to produce the momentum of a non-colliding sphere and a collision between metal spheres that are off center. The spheres fall on carbon paper to mark the landing points and vectors of momenta after the collision can be drawn and resolved into components relative to the momentum of a non-colliding metal sphere. From the length of the momentum

Text-p226-228 ECA


For the collision diagramed above which set of arrows represents possible vectors for the objects after the collision?



32

vectors the students can calculate the momentum before and after the collision.

423 12. The student will compare and contrast the conservation of energy and momentum for elastic and inelastic collisions and explosions

EXP 20 min (SW) The students will make a chart filling in the momentum and kinetic energy conditions for elastic, inelastic and explosion events.


In which of the following is kinetic energy gained?A. elastic collisionsB. explosionsC. inelastic collisionsD. all of the aboveE. none of the above

426 13. The student will calculate the momentum and energy before and after an elastic and inelastic collision and explosion

EXP 25 min (LB) The students will use 2 plunger carts, photogates and track to produce data from an elastic, inelastic collision and explosion. The momentum and energy before and after the event can be calculated from the data.

Text-p222-229PHYSICS WITH CBL-p19-1, #19


A 5 kg mass explodes into 2 pieces, each of mass 2.5 kg. They move away from each other with a velocity of 4 m/s. What is the kinetic energy of the system after the explosion?A. 0 C. 40 JB. 20 J D. 80 J

Abacus #

Objective Criticality

Sequenceand


Resources Dist/StateAssessmen




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Level Minimum Time

Allotted


ts

Standard 7: ANGULAR MOTIONGoal 1: Understand rotational motion430 1. The student will explain

the meaning of radianEXP 35 min (L) The definition of radian can

be given using TM23 . The relationship between common angles and radians can be presented with TM24. (SW) The students can place paper place on push pin and draw a radius and then spin it through different angles.

Text-p244-245TM23&24


Which of the following is the definition of radian?A. 3600/r C. 1800/rB. 2Πr D s/r

433 2. The student will recognize the four equations for angular motion

EXP 10 min (L) The 4 equations of angular motion can be given using TM25

Text-p247-251TM25


Which of the equations stated is the definition of angular acceleration?A. ω=ωi + ∂tB. θ=ωtC. θ=ωt+ ½∂t2

D. ω2 = ω2 + 2∂θ

436 3. The student will calculate displacement, velocity and acceleration using the four equations and give the appropriate units for each quantity

EXP 35 min (SW) The students use a spinner on a circular disk marked off in radians. The student spins and times the spinner. Using the spinner final position and time the student calculates the angular acceleration, and initial angular velocity. The students work in groups to solve the real life problems in SEC.RE. #7.1&7.2or using the practice problems in PRO.WB. #7A,B,C&D

Text-p252SEC.RE.-p34-35, #7.1&7.2PRO.WB.-p70-76, #7A,B,C,&D


A wheel spinning at 3 rad/s comes to rest in 6 seconds. What is the average acceleration of the wheel?A. 2 rad/s2 C. 0.5 rad/s2 B. 18 rad/s2 D. 9 rad/s2



34

439 4. The student will distinguish between force and torque

EXP 65 min (L) The definition for torque can be presented along with its relationship to force. T26 can be used for illustration. (LB) The students will use a meter stick and holder to construct a lever then use weights to investigate the relationship between force and torque by balancing different weights at different distances from the fulcrum. (V) MECHANICAL UNIVERSE video #20 Torque can be used

Text-p278-281Video-MECHANICAL UNIVERSE #20 Torque


Which of the following is required to produce a torque?A. force at a distance from the point of rotationB. force parallel to the radius of rotationC. force not in the plane of rotationd. no point of rotation

442 5. The student will use the appropriate units for torque

EXP 25 min (SW) The students can work in groups to solve the real life problems in PRO.WB.8 A.

Text-p281-282PRO.WB.-p85-87, #8A


Which of the following are the correct units for torque?A. W C. mN B. kg D. Ns

445 6. The student will calculate the sum of the torques acting in the same plane on any given object

EXP 30 min (LB) The students will use the data from the lab in 439 and calculate clockwise and counter-clockwise torque.


What is the net torque acting on the hoop?

A. 10 mN C. 2 mNB. 0.2 mN D. 2.4 mN

448 7. The student will explain moment of inertia

EXT 20 min (L) The concept of moment of inertia can be presented using TM26. It can also be demonstrated by using a disk and hoop of same mass and radius and allowing them to roll down an incline.


What is the moment of inertia dependent upon?A. mass of the objectB. density of the objectC. the location of the mass from the point of rotationD. A&BE.A&C



35

451 8. The student will calculate moment of inertia for the sphere, hoop and disk and use appropriate units

EXT 25 min (SW) The students will work in groups with each group being assigned a different shaped object. The group members will calculate the moment of inertia for their object and present the solution to the class.


What is the moment of inertia for a hoop with a radius of 0.3 m and a mass of 5 kg?A. 0.45kgm2 C. 1.5kgm2

B. 5.3kg/m2 D. 45m2/kg

454 9. The student will calculate the acceleration of an object from the net torque and moment of inertia

EXP 35 min (LB) The students can use an angular motion machine where the net torque and moment of inertia can be changed. For different net forces and different moments of inertia the acceleration will be calculated theoretically and then measured experimentally.


What is the acceleration of a sphere that experiences a torque of 15 mN and has a moment of inertia of 3 kgm2?A. 18 rad/s2

B. 5 rad/s2

C. 1.8 rad/s2

D. 5 m/s2

457 10. The student will state the relationship between linear velocity and acceleration and angular velocity and acceleration using appropriate units for each

EXT 35 min (L) The mathematical relationship between angular and tangential velocity can be derived. (SW) The students can rotate a paper disk on a push pin, timing the number of rotations. The angular distance can be determined as well as the linear distance of the r m and a point half way to the rim. From this data the relationship between linear and rotational velocity can be developed.


What is the linear velocity of a wheel that is rotating at 7 rad/s and has a radius of 0.2 m?A. 1.4 m/sB. 7.2 rad/sC. 35 m/sD. 3.5 rad/s

460 11. The student will state the formula for centripetal acceleration in angular terms

EXP 15 min (L) The mathematical relationship between angular velocity and centripetal acceleration can be developed from known relationships.


Which of the following is a correct formula for angular acceleration?A. ½ω/r C. ω2rB. ωr D. ω/r



36

Goal 2: Understand angular kinetic energy and momentum463 12. The student will explain

that any rotating object has angular kinetic energy

EXP 15 min (SW) Students will work with partners to name common rotating objects that do work.


Which of the following is true for all rotating objects?A. have potential energyB. have linear momentumC. have translational kinetic energyD. have rotational kinetic energy

466 13. The student will calculate angular kinetic energy and use the appropriate units

EXP 35 min (L) The mathematical formula for angular kinetic energy can be given. (SW) The students will divide into groups. Each group will pick 5 “moment of inertia cards” and 5 “angular velocity cards.” Each card has a value on it. The students will combine moment of inertia and velocities to create the largest kinetic energy total.


What is the rotational kinetic energy for an disk if it has a moment of inertia of 12 kgm2 and a velocity of 4 rad/sA. 16 J C. 96 JB. 3 J D. 24 J

469 14. The student will show conservation of energy using potential energy and both forms of kinetic (linear and angular) for an object rolling down hill

EXP 45 min (LB) Students will roll a disk down an incline plane changing the angle of incline. When the disk reaches a flat surface the number of rotations will be counted as well as the time it takes to transverse the flat surface. The height of the initial incline will also be measured. From these values the P.E. can be calculated and final K.E. linear and rotational. Values will be compared. (SW) Students work in groups to solve the real life problems in PRO.WB. 8E

Text-p296-297PRO.WB.-p96-97, #8E


What is the linear velocity of a disk when it reaches the bottom of an incline if the incline is 2 m off the ground and the disk has a mass of 2 kg and a radius of 0.2 mA. 6.3 m/s C. 3.6 m/sB. 5.1 m/s D. 4 m/s



37

472 15. The student will calculate the rotational and translational kinetic energy for a rolling object

EXP 25 min (LB) Students roll disks along flat surfaces counting rotations and timing and use the data to calculate rotational and translational K.E.


A rolling disk has a mass of 4 kg, a linear velocity of 0.6 m/s, a moment of inertia of 0.08 kgm2 and an angular velocity of 3 rad/s? Which values below represent the linear (l) and angular (a) kinetic energy of the disk?A. l-0.36 J a-0.18 JB. l-0.36 J a-0.72 JC. l-0.72 J a-0.36 JD. l-0.18J a-0.72 J

475 16. The student will recognize that all rotating objects have rotational momentum

EXP 15 min (L) The definition of angular momentum and the concept of quantity of motion in a rotational direction can be presented.


All rotating object have which of the following?A. rotational potential energyB. rotational kinetic energyC. linear momentumD. rotational momentumE. A&CF. B&D

478 17. The student will calculate rotational momentum

EXP 25 min (SW) The students get into groups to solve real life problems in angular momentum.


