Madison Public Schools
Honors Physics
Grade 9
Written by:
Kevin Braine
Luis Largo
Carole Rawding
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Tom Paterson
Supervisor of Science and Technology
Approval date:
November 18, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
Honors Physics is a laboratory science course designed to introduce the high achieving student to comprehensive, in-depth
quantitative and conceptual understanding of physics. Honors Physics provides students with a solid foundation and preparation for
future study in a second year Physics course. Students study the major units of physics, which include motion and forces, momentum
and energy, thermodynamics, electric current and magnetism, waves, sound and light. Students should build upon their existing
knowledge of relationships in the physical world and learn to interpret these relationships and make predictions based upon their
analyses.
Students participate in hands-on lab activities and interactive simulations which are observed, described and interpreted to develop
an understanding of the laws of the physical world. Students are required to perform quantitative analysis of laboratory data,
understand and explain abstract concepts and apply knowledge to new situations. Extensive application of mathematical reasoning is
used to solve multi-step problems.
Goals
This course aims to:
 develop analytical and critical thinking skills as well as an appropriate physics vocabulary to comprehend a variety of
challenging and sophisticated problems;
 support the comprehension and analysis of a variety of scientific disciplines;
 develop and nurture both a love of scientific reading and advanced skills in interpreting scientific literature through
individually selected journals throughout the year;
 develop the scientific process through which students compose a variety of questions and analyze data which leads to
meaningful predictions
 identify problems within a specific framework and design solutions to solve those problems
Resources
Suggested activities and resources page ‘
Unit 1: Overview
Unit Title: Kinematics
Unit Summary:
This unit combines kinematics and dynamics in a qualitative, nontraditional way. This approach helps students see mechanical
phenomena holistically first, and then later with mathematics. Students learn to construct a qualitative overview of the major ideas in
kinematics and Newtonian dynamics. Students will devise qualitative relations, focused on physical quantities, investigate velocity
and acceleration; in the process they will reexamine their intuitive ideas, which are sometimes incorrect. Students will learn to
represent motion multiple different ways in order to analyze the motion, make predictions, and communicate using a consistent,
sophisticated, domain specific physics vocabulary. Students will use different representations for motion: words, pictures, motion
diagrams, data tables, graphs, and mathematical relationships or models. Students will construct the concepts of motion by
describing and analyzing patterns in data.
Suggested Pacing:22 lessons
Learning targets
Unit Essential Questions:
Kinematics:
Vectors
In what situations does the direction of a physical quantity make a significant difference?
∙
How are some physical quantities affected by direction?
∙
How do you add vector quantities?
∙
How do you use vector analysis to interpret systems in equilibrium or with a non-zero net force?
∙
How are velocity vectors utilized to interpret relative motion?
Linear Motion
How can we analyze, compare and make predictions for different kinds of motion using multiple representations?
∙
How can we analyze motion with constant velocity using multiple representations?
∙
How can we analyze motion with constant acceleration using multiple representations?
∙
What are the differences between motion with constant velocity and constant acceleration?
∙
How can the physical quantities of motion be derived from graphical representations?
∙
How can mathematical models be utilized to analyze and predict physical quantities of motion?
Projectile Motion
What makes projectile motion different from linear motion?
∙
How can we analyze projectile motion using multiple representations?
∙
How can you use mathematical models to predict properties of a projectile’s trajectory?
∙
How can you graphically represent the motion in the x and y directions for a projectile?
Unit Enduring Understandings:
There are multiple ways to represent the motion of an object
A collection of information about a given motion can enable predictions to be made about the motion
Use of proper symbols and units allows for clear communication.
An object in motion can be described by its change in position over elapsed time (velocity) and by its change in velocity
over elapsed time (acceleration).
∙
When falling, all objects, regardless of mass, are uniformly affected by the acceleration due to the gravitational force of
the earth and will undergo the same constant increase in its change in position during each unit of time.
∙
In projectile motion an object’s vertical and horizontal motion can be analyzed independently to make predictions for
range and time of flight.
∙
∙
∙
∙
Evidence of Learning
Unit Benchmark Assessment Information:
Honors Physics Unit 1 Assessment: Scoring with Projectiles

https://drive.google.com/a/madisonnjps.org/file/d/0B3Z__x_qABzxZW5Lb1NpeEFtVWM/view
Objectives
(Students will be able
to…)
Identify vector
quantities in physics and
utilize appropriate
mathematical skills to
solve vector problems
Essential
Content/Skills
CONTENT:
Vectors
Vector characteristics
Vector physical quantities
Vector components
Vector addition
Application of vectors
SKILLS:
1. Distinguish between vector and scalar
quantities. Give examples of each
2. Draw a vector to scale, graphical
representation of a single vector.
3. Completely name a vector, Ex: F = 25
N, 20°N of E
4. Use both systems: the +x axis and the
West – East line (Ex: 50° N of W) to
name the angle of a vector
5. Use the graphical “vector box” method
to find a resultant
6. Use the Pythagorean Theorem and tan
Q to find a resultant of vectors at right
angles, perpendicular vectors.
7. Draw and calculate the components of
a given vector, graphically and
mathematically using sin θ, cos θ, and
tan θ.
8. Use the coordinate system to assign +
and – signs to component vectors
9. Use components to add vectors and
find the resultant
10. Define equilibrium and determine
whether or not a given set of vectors is
in equilibrium
Suggested
Assessments
Classwork/Homework:
Vectors
Vector addition
Vector components
Labs:
Vectors
Projects:
Vector Treasure Hunt
Unit test:
Vectors
Standards
(NJCCCS CPIs, CCSS,
NGSS)
HSN-Q.A.3 Choose a level
of accuracy appropriate to
limitations on
measurement when
reporting quantities. (HSPS2-1),(HS-PS2-2),(HSPS2-4),(HS-PS2-5),(HSPS2-6)
HSA-SSE.A.1 Interpret
expressions that represent
a quantity in terms of its
context. (HS-PS2-1),(HSPS2-4)
HSA-SSE.B.3 Choose and
produce an equivalent
form of an expression to
reveal and explain
properties of the quantity
represented by the
expression. (HS-PS21),(HS-PS2-4)
HSA-CED.A.1 Create
equations and inequalities
in one variable and use
them to solve problems.
(HS-PS2-1),(HS-PS2-2)
HSA-CED.A.2 Create
equations in two or more
variables to represent
relationships between
quantities; graph
Pacing
4
lesson
s
Determine the missing vector in an
equilibrium situation
12. Define and find the equilibrant for a
given set of vectors
13. Name and calculate the components of
weight (force of Earth on the object)
vectors on inclined planes, FEonOx and
FEonOy or Fgx and Fgy
equations on coordinate
axes with labels and
scales. (HS-PS2-1),(HSPS2-2)
11.
Use a motion diagram to CONTENT:
qualitatively represent
an objects motion.
Linear Motion
Motion with constant velocity
Learn to use precise Motion with constant acceleration
language to describe
one-dimensional motion SKILLS:
quantitatively.
1. State the difference between distance
and displacement and between speed
Learn
that
velocity
and velocity.
characterizes the rate of 2. Name which motion quantities are
change of an object’s
vector quantities.
position
while 3. State three ways that velocity can be
acceleration
changed.
characterizes the rate of 4. Differentiate between average speed
change of the object’s
and average velocity. State the
velocity.
mathematical model for average
velocity and average speed using the
Learn
to
represent
variables, xi, xf, vavg, Δt.
motion verbally and with 5. Interpret position vs. time graphs as a
a
sketch,
motion
model for motion. Explain the meaning
diagram, graph, and
of a horizontal line, a straight diagonal
mathematically.
line and a curved line. Recognize
positive and negative velocity. State the
Become adept at reading
relationship between the steepness of
and
extracting
the line and the speed of the object
information
from
represented by the graph.
graphs.
6. Draw and interpret motion diagrams;
dots and arrows, used to represent
Become
increasingly
various motions.
Classwork /Homework:
Distance vs Position
Motion Diagrams
Position vs. time
Velocity vs. time
Acceleration vs. time
Math models
Displacement
Labs:
Motion Diagrams
Linear motion
Projects:
Unit test:
Motion
direction
with
HS-PS2
Motion
Stability:
Forces
Interactions
and 12
and lesson
s
HS-PS2-1. Analyze data to
support the claim that
Newton’s second law of
motion
describes
the
mathematical relationship
HS-PS2-4.
Use
mathematical
representations
of
Newton’s
Law
of
Gravitation to predict the
gravitational
force
between objects.
RST.11-12.1 Cite specific
textual
evidence
to
support analysis of science
one and
technical
texts,
attending to important
distinctions the author
makes and to any gaps or
inconsistencies in the
account.
RST.11-12.7 Integrate and
evaluate multiple sources
comfortable
moving 7. Explain how a tangent line drawn at a
between
different
specific point along a curve can be used
representations
of
to determine the instantaneous
motion.
velocity.
8. Calculate the average velocity of the
Learn
to
describe
moving object as represented on a
mathematically patterns
position vs. time graph.
in data.
