POMPTON LAKES SCHOOL DISTRICT
ACADEMIC PHYSICS
COURSE OF STUDY
June 2014
Pompton Lakes High School
Submitted By
The Science Department
Dr. Paul Amoroso, Superintendent
Mr. Vincent Przybylinski, Principal
Mr. Anthony Mattera, Vice Principal
Rene Russo, Department Chair
BOARD MEMBERS
Mrs. Dale Ambrogio, Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz,
Mr. Shawn Dougherty, Mrs. Eileen Horn, Mr. Tom Salus, Mrs. Nancy Schwartz,
Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.
I.
Description
This year long course is designed for college-bound students. It requires serious effort on
the part of the student, especially when abstract physics theories and laboratory exercises
are discussed. Major topics include forces and motion, energy, rotational motion, fluid
mechanics and vibrations and waves.
II.
Objectives
A. Science Standards
5.1
Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends,
refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.2
Physical Science: All students will understand the physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living and Earth systems science.
5.3
Life Science: All students will understand that life science principles are
powerful conceptual tools for making sense of complexity, diversity and
interconnectedness of life on Earth. Order in natural systems arises in accordance with
rules that govern the physical world, and the order of natural systems can be modeled and
predicted through the use of mathematics.
5.4
Earth System Science: All students will understand that Earth operates as a set of
complex, dynamic, and interconnected systems, and is a part of the all-encompassing
system of the universe.
III.
Core Curriculum Content Standards Workplace
1.
All students will develop career planning and workplace readiness skills.
2.
All students will use information, technology, and other tools.
3.
All students will use critical thinking, decision-making, and problem solving
skills.
4.
All students will demonstrate self-management skills.
5.
All students will apply safety principles.
IV. Standard 9.1 (Career and Technical Education)
All students will develop career awareness and planning, employment skills, and
foundational knowledge necessary for success in the workplace.
Strands and Cumulative progress Indicators
Building knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:
A.
Career Awareness Preparation
1.
Re-evaluate personal interests, ability and skills through various
measures including self-assessments.
2.
Evaluate academic and career skills needed in various career clusters.
3.
4.
5.
B.
Analyze factors that can impact on individual’s career.
Review and update their career plan and include plan in portfolio.
Research current advances in technology that apply to a sector
occupational career cluster.
Employment Skills
1.
Assess personal qualities that are needed to obtain and retain a job related
to career clusters.
2.
Communicate and comprehend written and verbal thoughts, ideas,
directions and information relative to educational and occupational
settings.
3.
Select and utilize appropriate technology in the design and implementation
of teacher-approved projects relevant to occupational and/or higher
educational settings.
4.
Evaluate the following academic and career skills as they relate to home,
school, community, and employment.
Communication
Punctuality
Time management
Organization
Decision making
Goal Setting
Resources allocation
Fair and equitable competition
Safety
Employment application
Teamwork
5.
Demonstrate teamwork and leadership skills that include student
participation in real world applications of career and technical educational
skills.
All students electing further study in career and technical education will
also: participate in a structural learning experience that demonstrates
interpersonal communication, teamwork and leadership skills.
Unit 1 Overview
Content Area:
Science
Unit Title:
Forces and Motion
Target Course/Grade Level: Chemistry / 11th & 12th Grade
Unit Summary: In this unit students will become familiar with the way scientists describe forces and
motion in the physical sense. They will become accustomed to performing mathematical equations to find
the information necessary to answer questions related to physics.
Primary interdisciplinary connections: Mathematics governs the manipulation of Newton’s Laws.
Students will algebraically determine force, mass and acceleration given two of the three variables.
21st century themes: Scientific investigations and technological developments on new materials are
critical. Devices and processes used in various areas of society such as, consumer products, health care,
communications, agriculture and industry, and the environment have central origins in chemistry.
Unit Rationale: The use of kinematic equations is the basis of physics and necessary to determine the
force and motion of an object anywhere in the Universe. It is fundamental to understanding any of the
concepts covered in the course.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
5.1.C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
5.2.E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
Content Statements
 Mathematical, physical, and computational tools are used to search for and explain core scientific
concepts and principles.