What is the rotational momentum of a disk with a moment of inertia of 2kgm2 that has an angular velocity of 3 rad/sA. 6 kgm2/sB. 5 kgm2/sC. 1 kgm2/sD. 2.5 kgm2/s

481 18. The student will explain that rotational momentum can only be changed by an outside torque

EXP 25 min (SW) The students can get tops spinning and then apply a small force to the top and to the side. One produces a torque and slows the top the other does not and the top


Which of the following is required to change the angular momentum of an object?A. internal force



38

continues to move. The students can discuss the reasons for the difference for the behavior of the top in each situation.

B. external torqueC. internal torqueD. momentum can not be changed

484 19. The student will calculate the velocity of a rotating object before and after an event that does not include an external torque

EXP 45 min (LB)The students can use an angular motion machine with a horizontal rotating disk. Spinning the disk the students use its moment of inertia and angular velocity to determine its angular momentum. Then they place a hoop on top and recalculate using the new moment of inertia created by the additional mass and the new velocity. (SW) Students work in groups to solve one of the problems in PRO.WB. #8D and present to the class.

Text-p294PRO.WB.-p94-95, #8D


A rotating disk has an angular momentum of 6 kgm2/sand an angular velocity of 4 rad/s. What is the velocity of the disk if an identical disk is placed on top doubling the moment of inertia for the system?A. 4 rad/s C. 10 rad/sB. 8rad/s D. 2 rad/s

487 20. The student will represent the angular momentum of a linearly moving object around a fixed point using r x mv

EXT 15 min (L) The relationship between the angular momentum of a point mass moving in a circle and its linear velocity at any point can be used to show that any point mass with a linear velocity can be viewed as having an angular momentum around any point.


Which of the following can be used to calculate the angular momentum of a point mass around a fixed point?A. mv/r C. r x mvB. mr/v D. v x m/r

490 21. The student will explain that natural satellites do not experience an external torque and have a constant angular momentum

EXP 45 min (L) The concept of the gravitational force always acting along the radius and therefore producing no torque can be presented. (V) MECHANICAL UNIVERSE video Newton and the apple can be shown to demonstrate the concept.

Text-p260-263MECHANICAL UNIVERSE-Newton and the apple #7


What is needed to move a natural satellite out of its orbit?A. force along the radiusB. external torqueC. internal torqueD. torque along the radius

493 22. The student will calculate the average and

EXP 25 min (SW) The students can be given diagrams of the planets orbits. They can use the data




39

instantaneous speed for natural satellites

to determine the average radius and therefore the average velocity. From that information they can determine the velocity of the planet at any point.



40

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Standard 8: FLUIDSGoal 1: Understand liquids500 1. The student will define

densityESS 35 min (L) The definition and symbol

for density can be given. (SW) Objects with the same volume, same mass and same density are place in a box. The students get into small groups and sort them according to what they have in common.

Text-p318-319 ECA


Which of the following are the same for objects that have the same mass and volume?A. weight B. densityC. size D. all of the aboveE. none of the above

503 2. The student will calculate density using the correct units

ESS 45 min (LB) Students are given multiple objects or regular and irregular shape and use appropriate methods of measurement to determine the volume of each object. Then the mass of each object is determined and the density is calculated. The overhead TM29 can be used to show the densities of common materials.

Text-p318-324OVERHEAD-TM29

ECA


What is the density of an object that has a mass of 60 kg and a volume of 0.5 m3

A. 120 kg/m3 B. 30 kg/m3 C. 300 kg/m3 D. 1200 kg/m3

506 3. The student will recognize that pressure is the ratio of force and area

ESS 35 min (L) The definition of pressure can be given. (SW) Students can balance rectangular solids on their finger using a corner, edge or side to experience the relationship between force, area and pressure.

Text-p325 ECA


Which of the following is pressure dependent upon?A. forceB. volumeC. areaD. A&BE. .A&E



41

509 4. The student will calculate pressure using the relationship P=F/A and use the units of N/m2

ESS 45 min (LB) The students can use the rectangular solids from 506 and repeat the process except this time the object will be placed on a piece of carbon paper set on a white paper. The area the solid was balanced on and the weight can be found and the pressure computed. (SW) The students can work in groups to solve the real life problems in PRO.WB. #9B

Text-326-327PRO.WB.-p100-101, #9B

ECA


What is the pressure when 40 N is placed over an area of 5 m2?A. 45 N/m2 B. 8 N/m2 C. 35 Nm2 D. 200 N/m2

512 5. The student will explain that pressure in a fluid is dependent on the depth

ESS 35 min (L) The relation for pressure in a fluid can be developed using the definition of area and density of a fluid. (LB) Students punch holes at regular intervals down the side of paper cups. Placing that cup inside an un-punched cup they fill it with water. When the un-punched cup is removed the water flows from the holes at different rates dependent on the pressure. (V) The sports video MATH UNDER PRESSURE can be used to demonstrate the concept.

Text-p328-330Video-MATH UNDER PRESSURE

ECA


The pressure in a fluid is dependent on which of the following?A. the volume of the containerB. the area of the bottom of the containerC. the depth of the fluidD. the surface tension of the fluid

515 6. The student will calculate the pressure for water at any depth

EXP 25 min (SW) Students will work in groups to solve the real life problems presented in PRO.WB. #9C

Text-p330PRO.WB.-p102-103, #9C


What is the pressure in a swimming pool at the depth of 1 m?A. 9800 N/m2 B. 9.8 N/m2 C. 1000 N/m2 D. 10 N/m2

518 7. The student will explain that the pressure at any depth is the same in all directions

ESS 25 min (SW) Students use a pressure gauge consisting of a closed glass tube of air connected to rubber tubing filled with water. The rubber tubing is place at different levels in a large

Text-p329 ECA


In what direction does a pressure sensor have to be pointed in order to determine the proper pressure in a fluid?



42

beaker of water. The tube is held upright, sideways and down at each location. The height of the air column is recorded for each depth and direction.

A. upwardB. downwardC. any directionD. northward

521 8. The student will state Pascal’s principle

ESS 15 min (L) Pascal’s principle and mathematical relationship is given.

Text-p326-327 ECA


According to Pascal’s principle which of the following is true?A. fluid must be enclosedB. pressure is larger on larger areasC. pressure is larger on smaller areasD. the area equal the pressure

524 9. The student will calculate forces or areas necessary for equilibrium using Pascal’s principle

ESS 20 min (SW)Students work in groups to solve the real life breaking problem found in SEC.RE. #9.2 Students are given a chart with applied force, applied area, supporting force and supporting area. For each row 3 of the 4 squares are filled in, students use Pascal’s principle to fill in the missing square.


ECA


A 25 N weight is place on a piston of area 0.125 m2.How much weight can be supported by a piston of 0.25m2?A. 12.5 N C. 200 NB. 100 N D. 50 N

527 10. The student will calculate the work done by a fluid

EXP 30 min (L) The definition of work and pressure are combined to show how a piston does work. (SW) Students will work in pairs to write problems. These problems will be traded for another groups problem and solved.


For a hydrolic system to do work which of the following must take place?A. the smaller piston must not moveB. the larger piston must move a greater distanceC. the smaller piston must move a greater distanceD. the larger piston must not move



43

530 11. The student will state Archimede’s principle

ESS 35 min (L) Archimede’s principle can be given. Overhead T30 can be used to demonstrate buoyancy. (SW) The students will be given 2 minutes to list as many different things as they can think of that float. Then they will arrange their lists in order of smallest amount of water displaced to largest.

Text-p320-323OVERHEAD-T30

ECA


Archimede’s principle is concerned with which of the following?A. moving fluidsB. buoyant forceC. pressureD. weight

533 12. The student will calculate the buoyant force using appropriate units

EXP 45 min (LB) Students will determine the volume of metal cubes, metal cylinders and blocks of wood to calculate the maximum buoyant force on the objects. (SW) Students work in groups to solve the real life problems in PRO.RE.9A

Text-p324PRO.RE.-p98-99, #9A


What is the buoyant force on a box with a volume of 2.1 m3 when it is submerged in water?A. 20,580 NB. 12.9 NC. 20.58 ND. 48.6 N

536 13. The student will explain “weight in water”

ESS 35 min (L) The definition of “weight in water” can be given. (LB) The students will use the objects from 533. They will weigh them with a spring scale in air and in water and explain the difference.

Text-p320 ECA


What is the term used to describe the additional force that must be supplied to an object to keep it from sinking in water?A. buoyant forceB. weight in waterC. weightD. pressure

539 14. The student will calculate “weight in water”

EXP 20 min (SW) The students will use the data collected in 536 to calculate the “weight in water” for each of the objects.


What is the “weight in water” for a 30 N box experiencing a 25 N buoyant force?A. 55 N C. 5 NB. 60 N D. 12.5 N

542 15. The student will predict whether a substance will float or sink in a fluid given the density of both the substance and the fluid

ESS 20 min (LB) Students will pick 5 different items. Using either mathematical formulas for volume by water displacement they will determine the volume of each item, find its mass and

Text-p319 ECA


Which of the following materials will naturally float?A. 1050 kg/m3 B. 490 kg/m3 C. 5000 kg/m3



44

state whether it will “naturally” float.