9. Interpret motion problems for objects
traveling at a constant velocity, identify
and list the given quantities, diagram
the event, choose and solve motion
equations
10. Choose and apply a coordinate system
for motion problems
11. Use the quantities of vi, vf, Δt, and Δx
to
calculate
average
velocity,
displacement and time.
12. For a steady change in velocity,
differentiate between acceleration and
velocity. State how acceleration is
related to velocity and explain the units
for acceleration.
13. Interpret position vs. time graphs in
order to generate a sketch of the
velocity vs. time graph representing the
same motion
14. Interpret a velocity vs. time graph as a
model for motion.
15. Use the area to determine the
displacement
traveled
and
displacement of the moving object and
use slope to determine the acceleration
of the moving object.
Use the initial vertical
and horizontal velocity
of a projectile to predict
the landing spot and
height of a projectile.
CONTENT:
Projectile Motion
Projectile motion free fall
Projectile horizontal
of information presented
in diverse formats and
media (e.g., quantitative
data, video, multimedia)
in order to address a
question or solve a
problem.
WHST.9-12.2
Write
informative/explanatory
texts,
including
the
narration of historical
events,
scientific
procedures/ experiments,
or technical processes.
(HS-PS2-6)
Classwork/Homework:
HS-PS2
Motion
and 6
Stability:
Forces
and lesson
Projectile motion free Interactions
s
fall
Projectile horizontal
HSA-CED.A.4 Rearrange
Projectile vertical
Explain
how
the Projectile angled
direction
of
the
unbalanced force causes SKILLS:
the difference between 1. Describe and name the path of a
uniform circular motion
projectile
and projectile motion.
2. Compare the motion of two balls
released from the same height, one
horizontally launched projectile and
the other dropped straight down
3. Describe projectile, 2- D motion, in
terms of x- motion, velocities, time and
acceleration
4. Describe projectile, 2- D motion, in
terms of y-motion, velocities, time and
acceleration
5. State the independence of the x-motion
and the y-motion, State whether a
change in the horizontal (x) velocity of
a projectile effects vertical (y) velocity
projectile
6. State and explain the acceleration in
both the x and y directions of a
projectile
7. Mathematically predict the landing
spot of a horizontally launched
projectile
8. Name and calculate the components of
an angled velocity vector
9. Use the measured values of range and
time in air for a projectile launched
from the ground to find the launch
velocity
10. Combine the horizontal (vx) velocity
and the vertical (vy) velocity of a
projectile to find the velocity vector at a
given point on a trajectory
11. Describe
the effect a changing
horizontal (vx) velocity has on range,
Projectile vertical
Projectile angled
Labs:
Projectile horizontal.
Projectile Vertical
Projectile Angled
Projects:
Homemade Launcher
Unit test:
Projectile motion
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations.
(HS-PS21),(HS-PS2-2)
HSF-IF.C.7
Graph
functions
expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
HSS-ID.A.1
Represent
data with plots on the real
number line (dot plots,
histograms,
and
box
plots). (HS-PS2-1)
12.
13.
14.
15.
time, height,
Calculate the x and y values for
displacement, velocity, time and
acceleration for projectiles; launched
from the ground Dy = 0 m, launched
up to a new height and launched from
a height above the ground.
Describe situations in terms of frame of
reference
Name velocities in terms of varying
frames of reference
Apply
two-dimensional
motion
problem solving techniques to relative
velocity problems.
Unit 2: Overview
Unit Title: Forces and Newton’s Laws
Unit Summary:
This unit combines kinematics and dynamics in a qualitative, nontraditional way. This approach helps students see mechanical
phenomena holistically first, and then later with mathematics. Students learn to construct a qualitative overview of the major ideas in
kinematics and Newtonian dynamics. Students will devise qualitative relations, focused on physical quantities, investigate velocity
and acceleration; in the process they will reexamine their intuitive ideas, which are sometimes incorrect. Students will learn to
represent motion multiple different ways in order to analyze the motion, make predictions, and communicate using a consistent,
sophisticated, domain specific physics vocabulary. Students will use different representations for motion: words, pictures, motion
diagrams, data tables, graphs, and mathematical relationships or models. Students will construct the concepts of motion by
describing and analyzing patterns in data.
Suggested Pacing: 12 lessons
Learning targets
Unit Essential Questions:
Forces and Newton’s Laws
How do balanced forces or unbalanced forces relate to the change in motion of an object?
∙
How do you identify different types of forces and the factors that affect them?
∙
How is the motion of an object affected by balanced forces versus unbalanced forces?
∙
How can you analyze graphical representations of the factors affecting the acceleration of an object?
∙
How is the force one object exerts on another related to the force exerted on the first object?
Unit Enduring Understandings:
∙
When an unbalanced force is exerted on an object, the greater the mass of the object, the less acceleration the object will
experience (and vice versa).
∙
The motion of an object changes when an unbalanced force is exerted on the object. The change in motion is not always
a change in speed; it can be a change in direction of motion.
∙
Objects do not always move in the direction an unbalanced force is exerted on them.
∙
Weight and mass are not the same. You weigh more on the Earth than you do on the moon because the Earth has more
mass than the moon. Weight is an expression of gravitational force between two objects.
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Learn that a force
describes an interaction
between two objects
(force is not that entity
that becomes part of the
object).
Use a force diagram to
represent the forces
exerted on an object by
other objects.
Essential
Content/Skills
CONTENT:
Forces and Newton’s Laws
Types of forces
Newton’s First Law: Inertia and
equilibrium
Newton’s Second Law: Force causes
accelerated motion
Newton’s Third Law: Paired forces
Two-mass systems
SKILLS:
Understand the different 1. Distinguish forces exerted on their
types of interactions
system and forces exerted on objects
between objects (the
outside of the system.
types of forces).
2. Determine the direction of an
unbalanced force from an objects
Understand that
motion diagram.
unbalanced interactions 3. Define and explain inertia. State
cause an object’s motion
examples of inertia in action.
to change; the change in 4. Define an inertial reference frame as
motion, not the motion
one in which an object continues to
itself, is in the direction
move at a constant velocity if the sum
of the unbalanced force.
of forces exerted on the object is zero.
5. Differentiate between mass and weight
Learn the quantitative
6. Utilize the mathematical model to
forms of Newton’s
solve for the force of the Earth on
second law and
objects. (weight)
understand Newton’s
7. Explain why objects all fall with the
third law.
same acceleration in a vacuum even
though the Earth exerts very different
Understand how linear
forces on them.
motion is used with
8. Draw force diagrams identifying and
forces in problem
displaying all forces exerted on an
solving.
object.
Suggested
Assessments
Classwork/Homework:
Introduction to force
Force of Earth
Force of Tension
Force of Spring
Force of Surface
Force of Friction
Inclined Planes
Newton’s Laws
Net Forces
Atwood Machine
Connected objects
Labs:
Forces
Mass vs. weight
Tension force
Force of friction
Force of static friction
(inclined)
Newton’s laws
Atwood machine
Connected objects
Projects:
Unit test:
Forces I
Forces II
Standards
(NJCCCS CPIs, CCSS,
NGSS)
HS-PS2 Motion and
Stability: Forces and
Interactions
WHST.9-12.7 Conduct
short as well as more
sustained research
projects to answer a
question (including a selfgenerated question) or
solve a problem; narrow
or broaden the inquiry
when appropriate;
synthesize multiple
sources on the subject,
demonstrating
understanding of the
subject under
investigation. (HS-PS23),(HSPS2-5)
WHST.11-12.8 Gather
relevant information from
multiple authoritative
print and digital sources,
using advanced searches
effectively; assess the
strengths and limitations
of each source in terms of
the specific task, purpose,
and audience; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
Pacing
12
lesson
s
9.
Learn how to apply
Newton’s second law on
inclines, for multiple
connected objects, and
for horizontal and
vertical motion.
10.
11.
12.
Learn to represent the
same situation using
words, pictures, motion
diagrams, force
diagrams, and
mathematical models
and to check for
consistency of these
different
representations.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Identify the force of tension in a given
problem.
Define the normal force and calculate
the normal force in various scenarios.
Explain the relationship between the
acceleration of an object and the net
force exerted on the object.
Students will describe the qualitative
relationship between the acceleration
of an object and the object’s mass, as
well as the net force exerted on the
object.
State Newton’s second Law as a
mathematical relationship between the
resulting force, the acceleration and
the mass of an object and in terms of
the direction of the resulting
acceleration.
Use Newton’s Second Law to solve
accelerated motion problems.
*Differentiate between static and
kinetic friction, FK = μK·FN and FS
MAX = μS·FN
Calculate the force of kinetic friction
exerted on an object in various
situations; given the mass and the
coefficient of friction.
State the factors which affect the
friction force.
Find the friction force in an
equilibrium problem.
Find the friction force in a problem
with uniform accelerated motion.
Solve problems involving two objects
in motion, either constant velocity or
accelerated motion; Atwood’s machine
and modified Atwood’s machines
State Hooke’s Law and utilize the
relationship between the spring force,
plagiarism and
overreliance on any one
source and following a
standard format for
citation. (HS-PS2-5)
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the spring constant and the stretch of a
given spring.