 Interpretation and manipulation of evidence-based models are used to build and critique
arguments/ explanations.
 Mathematical tools and technology are used to gather, analyze and communicate results.
 Empirical evidence is used to construct and defend arguments.
 Data and refined models are used to revise predictions and explanations.
 Science involves using language, both oral and written, as a tool for making thinking public.
 The motion of an object can be described by its position and velocity as functions of time and by
its average speed and average acceleration during intervals of time.
 The motion of an object changes only when a net force is applied.
 The magnitude of acceleration of an object depends directly on the strength of the net force, and
inversely on the mass of the object. The relationship (a= Fnet/m) is independent of the nature of
the force.
CPI #
5.1.12.A.1
5.1.12.A.2
5.1.12.B.2
5.1.12.B.3
5.1.12.C.2
5.1.12.D.2
5.2.12.E.1
5.2.12.E.3
5.2.12.E.4
Cumulative Progress Indicator (CPI)
Refine interrelationships among concepts and patterns of evidence
found in different central scientific explanations.
Develop and use mathematical, physical, and computational tools to
build evidence-based models and to pose theories.
Build, refine, and represent evidence-based models using mathematical,
physical and computational tools.
Revise predictions and explanations using evidence, and connect
explanations/ arguments to established scientific knowledge, models,
and theories.
Use data representations and new models to revise predictions and
explanations.
Represent ideas using literal representations, such as graphs, tables,
journals, concept maps, and diagrams.
Compare the calculated and measured speed, average speed, and
acceleration of an n object in motion, and account for differences that
may exist between calculated and measured values.
Create simple models to demonstrate the benefits of seatbelts using
Newton’s first law of motion.
Measure and describe the relationship between the force acting on an
object and the resulting acceleration.
Unit Enduring Understandings
Unit Essential Questions
 A ball is thrown vertically
 The velocity of the ball when it reaches its maximum altitude is zero.
upward. What are its
velocity and acceleration
Its acceleration is 9.8 m/s2. Its acceleration is still 9.8 m/s2 just before
when it reaches its maximum
it hits the ground.
altitude? What is its
acceleration just before it
 Yes, if a boat is moving eastward but decelerating its acceleration is
hits the ground?
said to be in the opposite direction to its motion.
 Can a boat moving eastward
accelerate to the west?
 Vector quantities have both a magnitude and direction while scalar
 How do vector and scalar
quantities have only a magnitude associated with them.
quantities differ?
Unit Learning Targets
Students will ...
 Identify activities and fields that involve the major areas within physics
 Describe the processes of the scientific method
 Describe the role of models and diagrams in physics
 Describe motion in terms of displacement, time and velocity
 Calculate the displacement of an object traveling at a known velocity for a specific time interval
 Construct and interpret graphs of position versus time
 Describe motion in terms of changing velocity
 Compare graphical representations of accelerated and non accelerated motions
 Apply kinematic equations to calculate distance, time or velocity under conditions of constant
acceleration
 Relate the motion of a freely falling body to motion with constant acceleration
 Calculate displacement, velocity, and time at various points in the motion of a freely falling object
 Compare the motions of different objects in free fall
 Distinguish between a scalar and a vector






Add and subtract vectors using the graphical method
Multiply and divide vectors and scalars
Resolve vectors into components using sine and cosine functions
Recognize examples of projectile motion
Describe the path of a projectile as a parabola
Resolve vectors into their components and apply the kinematic equations to solve problems involving
projectile motion
 Describe situations in terms of frame of reference
 Explain how force affects the motion of an object
 Distinguish between contact forces and field forces
 Interpret and construct free-body diagrams
 Explain the relationship between the motion of an object and the net external force acting on it
 Determine the net external force on an object
 Calculate the force required to bring an object into equilibrium
 Describe the acceleration of an object in terms of its mass the net external force acting on it
 Predict the direction and magnitude of the acceleration caused by a known net external force
 Identify action-reaction pairs
 Explain the difference between mass and weight
 Find the direction and magnitude of the normal force
 Use coefficients of friction to calculate frictional force
Evidence of Learning
Summative Assessment: 5 days
 Quizzes and tests
 Laboratory Experiment Reports
 Projects
Equipment needed: Lab materials and measuring instruments (thermometers, weight scale, rulers, data
collection controllers)
Teacher Resources: Textbook and section review, study guide materials.