D. 3080 kg/m3

545 16. The student will state Bernoulli’s principle

ESS 50 min (L) Bernoulli’s principle can be given. (V) The Sports video-SAILING THROUGH BERNOULLI can be used to demonstrate the concept. (SW) Students will use a stream of moving air to keep a pin pong ball aloft.

Text-p332-335Video-SAILING THROUGH BERNOULLI

ECA


Which of the following is Bernouilli’s principle concerned with?A. moving fluidsB. buoyant forceC. momentumD. weight

548 17. The student will describe how the design of an air foil affects the pressure on it as it moves through a fluid

ESS 25 min (SW) The students will be given diagrams of air foils with stream lines drawn. They will measure the length of the stream lines on top of the air foil and on the bottom to determine the different distances that the air molecules have to travel in the same amount of time. Using this as the length, they’ll be given the width of the air foil and the weight of the air and they can compute the pressure above and below.

Text-p334 ECA


On which side of an air foil is the pressure the greatest?A. longest sideB. shortest sideC. the side with the greatest areaD. the side with the smallest area

551 18. The student will calculate the velocity of fluid as it moves through different diameter pipes

EXP 35 min (L) The relationship for a flowing fluid between cross-sectional area and velocity can be developed. Overhead T32&33 can be used for demonstration. (SW) Students work in groups to solve fluid flow problems.



What is the velocity of a fluid moving through a pipe of 0.3 m2 area, if it has a velocity of 4 m/s in a pipe of 0.9 m2 area?A. 0.12 m/s C. 12 m/sB. 2 m/s D. 0.2 m/s



45

Abacus #


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Dist/StateAssessmen

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Standard 9: THERMAL ENERGYGoal 1: Understanding the difference between heat and temperature560 1. The student will define

temperatureESS 35 min (L) The definition of

temperature can be given. (LB)Students will measure different amounts of tap water in several different Styrofoam cups. A temperature probe can be placed in each one showing that the temperature in independent of mass or volume.

Text-p358-360 ECA


What does temperature measure?A. mass of moleculesB. greatest velocity of moleculesC. average mass of moleculesD. average kinetic energy of molecules

563 2. The student will state the three temperature scales and the boiling and freezing point of water on all three scales

ESS 30 min (L) The 3 temperature scales can be given. (LB) Students will measure the temperature of hot water and cold water using Fahrenheit and Celsius scales. (SW) Students will convert temperatures between Fahrenheit and Celsius using PRO.WB.#10A

Text-p360-362PRO.WB.-p108, #10A

ECA


Which of the following temperature scale is correct for the boiling and freezing point of water?A. Celsius B-32, F-212B. Fahrenheit B-0, F-100C. Celsius B-100, F-0D. Kelvin B-21, F-32

566 3. The student will differentiate between heat and temperature

ESS 45 min (L) The definitions of heat and temperature can be given. (LB)Students will use small amounts of hot water and larger amounts of warm water and observe the amount of melting on same size ice cubes in a set amount of time.

Text-p365-367 ECA


Which of the following is a measure of the thermal energy that can be transferred?A. heat C. temperatureB. entropy D. pressure

569 4. The student will describe conduction, convection and

EXP 30 min (L) The definitions of conduction, convection and

Text-p383-385Video-STANDARD

Classroom tests and

Which of the following refers to transferring



46

radiation radiation can be given. (V) The video STANDARD DEVIANTS-Heat can be used to introduce the concepts.

DEVIANTS-Heat quizzes heat through the movement of air molecules?A. conductionB. convectionC. radiationD. temperature

572 5. The student will explain conductors and insulators in relation to heat transfer

ESS 35 min (L) The behavior of insulators and conductors can be explained. (SW) Students can use dominos and marbles to construct molecular models that allow easy transfer of motion between substance and those that do not allow easy transfer.

Test-p384-385 ECA


Which of the following would be considered a good insulator?A. copper pipeB. aluminum foilC. cotton fabricD. steal rob

Goal 2: Understand heat575 6. The student will make

calculations using the formula Q=mCΔT

EXP 35 min (L) The meaning of specific heat and its use in calculating heat can be presented. (SW) Students divide into groups. Each group is given a set of paper disks. The blue disks are 1 kg, green ones the specific heat of water and yellow ones are 10 Celsius. Students combine their disks to get the greatest amount of heat.


How much heat is needed to raise 20 kg of water 30C?A. 2.5 x 106 JB. 5 x 106 JC. 2.5 x 103 JD. 2.5 x 106 J

578 7. The student will recognize that the 0th law of thermodynamics defines temperature

ESS 45 min (L) The 0th law of thermodynamics can be presented. (V) The MECHANICAL UNIVERSE video on thermodynamics can be use to present all 4 laws of thermodynamics.

Text-p358Video-MECHANICAL UNIV ERSE – Thermodynamics

ECA


Which quantity is defined in the 0th law of thermodynamicsA. entropyB. absolute zeroC. temperatureD. specific heat

581 8. The student will recognize that the 1st law of thermodynamics is a statement of the conservation of energy

ESS 15 min (L) The 1st law of thermodynamics can be presented. Overhead TM 35&36 can summarize this law and its effects on a

Text-p409-411OVERHEAD TM35&36

ECA


Which quantity does the 1st law of thermodynamics explain? A. entropy



47

system. (V) same as 578 B. absolute zeroC. temperatureD. energy

584 9. The student will define adiabatic systems and use the 1st law of thermodynamics to describe them mathematically

EXP 45 min (L) The definition of adiabatic can be given. (LB) Students can make a calorimeter out of Styrofoam cups. They mass and heat a metal sample. Place the metal sample in the cup with cold water of known mass, cover and allow the water and sample to reach equilibrium temperature. The heat taken in by the water can be compared to that given off by the sample.


Which of the following describes a system that does not gain or lose heat?A. adiabaticB. isothermalC. isovolumetricD. isobaric

587 10. The student will calculate the equilibrium temperature of an adiabatic system

EXP 20 min (SW) Students work in groups to solve the real life problems in PRO.WB. #10C

Textp372-374PRO.WB.-p111-112, #10C


What is the final temperature when 2 kg of water at 350C is mixed with 8 kg of water at 100C?A. 1500C C. 150CB. 200C D. 250C

590 11. The student will explain isobaric, isochoric and isothermal systems and use the 1st law of thermodynamics to describe them mathematically

EXP 20 min (L) The 1st law of thermodynamics is presented. The effect of on the 1st law by holding pressure, volume or temperature constant is represented. The overhead TM37 and T40 can be used to summarize these conditions and their affects.

Text-p402-408OVERHEAD TM37&T40


The expression ΔU = Q describes which type of system?A. adiabaticB. isothermalC. isovolumetricD. isobaric

593 12. The student will explain that the 2nd law of thermodynamics states that all natural systems go in the direction of increasing entropy and therefore heat goes from hot to cold

ESS 70 min (L) The 2nd law of thermodynamics can be presented. (V) video same as 578 (LB) Students use temperature probes to find the temperature of a beaker of cold water and of hot water. At regular time intervals the temperature of the beakers are retaken. The data is then

Text-p420 ECA


Which law of thermodynamics deals with increasing disorder in natural systems?A. 0th C. 2nd

B. 1st D. 3rd



48

graphed to show that they both tend toward the same temperature. (SW) Students are given small stacks of colored squares. They are put in a box with one stack next to the other. The box is given one shake and the distribution of colors is described. The process is repeated doubling the shake time with each repeat. The disorder will always increasing.

596 13. The student will calculate entropy and use the correct units

EXP 45 min (L) The mathematical statement of entropy can be given. (SW) Students will be divided into groups and each group will solve and present to the class a problem dealing with entropy.


What is the change in entropy when 2 kg of ice melts?A. 12,100 J/kB. 2450 J/KC. 16,600 J/KD. 895 J/k

599 14. The student will recognize that the 3rd law of thermodynamics is an explanation of absolute zero; a temperature which is theoretically calculated but never reached

ESS 45 min (L) The 3rd law of thermodynamics can be presented. (V) STANDARD DEVIANTS video Thermodynamics can be used to present all 4 laws.

Text-p338-340 ECA


Which law of thermodynamics deals with the theoretical value of absolute zero?A. 0th C. 2nd

B. 1st D. 3rd

602 15. The student will calculate the change in temperature that occurs as gravitational potential energy is transformed into heat energy

EXP 30 min (LB) Students will place copper shot in a calorimeter made of Styrofoam cups. The initial temperature of the copper can be taken. The calorimeter is turned upside down 425 times. The temperature of the copper is retaken. The gravitational potential energy can be calculated along with the heat gained by the copper.