22. Diagram the forces exerted in a vertical
acceleration (elevator) problem and
solve for the missing force or
acceleration
23. If an object A exerts a force on object B,
Students will be able to identify the
force, that object B exerts on Object A
as being equal and opposite to the
force that object A exerts on object B.
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
Unit 3: Overview
Unit Title: Circular motion and Gravitation
Unit Summary:
This unit combines kinematics and dynamics in a qualitative, nontraditional way. This approach helps students see mechanical
phenomena holistically first, and then later with mathematics. Students learn to construct a qualitative overview of the major ideas in
kinematics and Newtonian dynamics. Students will devise qualitative relations, focused on physical quantities, investigate velocity
and acceleration; in the process they will reexamine their intuitive ideas, which are sometimes incorrect. Students will learn to
represent motion multiple different ways in order to analyze the motion, make predictions, and communicate using a consistent,
sophisticated, domain specific physics vocabulary. Students will use different representations for motion: words, pictures, motion
diagrams, data tables, graphs, and mathematical relationships or models. Students will construct the concepts of motion by
describing and analyzing patterns in data.
Suggested Pacing: 14 lessons
Learning targets
Unit Essential Questions:
Circular Motion & Gravitation
Uniform Circular Motion
What is required to hold an object uniform circular motion?
∙
What is the direction of the velocity, acceleration and force exerted on an object moving in uniform circular motion?
Gravitation
How can we predict the gravitational force between two objects?
∙
What affects the gravitational force between all objects?
∙
What is the relationship between the motions of planets in the same orbital system?
∙
What are the differences between elliptical orbits and circular orbits?
Unit Enduring Understandings:
∙
Circular motion is caused by an unbalanced centripetal force, the push that you feel is the tendency of your body to
continue to move in a straight line, a center seeking force (centripetal) causes your motion to change and conform to a circular
path.
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Understand that the net
force that other objects
exert on an object
moving at constant
speed in a circle is
toward the center of
circle.
Learn a graphical
method of finding the
direction of acceleration
for two dimensional
motion.
Understand why the
magnitude of this
acceleration is v2/r.
Learn how to apply the
component form of
Newton’s second law for
circular motion.
Learn to represent
situations involving
circular motion using
words, pictures, force
diagrams, and
mathematical models
and to check for
consistency among these
different
representations.
Essential
Content/Skills
CONTENT:
Circular Motion
SKILLS:
1. State the direction in which centripetal
acceleration and a centripetal force is
exerted.
2. Identify and name the unbalanced
force exerted on objects in uniform
circular motion
3. Diagram the perpendicular
relationship between the tangential
velocity and forces exerted on an object
in circular motion
4. State the relationship between
centripetal force and centripetal
acceleration
5. State the relationship between
with radius, mass and velocity in
uniform
circular motion
6. Describe uniform circular motion
7. Differentiate between constant speed
and constant velocity.
8. Identify the inertia of the object as the
tendency for the object to continue in a
straight line on a tangent to the circle
in the absence of a centripetal force
9. State whether an object traveling in a
circle can have a constant velocity
10. Define period.
11. Relate period to frequency.
12. Calculate tangential velocity using
radius and period of an object in
uniform circular motion.
13. State the origin of the centripetal force
Suggested
Assessments
Classwork/Homework:
Circular motion
Static Friction
Conical Circles
Vertical circles
Labs:
Sources of circular
motion
Projects:
Unit test:
Circular motion
Standards
(NJCCCS CPIs, CCSS,
NGSS)
HS-PS2 Motion and
Stability: Forces and
Interactions
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
HSS-ID.A.1 Represent
data with plots on the real
number line (dot plots,
histograms, and box
plots). (HS-PS2-1)
Pacing
8
lesson
s
in various examples of uniform circular
motion.
14. Calculate the centripetal force needed
to hold various objects in uniform
circular motion
15. Relate friction to centripetal force for
objects on a turntable and cars turning
on a
level surface
16. Calculate the centripetal force for an
amusement park swinging ride
17. *Use the components of the tension in
a chain to analyze a conical pendulum
(amusement
park swing ride) problem for angle and
tension
18. *Use the components of the normal
force to analyze the motion of a car on
a banked curve.
19. Differentiate between tangential
velocity and rotational velocity
20. Use the rotational velocity to calculate
tangential velocity of an object.
21. Draw a force diagram of object in
vertical circular motion
22. *Calculate the tension in a rope (or the
normal force) on an object in vertical
circular
motion on the top and bottom of the
circle
23. *Explain and calculate the critical
velocity of an object in vertical circular
motion
CONTENT:
Classwork/Homework:
Describe how gravitation
Universal Gravitation
acts between all objects
Gravitation
with mass.
Universal gravitation
Labs:
Elliptical orbits and circular orbits
Universal Gravitation
Calculate your weight on Kepler’s Laws
HS-PS2-4. Use
mathematical
representations of
Newton’s Law of
Gravitation to describe
and predict the
6
lesson
s
various planets.
Satellite motion
Explain the concept of a
gravitational field.
Projects:
SKILLS:
1. Describe Newton’s law of universal
gravitational attraction
Unit test:
2. State the factors affecting a
Universal gravitation
gravitational force between two objects.
3. Describe the inverse square
relationship and predict change in
gravitational force based upon change in
distance between two objects.
4. Differentiate between g and G
5. Calculate the gravitational force
exerted between two masses
6. Find the acceleration caused the
gravitational force of Earth on a given
object using mass of a planet and radius of
planet
7. Relate weightlessness to objects in free
fall
8. Describe gravitational fields
9. Calculate gravitational field strength
10. State Kepler’s Laws
11. Define ellipses
12. Describe eccentricity
13. Use Kepler’s Third Law to find the
period of a planet based upon it’s orbital
radius
14. Describe the differences in energy
between circular and elliptical orbits
15. Calculate the period and speed of
orbiting objects
16. Contrast Newton’s and Einstein’s view
of gravitation
17. Describe current theories on the origin
and make-up of the gravitational force and
its link to the other fundamental forces
Express how objects are
able to orbit the earth.
Determine the
connection between
orbiting the earth and
being in free fall.
gravitational force
between objects.
Unit 4: Overview
Unit Title: Work and Energy
Unit Summary:
This unit strives to achieve an understanding of conservation and the physical quantities of work and energy. Students will learn that
the same processes they previously described in terms of forces can also be described by energy. We will use experimental data to
construct ideas of the relationships between initial and final energy in varying forms. Students will test these relationships by using
them to predict the results of new experiments. Students will represent mechanical processes by using words, pictures, work-energy
bar charts, and mathematical models. The ultimate goal is to apply the ideas of the Conservation of mechanical energy to everyday
processes.
Suggested Pacing: 12 lessons
Learning targets
Unit Essential Questions:
Work and Mechanical Energy
What does an object’s energy (and changes in that energy) tell us about the object’s properties?
∙
What is the difference between “work done on” a system and “work done by” a system?
∙
How does work change the energy of a given system?
∙
How do you identify different types of mechanical energy and the factors that affect them?
∙
How can the Law of Conservation of Energy be used to analyze closed systems?
∙
How can you differentiate between an open and closed system using the Work-Energy Theorem?
Unit Enduring Understandings:
More power is required to move an object quickly.
Forces can do work on an object and either increase or decrease the object’s energy.
Energy cannot be destroyed; it just transferred from one object to another and can transform into other forms such as
sound, heat, light etc.
∙
The initial gravitational potential energy of a roller coaster can be transformed into a large kinetic energy by changes in
the height and velocity of the system.
∙
∙
∙
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Learn to identify a
system and the initial
and final states of a
physical process.
Understand the concept
of work and how work is
related to the concept of
dynamics.
Learn about different
kinds of energy and how
to describe them
mathematically.
Understand energy
transformation
processes in a system,
energy and energy
changes caused by
external interactions
(work).
Learn how to describe
mechanical processes
using words, pictures,
energy bar charts, and
mathematical models.
Apply knowledge about
work and energy to reallife situations.
Essential
Content/Skills
CONTENT:
Work & Mechanical Energy
Work and power
Types of mechanical energy
Work-Energy Theorem
Conservation of Energy
Graphic representations
Mathematical models
SKILLS:
Define work in physics terms.
State and apply the mathematical
model for work.
3. Explain the relationship between work
and the displacement of the object.
4. Show how when a force exerted
perpendicular to the displacement of
an object the work done will be zero
5. Calculate the net work when more than
one force is applied.
6. State the unit for work and energy.
(Both in terms of the Newton and
without the Newton included)
7. Relate the angle of the applied force to
the work done.
8. Recognize that both work and energy
are scalar values.
9. Differentiate between positive and
negative work.
10. Identify several forms of energy.
11. Apply the work – kinetic energy
theorem to problems.
12. Distinguish between kinetic energy
(both translational and rotational),
1.
2.
Suggested
Assessments
Classwork/Homework:
Work
Power
Gravitational potential
energy
Kinetic energy
Stored potential energy
Conservation of
mechanical energy
Labs:
Work
Conservation of
mechanical energy
Power
Stored potential energy
Projects:
Mouse Trap Car
Roller Coaster
Unit test:
Work, Power, Energy
Standards
(NJCCCS CPIs, CCSS,
NGSS)
Pacing
HS-PS3-1. Create a
12
computational model to
lesson
calculate the change in the s
energy of one component
in a system when the
change in energy of the
other component(s) and
energy flows in and out of
the system are known.
HS-PS3-2. Develop and
use models to illustrate
that energy at the
macroscopic scale can be
accounted for as a
combination of energy
associated with the
motions of particles
(objects) and energy
associated with the
relative position of
particles (objects).
HS-PS3-3. Design, build,
and refine a device that
works within given
constraints to convert one
form of energy into
another form of energy.
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
13.
14.
15.
16.
17.
18.
19.
20.
21.
gravitational potential energy and
elastic potential energy and calculate
values for each type of mechanical
energy.
Name and differentiate between
conservative and non-conservative
forces.
*Calculate the energy and work of
springs.
State Hooke’s law.
State and apply the conservation of
mechanical energy.
Use the sum of the mechanical energy
to find the missing values in given
systems.
Calculate the work done by friction and
relate it to the mechanical energy in a
system
Relate the concepts of work (or
energy), time and power.
Calculate power in two different ways.
*Utilize the AREA under a graph of
force vs. displacement to find work
done by a varying force.
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
Unit 5: Overview
Unit Title: Impulse and Momentum
Unit Summary:
This unit strives to achieve an understanding of conservation and the physical quantities of impulse and momentum. Students will
learn that the same processes they previously described in terms of forces can also be described by momenta. We will use
experimental data to construct ideas of linear momentum and the relationships between initial and final momenta in varying forms.
Students will test these relationships by using them to predict the results of new experiments. Students will represent mechanical
processes by using words, pictures, impulse-momentum bar charts, and mathematical models. The ultimate goal is to apply the ideas
of the Conservation of momentum to everyday processes.
Suggested Pacing: 12 lessons
Learning targets
Unit Essential Questions:
Impulse and Momentum
How does an object’s momentum influence its motion?
∙
How does impulse change the momentum of a given system?
∙
How can the Law of Conservation of Momentum be used to analyze collisions?
∙
How can the vector nature of momentum be used to evaluate a glancing collision?
Unit Enduring Understandings:
∙
During a collision an object experiences an impulse; a force is exerted over a period of time. The force can be reduced if
the time of the collision is increased and vice versa. It is not softness that prevents injury during a collision, rather an increased
time to stop that reduces the required force.
∙
If a bullet is shot forward, the gun that fired the bullet will move in the opposite direction because momentum is
conserved in a closed and isolated system.
∙
If an object has a lot of mass and is moving very fast, it will be very hard to stop because it will have a large amount of
momentum.
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Understand the idea of
conservation and the
meaning of the words
initial and final states of
a system.
Learn the physical
quantities of momentum
and Impulse.
Understand that the
same process can be
described using the
language of forces or the
language of momenta.
Understand different
types of collisions and
how the quantity total
momenta are conserved
before and after the
collisions.
Learn how to describe
mechanical processes
using words, pictures,
momentum bar charts,
and mathematical
models.
Learn to apply the ideas
of impulse and
momentum to everyday
processes.
Essential
Content/Skills
CONTENT:
Impulse & Momentum
Impulse changes momentum
Conservation of Momentum
Collisions and conservation of kinetic
energy
Graphic representations
Mathematical models
SKILLS:
Define and compare the momentum of
various objects.
2. Calculate the change in momentum of
an object.
3. Relate force and time to change in
momentum.
4. Define impulse
5. Recognize that force, velocity,
momentum and impulse are VECTOR
quantities.
6. Use the mathematical model for the
impulse – momentum theorem, to find
unknown quantities.
7. Describe the effect of changing the
time over which the momentum is
changed.
8. Describe the interaction between two
objects in terms of change in
momentum and Newton’s third law
(equal and opposite forces)
9. State the law of the conservation of
momentum.
10. Calculate the unknown quantity of
mass or velocity in conservation of
1.
Suggested
Assessments
Standards
(NJCCCS CPIs, CCSS,
NGSS)
Pacing
Classwork/Homework:
Running with
momentum
Momentum - Impulse
Impulse changes
momentum
Collisions - Explosions
Collisions - Inelastic
Collisions - Elastic
Collisions - Glancing
Ballistic Pendulum
Conservation of Kinetic
Energy
Labs:
Collisions
Collisions 2D
HS-PS2-2. Use
12
mathematical
lesson
representations to support s
the claim that the total
momentum of a system of
objects is conserved when
there is no net force on
the system.
Projects:
Save the egg
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
Unit test:
Momentum
HS-PS2-3. Apply scientific
and engineering ideas to
design, evaluate, and
refine a device that
minimizes the force on a
macroscopic object during
a collision.
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
11.
12.
13.
14.
15.
momentum problems, elastic, inelastic
and perfectly inelastic collisions (and
explosions).
Use the conservation of momentum in
both the x and y directions to solve
two-dimensional motion
problems. Find the vector sum and
keep the vector sum the same.
Combine the concepts of conservation
of energy and conservation of
momentum to solve ballistics
pendulum problems and spring
problems.
Determine the changes in kinetic
energy during perfectly inelastic
collisions. Remember KE is a scalar
quantity.
Compare conservation of momentum
and conservation of kinetic energy in
perfectly inelastic and elastic collisions.
Combine the equations for
conservation or momentum and
conservation of kinetic energy for
elastic collisions to find the
relationships between the velocities of
the colliding objects.
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
Unit 6: Overview
Unit Title: Static Equilibrium, Torque and Rotational Motion
Unit Summary:
Students will learn what the center of mass of an object is and how to find its location experimentally. They will also understand the
difference between force and torque while exploring the two equilibrium conditions. Procedurally students will learn to find patterns
in experimental data and to construct a relationship between physical quantities. They will then test those relationships by making
predictions and testing them by setting up equilibrium conditions for rigid-object statics situations. Students will understand that an
unbalanced torque causes angular acceleration of a rigid-object. Students will experimentally explore the relationship between the
unbalanced force, an object’s rotational inertia, and its angular acceleration.
Suggested Pacing: 12 lessons
Learning targets
Unit Essential Questions:
Static Equilibrium and Torque
How can objects be put into rotational motion and what object properties affect that motion?
∙
How is rotational motion different from circular motion?
∙
What is an object’s center of mass and how can it be located?
∙
What factors determine if a system is in equilibrium?
Rotational Kinematics and Dynamics
How can you analyze and predict the motion of a rotating rigid-object and how is rotational motion different from
linear motion?
∙
What are the linear counterparts to rotary terms and how can they be converted?
∙
What is the moment of inertia, what does it depend on, and how does it differ from inertia?
∙
What is the relationship between angular acceleration, torque, and the momentum of inertia?
∙
How does the moment of inertia of a spinning object affect the rate of spin?
Unit Enduring Understandings:
Torque involves both force and distance from application of force to the point of rotation.
A longer wrench is easier to use than a smaller wrench when trying to rotate an object due to the fact a longer distance
from the pivot point creates greater torque.
∙
An object’s center of mass does not have to reside within the object.
∙
Rotational Motion is when a system pivots about an internal axis and its rotation depends on the system’s moment of
inertia and the torque exerted on it.
∙
An object in equilibrium has a net torque of zero and has no angular acceleration
∙
∙
∙
∙
∙
∙
An unbalanced torque will change the rate of spin of a rigid object.
The kinematics of rotational motion can be analyzed using parallel relationships to those of linear motion.
The moment of inertia of an object changes as the distribution of mass changes.
A spinning skater can change the rate of spin by adjusting the distribution of mass of their body.
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Learn what the center of
mass of an object is and
how to find its location
experimentally.
Essential
Content/Skills
Suggested
Assessments
Understand the
difference between a
particle model and a
rigid-object model of an
object.
CONTENT:
Torque
Static Equilibrium
Center of mass
Torque
Rotational Equilibrium
Moment of Inertia
Rotational Kinematics
Rotational Dynamics
Angular Momentum
Classwork/Homework:
Extended objects
Intro to torque
Rotational Equilibrium
Beams
Calculating I (Moment
of Inertia)
Translational to
rotational Motion
Understand the
difference between force
and torque.
1.
2.
SKILLS:
Define and calculate torque.
State the unit for torque and
differentiate between work and torque.
3. State the effect of a net torque on an
object.
4. Identify the lever arm and the pivot
point associated with a given torque.
5. State two ways in which a force applied
does not produce a torque.
6. Calculate the torque applied when the
applied force and the lever arm are
NOT perpendicular to each other.
7. Define the two conditions of
equilibrium, both rotational
equilibrium and translational
equilibrium.
8. Solve problems involving the first and
second conditions of equilibrium
9. Calculate the missing torque, force or
distance needed to create rotational
equilibrium
10. Identify forces creating
counterclockwise (positive) torques
Labs:
Static Equilibrium
Exploring Moment of
Inertia
Learn the conditions of
equilibrium.
Learn how to find the
lever arm of a force.
Learn to set up the
equilibrium conditions
for a rigid-object statics
situation.