Text-p368-370LAB.EXP.-p41-42, #10


What is the increase in temperature when 4 kg of water falls 6 m if all the energy if turned into heat?A. 0.140CB. 140CC. 70CD. 170C

605 16. The student will calculate the change in temperature

EXP 20 min (LB) Students will pull wooden blocs across sand paper at a constant speed. Work due to


What is the change in temperature for a copper pipe that



49

from work due to friction friction will be calculated along with the rise in temperature for the block of wood.

experiences a frictional force of 12 N for a distance of 3 m. The mass of the copper is 0.3 kg?A. 0.090C C. 0.310CB. 0.0290C D. 30C

608 17. The student will use the kinetic molecular theory to explain the states of matter (solid, liquid, gas)

ESS 20 min (SW) Students will arrange cotton balls in an aluminum pie plate to demonstrate solids. They will place them in the pie plate and shake the pie plate to demonstrate a liquid. They will toss the cotton balls from the pie plate and catch them represent a gas. The energy the students put in can relate to the energy of the each state of matter.

Text-p376-380 ECA


Which of the following distinguishes a solid from a liquid?A. the liquids temperature is always greaterB. the temperature of the solid is always lessC. the molecules of the liquid have more freedom of movementD. the molecules of the solid have more freedom of movement

611 18. The student will use the kinetic molecular theory to explain latent heat

ESS 45 min (L) The relationship between latent heat and phase change can be explained. The OVERHEAD T38 can be used to reinforce the explanation. (LB) Students use Bunsen burner to melt beaker of ice, monitoring to the temperature of the ice. Overhead T37 can be used to graphically represent what took place in the lab

TEXT-p376-379OVERHEAD T38&37

ECA


What term is used to describe the heat energy needed to break the attractive forces between molecules in a solid so it can move into the liquid state?A. latent heatB. specific heatC. coefficient of linear expansionD. entropy

614 19. The student will explain thermal expansion of solids using kinetic molecular theory

ESS 20 min (SW) The thermal expansion due to heating can be demonstrated by having the students firmly pack marbles in a small aluminum container. The container can be shaken to mimic the movement of molecules in place. The

Text-p360-361 ECA


What is caused when solids are heated and their molecules move faster?A. latent heatB. specific heatC. entropyD. thermal expansion



50

distortion of the ends of the container.

617 20. The student will calculate the change in length for thermal expansion and contraction given the initial length, coefficient of linear expansion and initial and final temperatures

EXP 20 min (SW) Students work in groups to solve length and volume changes for objects that are heated or cooled.


620 21. The student will recognize all four steps in a Carnot cycle

EXP 15 min (L) The 4 steps in the Carnot cycle can be presented using the overhead T42.



Which of the following is not a step in the Carnot cycle?A. heat intakeB expansionC. entropy decreaseD. heat outflow

623 22. The student will explain the need for heat sinks in a Carnot cycle

EXP 15 min (SW) Students are given a diagram of the Carnot cycle and identify and state the conditions for each step.


Which of the following in, a Carnot cycle, allows the gas to be cooled so the piston can return to its original position.A. heat sourceB. isobaric stepC. heat sinkD. isovolumetric step

626 23. The student will recognize at which steps in the Carnot cycle work is done

EXP 15 min (SW)Students use the diagram in 623 to describe in which work is done and why work gets done in these steps.


In a Carnot cycle in which steps are work done?A. adiabaticB. isobaricC. isovolumetricD. isothermal

629 24. The student will calculate efficiency for a steam engine using change in temperature or change in heat

EXP 35 min (L) The definition of efficiency for a steam engine along with the mathematical formula is given. The overhead TM39 can be used to show the efficiency of common machines. (SW) Students work in groups to solve the real life problems

Text-p420-423OVERHEAD TM39PRO.WB.-p118, #11C


What is the efficiency of a steam machine that takes in 200 J of heat and expels 120 J of heat?A. 80% C. 40%B. 60% D. 100%



51

presented in PRO.WB. #11C



52

Abacus #


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Standard 10: SIMPLE HARMONIC MOTIONGoal 1: Understand simple harmonic motion640 1. The student will recognize

that simple harmonic motion and uniform circular motion are related and both can be represented by a sine function

ESS (L) The projection in one dimension of 2 dimension uniform circular motion can be diagramed. (SW) Students will rotate a paper disk with a pencil through the center and a push pin on the rim, holding the disk vertically. The up, down and equilibrium position will be graphed as it moves through 5 complete cycles. The best fit curve will be drawn through the graph points.

Text-p437-445 ECA


Which of the following apply to both simple harmonic motion and uniform circular motion?A. can be represented by a sin functionB. are periodicC. objects move is a circleD. A&BE. C&DF. all of the above

643 2. The student will state the three conditions for simple harmonic motion (constantly changing position, velocity and acceleration)

EXP (L) The conditions for simple harmonic motion can be presented. Examples of periodic but not harmonic motion can be given such as a bouncing ball. Overhead T45 can be used to demonstrate the necessary conditions. (V) The video MECHANICAL UNIVERSE Harmonic motion can be use to reinforce the necessary conditions.

Text-p445T45Video-MECHANICAL UNIVERSE-Harmonic motion


In simple harmonic motion which of the following are constantly changing?A. positionB. velocityC. accelerationD. A&BE. B&CF. all of the above

646 3. The student will calculate x,v,a at any point for an object in simple harmonic motion given the

EXP 50 min (L) The concept of conversation of energy can be presented as the method to calculate x,v,a, at any point. The overhead TM42 can be

Text-p444Video-STANDARD DEVIANTS, Harmonic motionOVERHEAD TM42


What is the position of an object in simple harmonic motion if A = .03 m, ω=3rad/s and t=2s.



53

appropriate expression used to show the exchange in energy between P.E. and K.E. (V) The video STANDARD DEVIEANTS can be used to demonstrate the calculations. (SW) Students work in groups to solve problems dealing with moving masses on springs.

A. 0.18 m B. -0.008 mC. 0.29 mD. 0.005 m

649 4. The student will explain at what point in each cycle the maximum x, v,a occur

ESS 30 min (L) The point of maximum x,v,a can be presented. Overhead T47 can be used to illustrate the positions. (LB) The students can use a motion detector to determine the position and velocity of a pendulum. Using the TI-83+ calculator they can graph the position v time and velocity v time on the same graph which will show the inverse relationship between position and velocity.

Text-p445OVERHEAD T47

ECA


A what point in the cycle does the object have its maximum velocity?A. maximum displacementB. half way pointC. equilibrium pointD. the velocity is the same all the time

652 5. The student will calculate the maximum x,v,a using appropriate expressions

EXP 45 min (SW) Students work in groups to solve real life problems for the maximum x,v,a using the appropriate expressions. (LB) Students will predict the maximum velocity for a 100 g mass on a spring. The mass will be set in harmonic motion using different amplitudes and a motion detector will monitor its position and velocity for each setting. Their predictions will be compared with results


What is the maximum acceleration for a 0.4 kg object attached to a spring of spring constant 25N/m when it is set into periodic motion with a amplitude of 0.2 m?A. 25 m/s2 B. 50 m/s2 C. 12.5 m/s2 D. 10 m/s2

655 6. The student will explain how change in mass for a spring and change in length for a pendulum affects the period

ESS 70 min (L) The relationship for the period of a pendulum and for a spring can be presented. (LB) Students will use a motion detector to monitor pendulums of different lengths. Using the TI-83+ calculator or the IT-

Text-p447-451 ECA


For an pendulum which of the following affects the period?A. length of the stringB. mass at the end of the stringC. the amplitude of



54

INTERACTIVE program students will graph the position v time for all pendulums monitored. The same procedure will be used for springs with different masses attached.

oscillationD. length of the arc

658 7. The student will calculate the period for a spring or pendulum

ESS 25 min (SW) Students will measure the length of different pendulums and calculate the period. Students will find the mass of different cubes attached to a spring of known spring constant and calculate the period of oscillation.

Text-p447&450 ECA


What is the period of oscillation for a 0.4 kg mass attached to a spring of spring constant of 25 N/m?A. 10 s C. 0.79 sB. 100 s D. 2.5 s



55

Abacus #


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Standard 11: WAVESGoal 1: Understand waves670 1. The student will recognize

waves as a method of energy transfer

ESS 30 min (L) The definition of waves can be given. (SW) The students can use a piece of string with a small block attached and move the block by sending a wave down the string.

Text-p452-453 ECA


Which of the following applies to waves?A. have amplitudesB. transfer energyC. have wavelengthsD. A&BE. B&CF. all of the above

673 2. The student will explain the difference between electromagnetic and mechanical waves

ESS 45 min(L) The characteristics of mechanical and electromagnetic waves can be given. The overhead T63 can be used to illustrate the make up of electromagnetic waves. (V) The video MECHANICAL UNIVERSE on Waves can be used to illustrate these characteristics.

Text-p453-455&520-522OVERHEAD T63Video-MECHANICAL UNIVERSE Waves

ECA


Which of the following waves do not need a medium to travel through?A. water wavesB. electromagnetic wavesC. sound wavesD. heat waves

676 3. The student will explain the difference in determining the amount of energy of a mechanical or electromagnetic wave

ESS 35 min (L) The method for determining the energy contained in both a mechanical wave and electromagnetic waves can be given. (SW) Students can use the string and block from 670 and send several waves down the string each with different amplitudes. The motion of the block can be observed.