Understand that an
unbalanced torque
causes angular
acceleration of a rigidobject.
Learn the relationship
between the unbalanced
torque, an object’s
Projects:
Torque mobile
Unit test:
Static Equilibrium and
Torque
Rotational Motion
Standards
(NJCCCS CPIs, CCSS,
NGSS)
HS-PS2-1. Analyze data to
support the claim that
Newton’s second law of
motion describes the
mathematical relationship
among the net force on a
macroscopic object, its
mass, and its acceleration.
HS-PS2-2. Use
mathematical
representations to support
the claim that the total
momentum of a system of
objects is conserved when
there is no net force on
the system.
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
Pacing
12
lesson
s
rotational inertia, and its
angular acceleration.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
and forces creating clockwise
(negative) torques.
Identify the center of mass of an object.
Describe the path of the center of mass
of an object, both thrown through the
air and spun along the ground.
State two methods for locating the
center of mass of an object.
Describe the relationship between
center of mass, point of support and
stability.
Describe the relationship between the
base supporting an object and the
Vector Force of Earth when an object
topples.
State the movement of the center of
mass during displacement when an
object is in stable equilibrium.
Describe Newton’s Second Law for
rotational motion, relating the torque,
moment of inertia and rotational
acceleration of an object
Describe the factors the effect the
moment of inertia of an object
*Calculate the moment of inertia of
given objects
*Utilize the relationships between
degree measurements, revolutions and
radians to convert angular
displacement and angular velocity
units into radians and radians per
second, respectively.
*Use the kinematics equations for
rotational motion to analyze the
movement of a spinning object.
*Correctly utilize the units of radians,
radians/second and radians/second
squared when applying the kinematics
equations.
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
State the factors that contribute to the
Angular momentum of a spinning
object
24. *State and apply the Law of the
Conservation of Angular Momentum to
given situations
23.
Unit 7: Overview
Unit Title: Electrostatics and Electric Circuits
Unit Summary:
The unit begins with a discussion of physically observed phenomena. The concept of electric charge is introduced, and the properties
of electric forces are compared with those of other familiar forces, such as gravitation. An introduction to Coulomb's Law allows for
the calculation of electrostatic forces from a given charge distribution. Students will understand that electric charge interactions can
be explained with an electric field model. The unit then introduces moving charges and leads to the fundamentals of electric circuits,
their components and the mathematical tools used to represent and analyze electrical circuits. By the end of the course, the student
must be able to confidently analyze and build simple electric circuits. Through hands on work students learn to confront the fear and
mystery which surrounds electric circuits while gaining an appreciation for real world applications and the importance of electric
current in today’s technology and culture.
Suggested Pacing: 20 lessons
Learning targets
Unit Essential Questions:
Electrostatics
How can you charge an object and how do charged objects interact with each other?
∙
What are the relationships between electric force, electric charge and distance?
∙
What are the basic properties of electric charges, fields and forces?
∙
How do electric fields and charges within electric fields relate to electric potential and electric potential energy?
∙
How do you distinguish between the fundamental forces of nature?
Electric Circuits
What is the relationship is between voltage, resistance, current and power?
∙
How do you set up an electric circuit so electric current can flow?
∙
What is the relationship between electric current, resistance and voltage?
∙
How can you differentiate between circuits in series and circuits in parallel?
∙
How can you predict the magnitude of physical quantities for complex circuits?
∙
How can you relate capacitance to the storage of electrical potential energy in the form of separated charges?
Unit Enduring Understandings:
∙
There are two types of electric charge, called positive and negative. Neutral objects have equal positive and negative
charge.
∙
Some types of electrically charged particles can move freely inside certain materials, and in other materials the charged
particles can only redistribute slightly.
Electric force is an interaction between two objects and knowledge of forces and energy applies to processes involving
electrically charged objects.
∙
Current flow, voltage and resistance are interrelated in all electric circuits.
∙
Placement and resistance of a resistor controls the flow of current in a circuit.
∙
Electric current will follow the path with least resistance therefore without a load/resistor (a short circuit) in the given
pathway, a current surge will occur.
∙
Electric energy can be converted to heat and light and forms of mechanical energy.
∙
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Understand a new
electric interaction.
Understand that there
are two types of electric
charge, called positive
and negative. Neutral
objects have equal
positive and negative
electric charge.
Essential
Content/Skills
CONTENT:
Electrostatics
Electric charges
Electric interactions
Mathematical models
SKILLS:
1. Relate the magnitude of the charge on
an electron to the magnitude of the
charge on a proton. Compare this to
Understand that some
the mass of these two particles.
types of electrically
2. State when electrostatic forces can
charged particles can
attract and repel.
move freely inside
3. State that electric charge is conserved
certain materials and in
and how charges transfer or shift for an
other materials the
object to become charged.
charged particles can
4. Describe the workings of an
only redistribute slightly.
electroscope.
5. Compare an insulator to a conductor
Understand that
and explain the movement of charges
preexisting knowledge of
within each.
forces and energy
6. Describe charging by polarization.
applies to processes
7. Describe the three ways to charge an
involving electrically
object. Friction – rubbing two objects
charged objects.
together, Conduction- a charged object
TOUCHES another object, Induction –
Apply knowledge of
a charged object is brought NEAR but
electric charges,
NOT TOUCHING another object
conductors, and
8. Describe charging by induction as a
insulators to real-life
sequence of steps.
processes.
9. Explain grounding as the removal of or
the addition of excess charge on an
Understand that electric
object by touching the object to Earth.
charge interactions can
10. State the relationship between the
Suggested
Assessments
Classwork/ Homework:
Electrostatics
Electric Force
Electric Field
Electric Potential
Capacitance
Labs:
Electrostatics
Polarity shift
Projects:
Electroscope
Unit test:
Electrostatics
Standards
(NJCCCS CPIs, CCSS,
NGSS)
HS-PS2-4. Use
mathematical
representations of
Coulomb’s Law to
describe and predict the
electrostatic forces
between objects.
HS-PS2-6. Communicate
scientific and technical
information about why
the molecular-level
structure is important in
the functioning of
designed materials.
HS-PS3-5. Develop and
use a model of two objects
interacting through
electric or magnetic fields
to illustrate the forces
between objects and the
changes in energy of the
objects due to the
interaction.
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HS-
Pacing
8
lesson
s
be explained with an
electric field model.
Understand that an
electric field is a real
“thing” created by
charged objects in space.
Understand the
difference between a
source charge and a test
charge.
Learn to operationally
define the physical
quantities electric field
and electric potential.
11.
12.
13.
14.
Learn to use the physical
quantities electric field
15.
and electric potential to
describe electric charge
16.
processes.
17.
Learn to represent
electric force situations
18.
with electric field vectors
and electric field lines.
19.
20.
21.
22.
23.
24.
magnitudes of the charges, the distance
between the charges and the
electrostatic force between the two
charges using Coulomb’s Law.
Use Coulomb's Law to determine the
magnitude of the force between two
point charges. Use the rule of
opposites attracts and likes repel to
determine the direction of the force.
Use Newton’s Third Law to describe
the magnitude of the two forces.
Relate the electric field strength to the
magnitude of the force exerted on a
charge in the electric field.
Identify quantities that are vector
quantities in electrostatics.
Use the rules for electric fields to
represent the electric field with electric
field lines graphical representation.
State the factors affecting Electric field
strength surrounding a charged object.
Describe the electric field inside a
closed conductor is zero.
Describe the electric field outside a
charged conductor.
Contrast electric field lines to
equipotential lines.
Describe the electric field formed
between two parallel plates.
Explain the storage of electric potential
energy.
Describe the motion of a charged
particle accelerated through an electric
field.
State the purpose of a capacitor.
Relate the capacitance of a given
capacitor to the potential difference
and the charge separated.
State the factors affecting the
PS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
25.
26.
27.
28.
29.
Understand how
phenomena occurring in
electric circuits are
described by physical
quantities such as
potential difference
(voltage), electric
current, electric
resistance, and electric
power.
capacitance of a parallel-plate
capacitor.
Calculate the electric potential energy
stored in a capacitor.
State how a charge must be moved to
gain electric potential energy in an
electric field.
Differentiate between electric potential
and electric potential energy.
Calculate the potential difference
between two charged parallel plates.
Define electric potential.
CONTENT:
Electric Circuits
Electric current
Ohm’s Law
Electric circuits
Mathematical models
Capacitance
SKILLS:
Explain what is meant by electric
Be able to use analogies
current.
to explain processes
2. State the requirements for an electrical
occurring in electric
circuit through. Explain the functions
circuits and to provide
of each component of the circuit.
microscopic
3. State the direction of conventional
explanations for these
current flow.
processes.
4. Differentiate between direct current
and alternating current.
Understand that a
5. Calculate the electric current in terms
battery is not a source of
of total amount of charge per unit time.
constant electric current. 6. State the factors that affect the
resistance of a wire. Resistance
Calculate physical
depends on the kind of material
quantities related to DC
(resistivity), the length, cross-sectional
circuits in series, in
area, and temperature. Resistance is
1.
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
Classwork/Homework:
Electric current
Electric circuits
Combined circuits
Labs:
Ohm’s Law
Challenge Circuits
Electric Circuits
Projects:
LED Poster House
Unit test:
Electric Circuits
HS-PS2-4. Use
mathematical
representations of
Coulomb’s Law to
describe and predict the
electrostatic forces
between objects.
HS-PS2-6. Communicate
scientific and technical
information about why
the molecular-level
structure is important in
the functioning of
designed materials.
HS-PS3-5. Develop and
use a model of two objects
interacting through
electric or magnetic fields
to illustrate the forces
between objects and the
changes in energy of the
objects due to the
interaction.
12
lesson
s
parallel, or combined.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
proportional to length and inversely
proportional to cross-sectional area.
Relate current flow, potential
difference and resistance using Ohm's
Law for an entire circuit and each
individual resistor in a circuit.
Identify the source of electromotive
force (emf) in a circuit. The source of
electromotive force is a device that
converts chemical, mechanical, or
other forms of energy into electric
energy.
Represent electric circuits using
schematic diagrams with appropriate
symbols.
Describe a series connection and
calculate equivalent resistance,
current, voltage and power
Predict the change in the voltage and
current in a parallel circuit when an
additional resistor is placed in the
circuit.
Describe a series connection and
calculate equivalent resistance,
current, voltage and power
Predict the change in the voltage and
current in a series circuit when an
additional resistor is placed in the
circuit.
Describe the correct use of a voltmeter
to measure potential difference in
various positions around a circuit.
Describe the correct use of an ammeter
to measure current in various positions
around a circuit.
*Apply the junction rule for current
flow. The sum of all the currents
entering a junction point equals the
sum of all the currents leaving the
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
17.
18.
19.
20.
21.
22.
23.
junction point. This rule is based on
the conservation of electric charge.
*Apply the loop rule for voltage around
a circuit: The algebraic sum of all the
gains and losses of potential around
any closed path must equal zero. This
rule is based on the law of conservation
of energy
Calculate electrical power used
throughout a circuit. Describe power
as the rate at which electrical energy is
expended.
Define a kilowatt-hour and calculate
energy consumption.
Explain the Conservation of Energy
applied to an electrical
circuit. Describe the transformation of
electrical energy into heat (in most
cases) and light
Calculate the equivalent resistance for
a circuit with multiple resistors in a
combination series-parallel circuit.
Analyze the current, voltage and power
for a circuit with multiple resistors in a
combination series-parallel circuit.
Trace the electric current delivered to
your home back the source.
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
Unit 8: Overview
Unit Title: Magnetism and Electromagnetic Induction
Unit Summary:
The purpose of this unit is to familiarize the students with the role that magnets play in their lives and the scientific principles that
explain them. Students will have opportunities to learn this by participating in laboratory investigations and observing
demonstrations. The unit begins with a demonstration of magnetic effects which are quantified and used to make predictions of
magnetic force. The relationship between electric current and magnetism is then explored. Electromagnetic induction is one of the
most important scientific discoveries responsible for the modern age.
Suggested Pacing: 16 lessons
Learning targets
Unit Essential Questions:
Magnetism
How is a changing electric field related to a changing magnetic field?
∙
What are sources of magnetic fields?
∙
How can you describe magnetic forces and their effect on other objects?
∙
How can you predict the motion of various particles moving through a magnetic field?
Electromagnetic Induction
∙
How can magnetism be used to generate electric current and how can electric current be used to induce a magnetic
field?
Unit Enduring Understandings:
∙
A change in electric field will induce a magnetic field and a change in magnetic field will induce an electric field.
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Explain why we believe
that magnetic
interactions are different
from electrostatic
interactions.
Understand that a
magnetic field interacts
with moving electrically
charged particles and
wires with electric
currents.
Essential
Content/Skills
CONTENT:
Magnetism
Magnetic fields
Magnetic force magnitude and direction
Mathematical models
SKILLS:
1. Identify the source of all magnetic
fields.
2. State that the magnetic force is a NONCONTACT force
3. Describe the result of breaking a
Understand the
magnet in half.
difference between
4. Predict the interaction between two
source of a magnetic
magnets. Like magnetic poles repel
field and test objects in a
each other, opposite magnetic poles
magnetic field.
attract each other
5. State the ferromagnetic materials.
Learn how to describe
6. Use the model of magnetic domains to
magnetic interactions
describe the magnetism. Magnetic
quantitatively.
domains are regions in which the
magnetic fields of atoms are grouped
Find the interaction of a
together and aligned. In a magnetized
magnetic field created by
materials magnetic poles mostly line
the different sources of
up and point in the same direction.
magnetic field at any
7. Know the shape of the magnetic field
given point.
surrounding a bar magnet, a horseshoe
magnet and the Earth
Find the interaction of a 8. Differentiate between magnetic
magnetic force exerted
declination is the angle between
on an electric current
magnetic north and true north at a
carrying wire and on an
particular location on Earth. True
electrically charged
north is where the lines of longitude.
particle.
9. An electromagnet is made by wrapping
Suggested
Assessments
Classwork/Homework:
Magnetism
Direction of magnetic
field
Magnetic force exerted
on an electric current
carrying wire
Magnetic force exerted
on an electric charge
Magnetism
Applications
Labs:
Sources of magnetic
Field
Projects:
Unit test:
Magnetism
Standards
(NJCCCS CPIs, CCSS,
NGSS)
HS-PS2-4. Use
mathematical
representations of
Newton’s Law of
Gravitation and
Coulomb’s Law to
describe and predict the
gravitational and
electrostatic forces
between objects.
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
Pacing
8
lesson
s
10.
11.
12.
13.
a coil of wire around a soft iron core
and running current through the
wire. The strength of an electromagnet
is proportional to the current in the
wire and also proportional to the
number of turns in the wire.
Predict the force exerted on a current
carrying wire in a magnetic field. Since
current carrying wires are simple
lengths of conductor with moving
charges within them, a current
carrying wire creates a magnetic
field. Strength of Magnetic Field (Bfield), symbol used is B, unit is TESLA.
Describe the magnetic field formed
around a current carrying wire. The
shape of the magnetic field around a
current carrying wire is concentric
circles and the direction of the field can
be determined using the right hand
rule, RHR, for current carrying wires.
State the effects of a magnetic field on
a charge moving through the
field. Since moving charges create
their own magnetic field, when moving
charges pass through a magnetic field,
the two fields interact. Moving charges
in a B-field experience a force. A
charged particle moving
perpendicularly to a magnetic field will
experience of force due to the magnetic
field. The force on a moving charge in
a magnetic field is always
perpendicular to the direction of the
magnetic field.
Compare the effects of a magnetic field
on a stationary charged particle or a
neutral moving particle to that of a
moving charged particle.
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
Calculate the strength of the magnetic
force on a moving charge. The force is
calculated by Magnetic Force =
magnitude of charge x velocity of
charge x strength of magnetic field. All
of the relationships are directly
proportional. Faster moving, higher
charged particles moving
perpendicularly through a strong
magnetic field will experience a large
force.
15. *Use a Right Hand Rule for a charge
moving through a magnetic field to
determine the direction of the
magnetic force on a positively charged
particle moving through a magnetic
field (Recognize that force is in
the opposite direction for negative
charges)
16. Represent a uniform B-field out of the
page by an array of dots and a Uniform
B-field INTO PAGE Can be
represented by an array of x’s
17. *Find the magnitude and direction of
the force exerted on a current carrying
wire in a magnetic field. Since all
current carrying wires are surrounded
by their own B-field, all current
carrying wires in an existing B-field
will experience a force. The strength of
the force on the wire is calculated by;
Force on a current carrying wire in a
magnetic field = strength of current x
length of wire in the field x strength of
field. Again notice the relationships for
the force on a current carrying wire are
also all direct. A current carrying wire
positioned in a B-field such that the
current is flowing perpendicular to the
14.
Learn under what
conditions an electric
current is induced in a
coil.
Learn how to determine
the direction of an
induced current using
Lenz’s Law.
Understand the Physical
quantity Magnetic Flux.
Understand the
relationship between the
rate of change of the flux
through a coil and the
emf induced in it.
Learn to represent
electromagnetic
phenomena with words,
pictures, graphs, and
mathematical models.
B-field will experience a large force
when there is a large current flow, a
long length of wire and a strong Bfield.
18. *Use the right hand rule to find the
direction of the force on a current
carrying wire
19. *State that the force on the wire will be
perpendicular to the movement of the
charge and to the magnetic field
CONTENT:
Electromagnetic Induction
Electromagnetic induction
Mathematical models
SKILLS:
1. Describe the contributions of Michael
Faraday regarding changing magnetic
field induces an emf in the coil of wire.
2. State the factors that affect the induced
emf in a loop of wire.
3. State the changes that could increase
the amount of current induced in a
wire loop passing through a magnetic
field
4. Describe the induced voltage in
straight length of wire moved
perpendicularly through a magnetic
field. The emf induced will be
proportional to the length of the wire,
the strength of the field and the
velocity that the wire is moved through
the B-field.