Text-p458 ECA


Which of the following determines the amount of energy a mechanical wave carries?A. wavelengthB. frequencyC. amplitudeD. period



56

679 4. The student will describe the two types of mechanical waves (longitudinal and transverse)

ESS (L) Diagrams of the types of mechanical waves can be illustrated by T49 (LB) Students can use Slinkys to produce both longitudinal and transverse waves. The students can measure the length of the Slinkys and time the waves to determine the velocity of the mechanical waves in the Slinky.


ECA


What is the term used to describe waves which the medium moves parallel to the wave?A. longitudinalB. transverseC. electromagneticD. sin waves

682 5. The student will state the parts of the wave

ESS 30 min (L) The parts of the wave can be presented. The overhead T49 can be used to illustrate the parts . (LB) Students use a microphone, CBL and TI-83+ calculator to collect sound waves from several tuning forks of given frequency. The graph of the sound wave will show the parts of the wave.


ECA


What term is used to describe the maximum displacement in a wave?A. frequency B. periodC. wavelengthD. amplitude

685 6. The student will recognize that the speed of a mechanical wave is determined by the medium

ESS 35 min (LB) Students can use many different types of Slinkys, strings and rope to produce waves. They can measure the length of the slinky, string or rope and time the wave to determine the velocity of the wave in each.

Text-p455-456 ECA


For a water wave the speed of the wave is determined by which of the following?A. amplitudeB. frequencyC. the water itselfD. period

688 7. The student will recognize that the speed of an electromagnetic wave in a vacuum is 3.0 x 108 m/s

ESS 30 min (L) The historical methods used to calculate the speed of light can be presented. (V) SPORTS VIDEO Sound of Summer can be used to demonstrate how the speed of sound and light are determined.

Text-p522Video-SPORTS VIDEO- Sounds of Summer

ECA


Which of the following waves can have a speed of 3 x 108 m/s?A. visible lightB. x-raysC. slinky wavesD. A&BE. B&CF. all of the above

691 8. The student will explain the relationship between period and frequency

ESS 25 min (SW)Students will be given a 1 meter piece of string and a sheet of 81/2 x 11 sheet of paper. The sheet of paper

Test-p456 ECA

Classroom tests and

How are frequency and period related?A. they are inversely proportional



57

represents 1 second. The students will be asked to construct 1 wave, 5 waves and as many waves as possible on this paper. In each situation the wavelength can be measure. The frequency and wavelength relationship can be determined. (LB) Students can use the same set-up as in the lab in 682 to determine the relationship between the known frequency of the tuning fork and period of the wave found from the graph.

quizzes B. they are directly proportionalC. T = √fD. f = 2∏√T

694 9. The student will calculate v,f,λ using the formula v=fλ and correct units

ESS 45 min (SW) Students work in groups to solve the real life problems found in PRO.WB. #12D (LB) The same slinky, string, and rope used in 682 with the determined velocities will be used. Waves of a specific frequency can be produced in each material and the wavelength for each wave can be calculated.

Text-p457PRO.WB.-p123, #12D

ECA


What is the wavelength of an electromagnetic wave that has a frequency of 3x1011 Hz?A. 10 m C. 0.001 mB. 3 m D. 1 m

697 10. The student will explain constructive and destructive interference and how it produces standing waves

EXP 60 min (L) Constructive and destructive interference can be illustrated using T50&51. Interference with a barrier can be demonstrated with T52. (SW) Students will pair up and hold a string between them. Each student will send transverse wave down the string and the interference can be observed. (V) The video MECHANICAL UNIVERSE Resonance can be used to show the effects of interference.

Text-p459-462OVERHEAD T50,51&52Video-MECHANICAL UNIVERSE –Resonance

ECA


Standing waves are caused by which of the following?A. interference which causes regular nodes and antinodesB. no interferenceC. sound wavesD. diffraction that causes irregular patterns to occur



58

700 11. The student will describe the Doppler effect

ESS 40 min (L) The changing of wavelength due to the motion of a source can be illustrated with T57 the effect on color can be illustrated with T62. (SW) Students will pair up and attach tuning forks to strings. One student will strike the tuning forks and spin it in a circle. The other student will listen to the change in frequency as the tuning fork rotates.

Text-p485-486OVERHEAD – T57&62

ECA


What to we call the squeezing or stretching of wavelengths due to the movement of the source?A. Pascal’s principleB. Doppler effectC. Tyndel effectD. visible light

703 12. The student will calculate the frequency received or produced given one frequency and the speed of the listener and source

EXP 30 min (L) Students can be presented with the relationship between produced and perceived frequency for moving source or listener can be given. (LB) Students can use the same lab set-up as in 700 this time determining the velocity of the tuning fork and calculating the frequency the listener hears at 4 different points in the circular path.


What frequency is heard as a siren approaches at 43 m/s giving off a sound of 600 Hz?A. 643 HzB. 557 HzC. 686 HzD. 600 Hz

706 13. The student will describe reflection, refraction and diffraction

ESS 45 min (L) The definition of each can be given. The Overhead T72,73&74can be used to illustrate these concepts. (SW) The students will use small aluminum cake pans as ripple tanks. The can use small strips of plastic to observe reflection, refraction and diffraction.

Text-p459,526,562-563

ECA


Which of the following describes the bending of waves around a barrier?A. interferenceB. refractionC. diffractionD. reflection

709 14. The student will recognize sound waves as longitudinal with a speed in air at standard temperature and pressure of 343 m/s

ESS 45 min (SW) The students can work in groups to solve the real life problems presented in SEC.RE.13.1(LB) Students can use microphone, blocks of wood, long cardboard tube, CBL and TI-83+ to determine the speed


ECA


Which of the following is the best description of sound waves?A. longitudinal and transverseB. transverse with a speed of 3x108m/sC. longitudinal with a



59

of sound. speed of 343 m/sD. longitudinal with a speed of 3x108m/s

712 15. The student will explain resonance in open and closed pipes

EXP 35 min (L) The production of standing waves in open and closed pipes can be presented using overhead T53. The position of nodes and antinodes in open and closed pipes can be illustrated with T59. (SW) Students will take glass bottles and fill them to different levels with water and then gently blow across the top listening to the different pitches produced.

Text-p494-499OVERHEAD - T53&59


When a node is produced at a closed end and an anti-node is produced at an open end what will happen to the pipe?A. it will resonantB. nothingC. it will expandD. it will reflect sound

715 16. The student will calculate wavelength, fundamental frequency, and overtones for an open or closed pipe of any length

EXP 25 min (SW) Students can be given straws of different lengths. They will measure the straws and determine the fundamental wavelength that will resonate in a pipe that length both open and close. They will also calculate the 1st 3 overtones in each case.


What is the fundamental frequency that will resonate in a closed pipe of length 0.5 m?A. 343 Hz C. 171 HzB. 85.5 Hz D. 686 Hz

718 17. The student will explain beats through constructive and destructive interference

EXP 30 min (L) The meaning of beats can be presented. The overhead T61 can be used to illustrate the concept of beats. (LB) Students will use 2 tuning forks, microphone, CBL, and TI-83+ calculator to pick up the sound waves produced by the 2 tuning forks simultaneously and observe the effect from the graph of the waves.

Text-p501-503OVERHEAD - T61PHYSICS WITH CBL-#21


What term is used to describe the increasing and decreasing volume of sound caused by inference?A. amplitude modificationB. beatC. frequency modificationD. refraction modification

721 18. The student will describe the properties of the different regions of the electromagnetic spectrum

ESS 15 min (L) The classifications of the electromagnetic spectrum and the characteristics of each division can be given. Overhead TM49 can be used to summarize the information.

Text-p520-521 ECA


What term is used to describe the portion of the electromagnetic spectrum with wavelengths loner than visible light?



60

A. infraredB. microwavesC. ultravioletD. x-rays

724 19. The student will explain that the energy of electromagnetic waves comes in packets called photons and it is exhibited as oscillating electric and magnetic fields

ESS 45 min (L) A diagram of electromagnetic waves can be presented using T63. The wave particle duality of light can be presented along with the reasons for the duality approach to light. (V) The MECHAINCAL UNIVERSE video Duality of light can be shown to illustrate the nature of light.

Text-p835OVERHEAD – T63Video-MECHANICAL UNIVERSE- Photoelectric Effect

ECA


Which of the following best describes the energy in an electromagnetic wave?A. comes in packet called neutrons and is indicated by the amplitude of the waveB. does not come in packets and is indicated by the velocityC. comes in packets called photons and is indicated by the frequencyD. comes in packets called photons and is indicated by the amplitude

727 20. The student will explain colors in terms of the wavelength of light

ESS 35 min (L) The visible light portion of the spectrum can be divided into its wavelengths that are interrupted as color. The Overhead T79 can be used to demonstrate how water vapor produces a rainbow.(SW) Students can use prisms and a light source to break white light into the colors of the spectrum.

Text-p584-585OVERHEAD – T79

ECA


What determines the color of visible light?