5. A coil of wire with an alternating
current through it will produce a
steadily changing magnetic field. This
steadily changing magnetic field can be
used to induce a current in a secondary
Classwork/Homework:
Labs:
Electromagnetic
Induction
Projects:
Unit test:
Magnetism
HS-PS2-5. Plan and
conduct an investigation
to provide evidence that
an electric current can
produce a magnetic field
and that a changing
magnetic field can
produce an electric
current.
HS-PS3-5. Develop and
use a model of two objects
interacting through
electric or magnetic fields
to illustrate the forces
between objects and the
changes in energy of the
objects due to the
interaction.
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HS-
8
lesson
s
6.
7.
8.
9.
coil of wire.
Explain the basic function and makeup of a transformer. This combination
of two coils of wire connected by a soft
iron core (to accentuate the magnetic
field) is known as a transformer. This
device can be used to step-down or
step-up voltage.
Use the mathematics of a transformer
to find the voltage and current in each
coil. The ratio of the turns in the
primary vs. turns in the secondary coils
equals the ratio of voltages in the
primary to voltage in the secondary
coil. In order for a transformer to stepup the voltage it must also change the
current flow. Both voltage and current
cannot be increased together because
this would cause the power to
increase. Remember, voltage X
current equals power. For power to be
constant, the product of voltage X
current must stay the same in the
primary and the secondary coils.
Differentiate between a step-up and
step-down transformer. A step-up
transformer increases voltage. To
increase the amount of voltage, the
number of turns in the primary coil
must be less than the number of turns
in the secondary coil. The current
produced in the secondary coil will
decrease if the voltage in the secondary
is higher than the voltage in the
primary.
Use Lenz’s Law to predict the magnetic
field induced in a given situation. An
induced emf produces current which
produces magnetic field that always
PS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
OPPOSES the change in magnetic field
that induced it. This is known as Lenz's
law.
10. Compare an electric generator to an
electric motor. An electric motor
converts electric energy into
mechanical energy that can be used to
do work. An electric generator is a
device that converts mechanical energy
obtained from an external source into
electrical energy as the output.
11. Describe the basic function and makeup of an electric generator. An electric
generator is a device in which multiple
loops of wires are forced to rotate in a
steady magnetic field. As the loops
rotate, the magnetic flux through the
loops varies as the number of magnetic
field lines through the loops varies
from a maximum to zero.
12. State the function of a
galvanometer. The current in the wire
can be detected by a device which
detects very small amounts of current
flow called a galvanometer.
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
Unit 9: Overview
Unit Title: Waves, Sound and Light
Unit Summary:
This unit plan is intended to cover basic wave phenomena, sound and light. A conceptual approach will be emphasized, though
mathematical models will be taught as well and students will be expected to solve problems. At the end of this unit, students will be
able to define relevant terms in the areas of waves, light and sound. Students will be able to qualitatively describe wave behavior and
phenomena of light and sound such as interference, the Doppler effect, etc. Demonstrate an understanding of basic mathematical
models associated with waves, sound and light, and to be able to solve simple problems utilizing those mathematical models. At the
end of this unit, students will have a better understanding of wave phenomena and how it affects the real world. An understanding of
the wave nature of sound and light is fundamental to much of today’s technology. At the end of this unit, the students will have a
better understanding of how television, radio, and many other devices function.
Suggested Pacing: 24 lessons
Learning targets
Unit Essential Questions:
Waves & Sound
How can the properties and behaviors of waves and other periodic motion be explained and used to make
predictions?
∙
What is the motion of a simple vibrating system?
∙
What are wave types, properties, and interactions?
∙
What are the properties and behaviors of sound waves?
∙
How are standing waves formed in strings and pipes?
Light
How can experimental evidence explain a particle model of light and how can experimental evidence explain a
wave model of light?
∙
What are the properties of visible light and other electromagnetic radiation?
∙
How does light interact with various optical devices?
∙
How can the properties of waves be used to explain specific behaviors of light?
∙
How can the behaviors of light be explained with wave-particle duality?
Unit Enduring Understandings:
∙
∙
∙
Objects classically thought of as particles can exhibit properties of waves
Certain phenomena classically thought of as waves can exhibit properties of particles
A wave is a travelling disturbance that transfers energy and momentum
Waves can propagate via different oscillation modes such as transverse and longitudinal
For propagation, mechanical waves require a medium, while electromagnetic waves do not. For example light can travel
in a vacuum, while sound cannot.
∙
A periodic wave is one that repeats as a function of both time and position and can be described by its amplitude,
frequency, wavelength, speed, and energy
∙
Only waves exhibit interference and diffraction
∙
When two waves cross, they travel through each other; they do not bounce off each other.
∙
Interference and superposition lead to standing waves and beats; beats arise from the addition of waves of slightly
different frequency.
∙
When light travels from one medium to another, some of the light is transmitted, some is reflected, and some is
absorbed.
∙
When light hits a smooth reflecting surface at an angle, it reflects at the same angle on the other side of the line
perpendicular to the surface; and this accounts for the size and location of images seen in plane mirrors.
∙
When light travels across the boundary of one transparent material to another, it will refract.
∙
Reflection and refraction can be used to form images
∙
Electromagnetic radiation can be modeled as waves or as fundamental particles.
∙
Types of electromagnetic radiation are characterized by their wavelength, and ranges of wavelength have specific names.
These include (in order of increasing wavelength from picometers to kilometers) gamma rays, x-rays, ultraviolet, visible light,
infrared, microwaves, and radio waves.
∙
∙
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Learn the difference
between vibrational and
linear circular motions.
Learn the new
vibrational quantities
period and amplitude.
Essential
Content/Skills
CONTENT:
Waves & Sound
Simple harmonic motion
Types of waves
Graphic representations
Mathematical models
Wave Properties and Interactions
Properties and behavior of sound waves
Standing waves
Understand that the
frequency of a wave is
determined by the
source, that the speed of SKILLS:
a wave depends on the
1. Explain the link between simple
properties of the
harmonic motion and waves.
medium in which it
2. Identify two different types of
propagates, and that the
harmonic motions, pendulum and
wavelength is
mass on a spring.
determined by both the
3. State what is transferred when a wave
frequency and the speed.
travels through a medium
4. Differentiate between longitudinal,
Understand how waves
transverse and surface waves in terms
from more than one
of particle movement within the wave.
source add to make
5. Calculate the velocity of a wave using
waves of smaller or
the distance traveled and the time to
larger amplitude,
cover that distance.
depending on the
6. Apply the equation for wave velocity in
location where the waves
terms of its frequency and wavelength,
meet.
, or period and wavelength,
7. Describe the relationship between
Learn to apply the
wave energy and its amplitude
previously mentioned
8. Describe the behavior of waves at a
ideas to beats, standing
boundary: fixed-end, free-end
waves on strings, and
boundary between different media,
standing waves in pipes.
include both the transmission and the
reflection
Learn that the relative
9. State the factors affecting the velocity
Suggested
Assessments
Classwork/Homework:
Simple Harmonic
Motion
Mechanical transverse
waves
Mechanical
longitudinal waves
Basic properties of
waves
Standing waves
Standing sound waves
Doppler effect
Labs:
Simple harmonic
motion
Mechanical waves
Wave superposition
Sound waves
Projects
Wind Chime Project
Unit test:
Waves
Standards
(NJCCCS CPIs, CCSS,
NGSS)
Pacing
HS-PS4-1. Use
12
mathematical
lesson
representations to support s
a claim regarding
relationships among the
frequency, wavelength,
and speed of waves
traveling in various
media.
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
velocities of the sources
of waves and the
observers affect the
frequency of the
observed wave.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Understand that we see
objects by light emitted
from or reflected off
their surfaces into our
eyes.
Understand that each
point of a light-emitting
object sends light in all
of a wave in a string
Calculate the velocity of a wave on a
string given the tension, mass and
length of the string,
Distinguish between constructive and
destructive interference
State and apply the principle of
superposition, addition of waves
Define resonance and state examples of
resonance occurring in everyday life
Describe the formation and
characteristics of standing waves on a
string
Calculate the frequency of the
harmonics on a string
State the frequency range of human
hearing and distinguish between
ultrasonic and infrasonic sound waves.
State the relationship between air
temperature and the speed of sound in
air. Speed of sound in air in m/s =
331.5 m/s + 0.60 T(°C)
Sketch and the frequencies for the
standing waves formed in an open
pipe, and a closed pipe,
Explain the formation of beats and
calculate beat frequency.
CONTENT:
Light
Properties of electromagnetic radiation
Dual nature of light
Reflection
Refraction
*Diffraction, interference and polarization
*Young’s Two Slit Experiment
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
Classwork/Homework:
Speed of Light
Refraction and Snell’s
Law
Critical Angle
Tracing Ray Diagrams
for image locations
Lens/Mirror equation
HS-PS4-3. Evaluate the
claims, evidence, and
reasoning behind the idea
that electromagnetic
radiation can be described
either by a wave model or
a particle model, and that
for some situations one
model is more useful than
12
lesson
s
directions.
Understand that light
travels in straight lines
only in the same
medium.
*Photoelectric Effect
Graphic representations
Mathematical models
SKILLS:
1. State the law of reflection. The law of
reflection states that the angle of
Understand how a
incidence is equal to the angle of
particle model can
reflection. Angles are measured with
explain some aspects of
the normal drawn perpendicular to the
light propagation.
reflective surface.
2. Describe the images formed in plane
Understand how a wave
mirrors, convex mirrors and concave
model can explain other
mirror
aspects of light
3. Differentiate between real and virtual
propagation.
image
4. Use the lens/mirror equation to solve
Understand how plane
for p, q and f and calculate the
mirrors, curved mirrors,
magnification of images
and lenses form images
5. Relate the speed of light to the index of
of objects.
refraction of light in a new material.
6. Recognize which material has a faster
Understand the
speed of light given a diagram of the
difference between a real
bending of light at the boundary
image and a virtual
between the two materials
image.
7. Trace a beam of light as it passes
through a rectangular block of glass
Describe mathematically 8. State and apply Snell’s law of refraction
the location of an object 9. Explain total internal reflection.
and image.
10. State the requirements necessary for
total internal reflection to occur.
Understand the process 11. State the angle of refraction at which
through which we
total internal reflection occurs
derived the curved
12. Calculate the critical angle of a
mirror and lens
material.
equations.
13. State the types of images formed by
diverging lens.
Use ray diagrams to
14. State the types of images formed by a
reason qualitatively
converging lens when the object is
Labs:
Reflection with plane
mirrors
Snell’s Law and Critical
Angle
Converging Lenses and
Mirrors
Diffraction and
Interference
Projects:
Light Phenomenon
Presentations
Unit test:
Light Test
the other.
HS-PS4-5. Communicate
technical information
about how some
technological devices use
the principles of wave
behavior and wave
interactions with matter
to transmit and capture
information and energy.
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
about objects and
images and to evaluate
quantitative work.
Identify experimental
evidence that is
explained best by a
particle model of light
and experimental
evidence that is
explained by a wave
model of light.
15.
16.
17.
18.
19.
Apply the Huygens’s
principle to explain how
light propagates through
small openings.
20.
21.
Describe interference
and diffraction patterns
quantitatively.
22.
23.
24.
25.
26.
27.
beyond 2f, at 2f, between f and 2f and
inside f.
Describe an interference pattern of
light.
Explain how different wavelengths of
light behave through a diffraction
grating.
Explain what happens to the pattern
when the spacing between the slits
changes.
Differentiate between refraction and
diffraction.
Describe the diffraction pattern formed
when waves pass through a small
opening.
State Huygens theory to explain the
behavior of light through an opening.
*Describe the interference pattern
formed when laser light shines through
a single-slit, a double-slit and a
diffraction grating.
*Compare the pattern seen when
viewing a monochromatic light source
through a diffraction grating vs. the
pattern seen when viewing white light.
*Predict the diffraction angle for a
given wavelength of light shined
through a diffraction grating. Explain
how different wavelengths of light
behave through a diffraction grating.
*Relate diffraction angle to spacing
between the slits. Explain what
happens to the pattern when the
spacing between the slits changes.
*Describe Young’s double-slit
experiment.
State the significance of Young’s
finding.
*Use the relationships between slit
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)
separation, slit to screen distance and
distance from central maximum to first
order bright to calculate the
wavelength of light shined through a
double slit.
Unit 10: Overview
Unit Title: Heat and Thermodynamics
Unit Summary:
An introduction to the laws of thermodynamics and their applications to equilibrium and the properties of materials. Provides a
foundation to treat general, observable phenomena in materials and their applications in engineering; change of temperature, thermal
expansion, and change of state. Develops graphical constructions that are essential for the interpretation of phase diagrams. Focuses
on conceptual understanding of temperature as the interactions between particles that make up a system.
Suggested Pacing: 16 lessons
Learning targets
Unit Essential Questions:
Heat
How does the motion of particles that make up a system affect that system’s temperature, internal energy and its
ability to heat or be heated?
∙
How are heat, internal energy and temperature different?
∙
How does the addition or subtraction of heat energy affect the phase of matter?
∙
How do you analyze the change in temperature of a system when heat is added or taken away?
∙
What is the relationship between heat and work?
∙
How does a heat engine do work?
Unit Enduring Understandings:
∙
∙
∙
∙
Heat is the transfer of energy.
Heat is transferred from objects that have a higher temperature to objects with a lower temperature.
When objects are heated, the molecules move faster. Temperature is a measure of average kinetic energy.
When objects are heated there are three possible results; an increase in temperature, expansion, change of state
Evidence of Learning
Unit Benchmark Assessment Information:
Objectives
(Students will be able
to…)
Understand and
distinguish between the
concepts of heating and
thermal energy.
Understand and
distinguish between the
concepts of thermal
energy and temperature.
Learn to reason
qualitatively about
thermodynamic
processes.
Learn to use the first law
of thermodynamics
quantitatively in
problem solving.
Understand the
difference between
reversible and
irreversible processes.
Understand that some
processes are allowed by
the first law of
thermodynamics do not
occur in nature in
isolated systems.
Learn that there is a
hierarchy for desirable
types of energy in terms
Essential
Content/Skills
CONTENT:
Heat
Temperature
Internal energy
Heat transfer
Change of state
*Laws of Thermodynamics
*Heat and Work in Engines
Graphic representations
Mathematical models
SKILLS:
1. Differentiate between heat and
temperature. State the units for each.
2. Convert between the three temperature
scales.
3. Relate temperature to the average
kinetic energy of the molecules.
4. Describe heat flow.
5. State the Laws of Thermodynamics.
6. *Differentiate between adiabatic,
isobaric, isothermal and isochoric
systems.
7. Describe the relationship between heat
and work.
8. Describe a simple heat engine. State
how work can be done with this engine.
9. *Identify a pressure vs. volume graph
of the various systems.
10. *Explain a p v. V graph of the Carnot
cycle
11. Calculate heat transfer. Define thermal
equilibrium.
12. Define specific heat. Relate the specific
Suggested
Assessments
Classwork/Homework:
Heat Transfer
Temperature
Conversion
Specific Heat and
Thermal Equilibrium
Heat for Phase Changes
Linear Expansion
Labs:
Specific Heat
Heat of Fusion
Projects:
Unit test:
Heat and
Thermodynamics
Standards
(NJCCCS CPIs, CCSS,
NGSS)
HS-PS1-5. Apply scientific
principles and evidence to
provide an explanation
about the effects of
changing the temperature
or concentration of the
reacting particles on the
rate at which a reaction
occurs.
HS-PS3-1. Create a
computational model to
calculate the change in the
energy of one component
in a system when the
change in energy of the
other component(s) and
energy flows in and out of
the system are known.
HS-PS3-4. Plan and
conduct an investigation
to provide evidence that
the transfer of thermal
energy when two
components of different
temperature are combined
within a closed system
results in a more uniform
energy distribution among
the components in the
system (second law of
thermodynamics).
HS-PS4-4. Evaluate the
Pacing
16
lesson
s
of their usefulness for
doing work.
13.
Learn that natural
processes tend to occur
so that a system moves
from having more
desirable types of energy
that allow the system to
do useful work toward
having less desirable
types of energy that do
not allow the system to
do work.
14.
15.
16.
17.
18.
19.
20.
heats of common materials to the
specific heat of water.
Use the relationship Q = mcDT to find
the heat energy transferred in a given
problem.
Define the latent heat (or hidden heat)
during phase changes.
Relate phase changes to a change in the
potential energy of the molecules.
Use the graph of heat added vs
temperature to find the total heat
energy needed to convert from ice to
steam.
Use Q = mHf and Q = mHv
appropriately.
Describe linear expansion.
Use the coefficient of linear expansion
to find the new length of a given
material.
Describe the function of a bimetallic
strip.
validity and reliability of
claims in published
materials of the effects
that different frequencies
of electromagnetic
radiation have when
absorbed by matter.
WHST.9-12.9 Draw
evidence from
informational texts to
support analysis,
reflection, and research.
(HS-PS2-1),(HS-PS2-5)
MP.2 Reason abstractly
and quantitatively. (HSPS2-1),(HS-PS2-2),(HSPS2-4)
MP.4 Model with
mathematics. (HS-PS21),(HS-PS2-2),(HS-PS2-4)
HSN-Q.A.1 Use units as a
way to understand
problems and to guide the
solution of multi-step
problems; choose and
interpret units
consistently in
mathematical models;
choose and interpret the
scale and the origin in
graphs and data displays.
(HS-PS2-1),(HS-PS22),(HS-PS2-4),(HS-PS25),(HS-PS2-6)
HSN-Q.A.2 Define
appropriate quantities for
the purpose of descriptive
modeling. (HS-PS21),(HS-PS2-2),(HS-PS24),(HS-PS2-5),(HS-PS26)
HSA-CED.A.4 Rearrange
mathematical models to
highlight a quantity of
interest, using the same
reasoning as in solving
equations. (HS-PS21),(HS-PS2-2)
HSF-IF.C.7 Graph
functions expressed
symbolically and show key
features of the graph, by
hand in simple cases and
using technology for more
complicated cases. (HSPS2-1)