E. amplitudeB. speedC. intensityD. wavelength

Goal 2: Understand historical contributions to knowledge about waves730 21. The student will discuss ESS 70 min (SW) Students will work in Text-p727&504 ECA Which of the following



61

the contributions of James Clerk Maxwell, Heinrich Hertz and Christian Doppler to the understanding of waves, sound and electromagnetic radiation

groups to research the life and contributions of each of the scientists. Groups will produce a condensed version of the life and contribution of their scientist in the form of movie poster, short video or book advertisement.


did work with electromagnetic waves that led to the development of radio?

E. HertzB. DopplerC. MaxwellD. Ampere

Goal 3: Understand communication technology related to waves733 22. The student will describe

CDs and DVDs in terms of the critical thinking, creativity, imagination, and good knowledge base that were required in their development

EXP 70 min (L) How CD’s and DVD’s produce sound and pictures will be described and illustrated by overhead T86&87 (SW) Students will work in groups to research the development of CD’s and DVD’s and present their findings in the form of posters, short plays or videos.

Text-p606&617OVERHEAD T86&87


Test-Essay Briefly Explain how the development of CD’s and DVD’s can be used as an example of “thinking outside the box”?

736 23. The student will discuss the application of LASERS to the development of CDs and DVDs as an example in which technology was developed as a result of some scientific discovery

ESS 15 min (L) The use of lasers in CD operation will be explained. (SW) The students will incorporate in their report in 733 the necessary of lasers in the use and development of CD’s and DVD’s.

Text-p606&617OVERHEAD T87

ECA


Which of the following is an example of the use of lasers in everyday life?

E. CDsB. DVDsC. grocery scannersD. A&B onlyE. B&C only F. all of the above

739 24. The student will use examples from the area of communications to explain how science and technology are pursued for different purposes

ESS 45 min (SW) Students will produce a banner which is a time line of the common methods of communication. Historical events from the era in which the discovery of the new technology is made will surround its placement on the banner.

Text-p476-477 ECA


Television was a technology outgrowth from the discovery of which of the following?

E. radio waves can be sent and received

B. electromagnetic waves can travel through a vacuum



62

C. Vacuum tubes can be used to build radio receiversD. all of the aboveE. none of the above

742 25. The student will describe advances in communication technology (radio, television, telephone and optical fibers) as an evolutionary process and relate various forms of communication technology to the scientific advances that preceded them

ESS 20 min (SW) Using the banner being produced for 739 the students will list the advances in science that occurred prior to the invention proceeding the placement of the invention on the banner

Text-p516-517 ECA


Which of the following allowed world-wide long distant communication to be made widely available.

E. radioB. telephoneC. satellitesD. alphabet

Goal 4: Understand personal and social perspectives of communications technology745 26. The student will describe

technologies associated with communications and their personal and social impact on society including how they affect our standard of living

ESS 20 min (SW) Students will be given a chart of the major methods of communication for several different eras. Students will list a form on communication that they used in the past week which would not have been possible during that era and how not having that form of communication would have affected them in just the past week.

Text-p613 ECA


Which of the following technologies allows world-wide events to be communicated in words and pictures in real time?

E. televisionB. internetC. newspapersD. A&BE. B&C



63

Abacus #


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Dist/StateAssessmen

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Standard 12: ELECTRICITY AND MAGNETISMGoal 1: Understand electricity and magnetism760 1. The student will explain

the fundamental makeup of the atom and why most objects are electrically neutral

ESS 15 min (L) The basic structure of the neutral atom can be presented. A brief history of the discovery of the electron and the nucleus can be discussed. The overhead T88 can be used to illustrate the Millikan Oil Drop experiment which determined the charge on an electron.

Text-p628-630OVERHEAD – T88

ECA


Which of the following at the fundamental particles that make up the atom?A. protonsB. photonsC. electronsD. A&BE. B&C

763 2. The student will recognize electrical force as one of the fundamental forces and that charging a material can be done by induction or conduction

ESS 55 min (L) The basic unit of charge as a fundamental quantity can be presented. All 4 fundamental forces can be summarized using TM92 (LB) Students can investigate the difference between conduction and induction by rubbing an inflated balloon along the top of their hair and then picking up small pieces of paper and bending a stream of water. (SW) Students will explore induction and conduction through diagrams using SEC.RE. 17.1

Text-p631-633OVERHEAD TM92SEC.RE.-p90, #17.1

ECA


Which of the following best describes induction?A. moving charges from one material to anotherB. moving neutrons from one material to anotherC. moving a charged material near a conductorD. moving an neutral material near another neutral material

766 3. The student will recognize Coulomb’s law as another of the fundamental inverse

ESS 30 min (L) Coulomb’s law can be presented and compared to the universal law of gravitation. The method in


ECA

Classroom tests and

Coulomb’s law is an example of what type of relationship?A. inverse square law



64

square laws which the Van de Graff generator produces charge can be illustrated using T91 (LB) Students will investigate Coulomb’s law through the use of the Van de Graaff generator.

quizzes B. direct relationshipC. inverse relationshipD. direct square law

769 4. The student will recognize the fundamental unit of charge and use it appropriately

ESS 15 min (L) The fundamental unit of charge along with the correct unit can be presented using TM87

Text-p630 ECA


Which of the following is the fundamental unit of charge?A. ampereB. voltC. coulombD. watt

772 5. The student will explain that static charges can be either attractive or repulsive

ESS 40 min (L) Different materials can be used which can build up either + or – charges and that like charges repel and unlike charges attract. (V) The video MECHANICAL UNIVERSE-Static Electricity can be used to show charged materials and their effects on other materials.

Text-p628Video MECHANICAL UNIVERSE-Static Electricity

ECA


Which of the following is true for 2 positively charged materials that are close to each other?A. they are repulsiveB. they are attractiveC. they cause the other to become neutralD. they become one large material

775 6. The student will calculate electrical force using Coulomb’s law

EXP 25 min (SW) Students can work in groups to solve real life problems dealing with Coulomb’s law from PRO.WB. 17A.

Text-p636PRO.WB.-p140-141, #17A


What is the attractive force between a 4x10-5-

charge that is 0.33 m from a -5x10-6C?A. 18 N C. 1.65 NB. 16.5 N D. 404 N

778 7. The student will explain the difference between static and current electricity

ESS 40 min (L) The definition of static and current electricity can be given. The overhead T95 can be used to explain current electricity. (V) The MECHANICAL UNIVERSE video - Current can be used to explain and illustrate what happens at the particle level in current electricity.

Text-p694-696OVERHEAD T95Video-MECHANICAL UNIVERSE - Current

ECA


Which of the following describes moving electrons?A. frictionB. static electricityC. voltsD. current

781 8. The student will explain ESS 15 min (L) The definition of Text-p631-632 ECA Which of the following



65

conductors, insulators, and semi-conductors

conductors, insulators and semi-conductors can be given. Classroom

tests and quizzes

materials allow current to move through it easily?A. metals C. non-metalsB. Styrofoam D. wood

784 9. The student will describe electric fields and use arrows appropriately to diagram

EXP 60 min (L) The idea of electric fields of force can be presented. Electric field line for 1point charge, 2 unlike charges and 2 like charges can be presented using TM59-61. (SW) Students will be given a set of 3 charges and white paper. The students will place the charges in a straight line and then draw appropriate electric field lines for the charges. (V) The MECHANICAL UNIVERSE video can be used to explain the historical development and significance of electric field lines.


Which of the following describes the ratio of force to charge?A. static electricityB. current electricityC. electric fieldD. electric potential

787 10. The student will recognize that electrical energy is contained in an electric field

ESS 15 min (L) The reason a charged particle will move in an electric field and the resulting work that could be done can be explained.

Text-p643-649 ECA


Which of the following will happen when a charged particle enters an electric field?A. the particle be held in placeB. the particle will moveC. nothing happens to the particle D. charged particles can not enter an electrical field

790 11. The student will describe a circuit and explain how the moving electrons in the wire transfer electrical energy

ESS 45 min (L) The definition of a circuit can be given. The overhead TM 64 can be used to diagram a circuit. (SW) The students can diagram a circuit using SEC.RE. 20.1 (V) The video

Text-p637,648&649OVERHEAD TM 64Video – MECHAINCAL UNIVERSE Circuits

ECA


Which of the following best describes a circuit?A. long piece of wireB. short piece of wireC. an insulated wire



66

MECHANICAL UNIVERSE Circuits can be used to illustrate and explain a circuit

D. a closed loop of wire

793 12. The student will define voltage as work/charge and use appropriate units

ESS 45 min (L) The definition of voltage and a history and reason for the unit can be given. Batteries can be used an example of things that can produce electrical energy and therefore have potential. (V) The video MECHANICAL UNIVERSE voltage can be used to explain and demonstrate the meaning of voltage.

Text-p670-673Video – MECHANICAL UNIVERSE Voltage

ECA


The potential energy of every charged is indicated by what?A. wattsB. voltageC. ampsD. capacitance

796 13. The student will define capacitance as charge/volt and use appropriate units

ESS 45 min (L) The definition of capacitance and a history and reason for the unit can be given. The overheads T92-94 can be used to explain how a capacitor is charged and some of the everyday uses of capacitors. (V) The video MECHANICAL UNIVERSE Capacitors can be used to explain and demonstrate the meaning of voltage.

Text-p676-679OVERHEAD T92-94Video-MECHANICAL UNIVERSE – Capacitance

ECA


Which of the following indicates the charge that is stored compared to the work per unit charge?A. capacitanceB. voltsC. ampsD. watts

799 14. The student will calculate capacitance for a parallel plate capacitor and the total capacitance for capacitors in series and parallel

EXP 35 min (L) The relationship between the size and distance between plates in a parallel plate capacitor and the relationship for total capacitance for capacitors in series and parallel can be developed. (SW) The students can work in groups to solve the real life problems presented in PRO.WB. #18C

Text-p678PRO.WB.–p156-157


What is the total capacitance for a set of capacitors connected in parallel if they have the value of 6 μF, 3 μF and 4 μF?A. 0.75 μF C. 7 μFB. 10 μF D. 13 μF

782 15. The student will define current and resistance and use appropriate units for

ESS 35 min (L) The relationship between current and resistance using Ohm’s Law can be presented. The overhead TM62 can be

Text-p694-698,700-702OVERHEAD TM62&T96

ECA

Classroom tests and

Which of the following represents Ohm’s law?A. F = kq1q2/r2 B. F = G Mm/r2



67

each used to graphically represent Ohm’s law and T96 can be used to explain the characteristics that produce resistance. (SW) The students will work in groups to solve real life problems using PRO.WB. 19A (LB) The students will build a small circuit using different know resistors.

PRO.WB.-p159-160, #19A

quizzes C. V = IRD. C = q/V

785 16. The student will calculate total resistance for resistors in series and parallel

EXP 55 min (L) The relationship for total resistance for resistors in series and in parallel can be developed. (SW) Students can determine the total resistance for those circuits represented on the overhead TM 65 and T100. Students work in groups to solve the real life problems presented in PRO.WB. 20A, 20 B & 20C. (LB) Students will build circuits with resistors in parallel and series and use a volt meter to determine the effective resistance.

Text-p736-742OVERHEAD TM56 & T100PRO.WB.-p163-169, #20A-C


What is the total resistance in a circuit when resistors of 2Ω, 5Ω and 4Ω and connected in parallel?A. 11 ΩB. 19/20 ΩC. 1/9 ΩD. 8 Ω

788 17. The student will calculate voltage, current or resistance using Ohm’s law (V=IR)

EXP 25 min (SW) Students can work in groups to solve real life problems from SEC. RE #19 and PRO.WB. 19B

Text-p700-701SEC.RE.-p103, #19PRO.WB.-160, #19B


What is the potential difference a circuit with a current of 4 amps and a net resistance of 6 Ω?A. 0.667 V B. 12 VC. 1.5 VD. 24 V

792 18. The student will recognize the symbols for a battery, resistor, capacitor and switch in a circuit diagram

EXP 20 min (L) The symbols for electrical components can be presented using T98.



The diagram above is a symbol for which of the following?



68

A. current C. batteryB. capacitor D. resistor

795 19. The student will calculate electrical power using appropriate units

EXP 50 min (SW) Students can work in groups to solve the real life problems in SEC.RE. 19.3 and in PRO.WB. 19C-D (V) The video MECHANICAL UNIVERSE battery can be used to demonstrate electrical power production.

Text-p708-709Video – MECHANICAL UNIVERSE Battery


How much power is produced when 4 amps is produced by a 12 V battery?A. 3 W C. 48 WB. 196 W D. 16 W

798 20. The student will recognize that resistance energy is dissipated in the form of heat energy

ESS 20 min (SW) Students can connect wires with different resistance to batteries and measure the temperature changes of the wire.

Text-p709 ECA


What is the most common effect of resistance in a wire?A. heat C. lightB. sound D. waves

801 21. The student will interpret current versus voltage graphs for resistance and power

EXP 35 min (L) The information contained in each type of graph can be explained. (LB) Students will use volt meters to determine the current flowing through different resistors using a constant voltage. The students can plot the data.


Using the graph above how could the resistance be determined?A. area under the curveB. y interceptC. slope of the lineD. x intercept

804 22. The student will recognize that moving electric charges produce a magnetic field and moving magnets produce an electric field

ESS 15 min (L) Overhead T110 can be used to illustrate the ways a moving electric charge produces a magnetic field

Text-p770-771 ECA


Which of the following statements is true for moving electrical charges?A. they are called currentB. they produce magnetic fieldsC. they produce lightD. A&BE. B&C



69

Goal 2: Understand historical contributions to knowledge about electricity and magnetism 807 23. The student will describe

the contributions of Georg Ohm, Benjamin Franklin, Michael Faraday, Hans Christian Oersted, Alessandro Volta and Andre Ampere to the understanding of electricity and magnetism

EXP 40 min (SW) Students will work in groups to research the life and contributions of each of the scientists. Groups will produce a condensed version of the life and contribution of their scientist in the form of a children’s book, poster or short video.

Text-p 700,629,726,&672


Which of the following first discussed the idea of an electrical field?A. OhmB. FranklinC. VoltaD. Faraday

Goal 3: Understand technology related to electricity and magnetism810 24. The student will explain

ways in which science advances technology and technology advances science through examples from the study of electricity and magnetism (Edison’s inventions)

ESS 45 min (L) Posters of Edison’s patented inventions can be used to present how advances in technology are made. (V) The video EDISON’S LIFE from A&E can be used to illustrate how technology advances science and science advances technology.

Text-p721 ECA


Without an understanding of electricity which of the following of Edison’s inventions would have been possible?A. phonographB. light bulbC. gramophoneD. none of themE. all of them



70

Abacus #


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Minimum Time

Allotted


Resources


Dist/StateAssessmen

ts


Standard 13: OPTICSGoal 1: Understand light and pigment813 1. The student will explain

the difference between color produced by light and pigment

EXP 35 min (L) The difference between producing light (luminous) and reflecting light (illuminated) can be presented. (SW) Students can use colored light to illuminate pigments and observe the color produced.


Which of the following produce color by reflecting light?A. light bulbsB. pigmentsC. lasersD. rainbows

816 2. The student will state the primary colors of light

EXP 35 min (L) The primary colors of light can be given. (SW) Students can use light filtering disks to view the primary colors of light.


Which of the following is a primary color of light?A. green C. purpleB. cyan D. magenta

819 3. The student will explain the secondary colors of light and what primary colors are mixed to form them and what forms white light

EXP 40 min (L) The which primary colors of light are mixed to form which secondary color can be presented. Overhead T69 can be used to show the mixing of light. (SW) Light filtering disks are placed on top of each other in front of a white light source and the color produces can be observed.


Which primary colors of light are mixed to form yellow?A. green & blueB. red & blueC. blue & purpleD. green & red



71

821 4. The student will state the primary colors of pigment and how they produce the color

EXP 15 min (L) The primary colors of pigment and how they are produced can be presented.


Which of the following is a primary color of pigment?A. magentaB. greenC. orangeD. purple

824 5. The students will state the colors that are formed when the primary colors of pigment are mixed and why these colors are produced

EXP 35 min (L) Overhead T69 can be used to show the mixing of pigments and the colors that are produced. (SW) Students can use finger paints to mix the primary pigments together and observe the colors produced.



Which primary colors of pigment are mixed to form green?A. yellow & blueB. red & blueC. blue & purpleD. green & red

827 6. The student will explain the relationship between luminance and illumination

EXP 45 min (L) The relationship between luminous intensity and illumination can be presented. (LB) Students can use a light meter, CBL, and TI-83+ calculator to graph the luminous intensity verses distance and develop a relationship between them using experiment #32 from PHYSICS WITH CBL. (V) The video MECHANICAL UNIVERSE Optics can be used to illustrate the behavior of light.

Text-p523-525Video-MECAHNICAL UNIVERSE - Optics

Classroom test and quizzes

Which of the following states the relationship between luminance and illumination?A. E = IrB. E = I/4∏r2

C. EI = RD. ER = I2

830 7. The student will calculate the illumination of a surface at different distances from a light source

EXP 20 min (SW) Students will work in pairs solving real life problems of illumination.


What is the illumination on a desk 1.4 m from a light source if the floor receives 22 lm and it is 3 m from the light source?A. 50 lm C. 202 lmB. 101 lm D. 47 lm

Goal 2: Understand and use ray diagrams for mirror and represent them mathematically833 8. The student will explain

the difference between EXP 45 min (L) The method of measuring

angles for lights from a normal Text-p526-529OVERHEAD T64

Classroom tests and

From what are both the angle of incidence



72

angle of incidence and angle of reflection and how they are measured

to the surface can be presented. The relationship between the angle of incidence and the angle of reflection can be introduced using overhead T64. (LB) Students will use a plane mirror, 2 pins along a straight line as the object and 2 other pins to line up the object and image in a plane mirror. The angle of the incident ray and reflection ray can be observed.

quizzes and the angle of reflection measured?A. the mirrorB. the lensC. the horizontalD. the normal

836 9. The student will explain the difference between a real and virtual image

EXP 10 min (L) The definition of real and virtual images can be presented.


Which image can be projected on a screen?A. real C. lightB. virtual D. negative

839 10. The student will draw a ray diagram for a plane mirror and state the type of image that is formed

EXP 30 min (LB) Students will use a plane mirror, an object pin and other pins to line up the object and image from the left and the right of the object. Lines representing light rays will be drawn and extended behind the mirror to indicate the position of the image. The characteristics of the image can be observed.


Test-Essay Draw a ray diagram for a plane mirror and state what type of image is produced.

841 11. The student will explain principle axis, focal point, and radius of curvature for a spherical mirror

EXP 15 min (L) The definition of these terms can be presented using Overhead TM50

Text-p532OVERHEAD TM52


What is the term used to describe the intersection of all light rays parallel to the principle axis?A. radius of curvatureB. ray diagramC. focal pointD. refraction grating

844 12. The student will explain the difference between a

EXP 30 min (L) The definition of concave and convex can be given. (SW)

Text-p530-537 Classroom tests and

In which mirror is the center of the mirror



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concave and convex mirror or lens

Students can be given several different mirrors and lens and they will sort them according to their make up

quizzes closer to the object?A. plane C. laserB. concave D. convex

847 13. The student will draw a ray diagram for an object beyond the focal point for a concave mirror and state the type of image produced

EXP 35 min (L) The method by which ray diagrams are produced can be demonstrated. The overhead T65&66 can be used to illustrate the process.(SW) Students will diagram the concave mirror problems presented in PRO.WB. 14B

Text-p532,534-535OVERHEAD T65&66PRO.WB.-p127-130, #14B


Test-Essay Use the diagram above to draw a ray diagram and state what type of image will be produced.

850 14. The student will draw a ray diagram for an object between the focal point and the mirror for a concave mirror and state the type of image produced.

EXP 25 min (SW) Students will diagram concave mirror problems. Students will use large concave mirrors to view themselves and their image as they move the mirror arms length in front of their face.



853 15. The student will draw a ray diagram for an object reflected by a convex mirror and state the type of image produced

EXP 35 min (L) The method of diagram virtual rays can be demonstrated. The overhead T66 can be used to illustrate the method. (SW) Students will diagram the convex mirror problems.



854 16. The students will calculate the focal length, distance to the object or image given 2 of the values

EXP 20 min (SW) Students will solve real life mirror problems presented in PRO.WB. 14B&C.

Text-p532PRO.WB.-p129-130, #14C


The distance to the object is 0.05 m and the distance to the image is 0.08 m, what is the focal length of the mirror?A. 0.033 m C. 0.13 mB. 0.3 m D. 7.7 m



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857 17. The students will state the relationship between distance to object and image and the height of the object and image

EXP 15 min (L) The relationship between height of object and image and location of both can be given.


Which of the following can be used to determine the height of an imageA. hi = 2ho B. hi /2ho = 2di/do C. hi /ho = di/do D. hi /2ho = 2di

860 18. The students will calculate the height of an image

EXP 25 min (SW) Students will work in groups with each group solving a real life image height problem and then presenting their problem to the class.


What is the height of an image when it appears 0.08 m from the mirror and the object is 0.1 m tall and is 0.12 m from the mirror?A. 0.18 m C. 0.22 mB. 0.02 m D. 0.067 m

Goal 3: Understand refraction, critical angle and its use in fiber optics863 19. The student will explain

the difference between angle of incidence and angle of refraction

EXP 15 min (L) The reason and conditions for refraction can be given. The overhead T73 can be used to illustrate what happens to a light ray as it passes from one material into another.



What term is used to describe the angle of the ray of light as it moves into a different material?A. angle of refractionB. angle of incidenceC. angle of refractionD. straight angle

867 20. The student will state Snell’s law

EXP 35 min (L) Snell’s law can be presented. The overhead T74 can be used to illustrate a light ray moving from one material to another with the angle of incidence and refraction labeled. (LB) Students use rectangular pieces of glass and pins to diagram the movement of a light ray through glass.



Which of the following is Snell’s law?A. F = kq1q2/r2 B. nisinθi = nrsinθrC. hi /ho = di/do D. C = q/V

870 21. The student will calculate EXP 25 min (SW) Students will work in Text-p566 Classroom What is the angle of ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) EXT = Extended (These objectives are suggestions for areas of extended work if there is time) ECA = End of Course Assessment L=Lecture; SW = Student group work; LB=Lab; V = Video; SEC.RE = Section review; PRO.WB = Problem workbook; PRO.RE = Problem review; TM = Teaching master; TECH.LAB = Technology Based Lab Activities;


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refracted angle using Snell’s law

groups to solve the problems presented in SEC.RE. 15.1 and PRO.WB. 15A

SEC.RE.-p80, #15.1 tests and quizzes

refraction for a light ray moving from air into water and striking the water at angle of 300?A. 220 C. 440

B. -0.840 D. 120

873 22. The student will explain critical angle and the conditions necessary to produce on

EXP 35 min (L) Definition of critical angle and the necessary conditions can be given. (SW) Students can send light rays through glass changing the angle until the critical angle is reached. (V) The video DEMONSTRATION IN LIGHT can be used to illustrate critical angle.


What is the term used to describe the angle of incidence which produces a 900 angle of refraction?A. deflected angleB. critical angleC. normal angleD. bearing angle

875 23. The student will calculate critical angle

EXP 25 min (SW) Student will solve the real life problems presented in PRO.WB. 15C. The overhead TM 53 can be used for index of refraction values for common substances.

Text-p581PRO.WB.-p135, #15C


What is the critical angle for light coming out of water into air?A. 220 C. 48.80

B. -0.840 D. 120

878 24. The student will explain total internal reflection and how it is used in fiber optics

EXP 35 min (L) The use of total internal reflection in fiber optics can be explained. (SW) Students use short pieces of fiber optic material to send a light ray from one location to another.


Which of the following term describes light rays which strike the surface of a material and bounce back into the material?A. refractionB. total internal reflectionC. total normal refractionD. interior deflected angle

Goal 4: Understand and use ray diagrams for lens and represent mathematically 881 25. The student will draw a

ray diagram for an object beyond the focal point for

EXP 60 min (L) The method for diagram light rays through a lens can be presented. The overhead T 75&76 can be used to illustrate



What type of image is produced by a convex lens when the object is beyond the focal point?



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a convex lens and state the type of image produced

ray diagrams. (SW) Students will construct ray diagrams for given objects and lenses. (LB) Students will use convex lens, a light source and an object to produce a real image.

A. realB. erectC. virtualD. normal

883 26. The student will draw a ray diagram for an object between the focal point and the lens for a convex lens and state the type of image produced.

EXP 35 min (L)The overhead T 75&76 can be used to illustrate ray diagrams. (SW) Students will construct ray diagrams for given objects and lenses. (LB) Students will use convex lens, a light source and an object to produce a virtual image.

Text-p573-575OVERGEAD T 75&76


What type of image is produced by a convex lens when the object is between the lens and the focal point??A. realB. invertedC. virtualD. normal

884 27. The student will draw a ray diagram for an object viewed through a concave lens and state the type of image produced

EXP 40 min (L) The overhead T 77 can be used to illustrate ray diagrams. (SW) Students will construct ray diagrams for given objects and lenses.



What type of image is always produced by a concave lens?What type of image is produced by a convex lens when the object is beyond the focal point?A. realB. invertedC. virtualD. normal

887 28. The students will calculate the focal length, distance to the object or image given 2 of the values for any lens

EXP 20 min (SW) Students will solve real life problems as presented in PRO.WB.15B

Text-p576PRO.WB.-p132-134, #15B


The distance to the object is 0.05 m and the distance to the image is 0.08 m, what is the focal length of the lens?A. 0.033 m C. 0.13 mB. 0.3 m D. 7.7 m

890 29. The students will calculate the height of an image

EXP 20 min (SW) Given the distance to object, image and the focal length of any lens students will solve for the height of the image.


What is the height of an image when it appears 0.08 m from the lens and the object is 0.1 m tall and is 0.12 m from the lens?A. 0.18 m C. 0.22 mB. 0.02 m D. 0.067



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mGoal 5: Understand the production and use of lasers893 30. The student will explain

the difference between laser light and diffused light

EXP 35 min (L) The definition of and the production of laser light can be given. Overhead T86 and TM 58 can be used to illustrate the operation of a laser. (SW) Students will shine lasers and diffused light through different materials and observe the difference between the light.

Text-p614OVERHEAD T86 & TM58


What is the term used to describe light rays that go off in all directions?A. diffused C. whiteB. laser D. coherent

896 31. The student will state the multiple uses of lasers in everyday life

EXP 15 min (L) The operation of a CD can be presented using T87 and TM 107.

Text-p606OVERHEAD T87 & TM107


Which of the following is an example of the use of lasers in everyday life?A. CDsB. DVDsC. grocery scannersD. A&B onlyE. B&C only F. all of the above



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