Formative Assessments
 Questions and answers during lectures
 Worksheets for in-class and at-home work
 Textbook-based review and reinforcement
questions
Lesson Plans
Lesson
Timeframe
Lesson 1
Lab – Qualitative and Quantitative Observations
2 Periods (80min)
Lesson 2
Lab – Conversion of Units of Measurement
2 Period (80min)
Lesson 3
Lab – Determination of the velocity and
2 Period (80min)
acceleration of a toy car using the Pasco
equipment
Teacher Notes: Use of laboratory equipment including the Pasco materials as well as stopwatches, meter
sticks and toy cars help the students to see that the object is accelerating.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 2 Overview
Content Area:
Science
Unit Title:
Energy and Matter
Target Course/Grade Level: Chemistry / 11th & 12th Grade
Unit Summary: The conservation of energy is a fundamental physical concept. Students will
algebraically determine the potential energy, kinetic energy and heat energy in an object by measuring the
change in position, velocity and temperature of the object.
Primary interdisciplinary connections: Mathematics governs the manipulation of Newton’s Laws.
Students will algebraically determine force, mass and acceleration given two of the three variables.
21st century themes: Scientific investigations and technological developments on new materials are
critical. Devices and processes used in various areas of society such as, consumer products, health care,
communications, agriculture and industry, and the environment have central origins in chemistry.
Unit Rationale: The understanding of forces and their inter-relationship is fundamental to the
understanding of Newton’s Laws.
Learning Targets
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
5.2.C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and
kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be
explained and is predictable.
5.2.D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
5.2.E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
Content Statements
 Heating increases the energy of the atoms composing elements and the molecules or ions composing
compounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the
matter increases. Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions.
When the vibrational energy of the molecules of a pure substance becomes great enough, the solid
melts.
 The potential energy of an object on Earth’s surface is increased when the object’s position is changed
from one closer to Earth’s surface to one farther from Earth’s surface.
 The driving forces of chemical reactions are energy and entropy. Chemical reactions either release
energy to the environment (exothermic) or absorb energy from the environment (endothermic).
 Energy may be transferred from one object to another during collisions.
 The magnitude of acceleration of an object depends directly on the strength of the net force, and
inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the
force.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.C.2
Account for any trends in the melting points and boiling points of
various compounds.
Model the relationship between the height of an object and its potential
energy.
Describe the potential commercial applications of exothermic and
endothermic reactions.
Measure quantitatively the energy transferred between objects during a
collision.
5.2.12.D.1
5.2.12.D.2
5.2.12.D.4
5.2.12.E.4
Measure and describe the relationship between the force acting on an
object and the resulting acceleration.
Unit Essential Questions
 How much work is done
by a weightlifter while he
holds a heavy bar above
his head?
 If an object is not moving,
what is its momentum?
 If two objects have equal
kinetic energies, do they
have the same
momentum?
Unit Learning Targets
Unit Enduring Understandings
 None, the definition of work is that the force applied must result
in the movement of the object.
 None, the definition of momentum is that the object must be
moving to have momentum.
 Not necessarily, their masses and velocities may be different.
Students will ...
 Recognize the difference between the scientific and ordinary definitions of work
 Define work, relating it to force and displacement
 Identify where work is being performed in a variety of situations
 Calculate the net work done when many forces are applied to an object
 Distinguish between potential and kinetic energy
 Calculate the kinetic energy of an object
 Calculate the potential energy of an object with an object’s position
 Identify situations in which conservation of mechanical energy is valid
 Solve problems using conservation of mechanical energy
 Apply the work-kinetic energy theorem to solve problems
 Relate the concepts of energy, time and power
 Explain the effect of machines on power and work
 Compare the momentum of different moving objects
 Compare the momentum of the same object moving with different velocities
 Describe changes of momentum in terms of force and time
 Describe the interaction between two objects in terms of the change in momentum of each object
 Compare the total momentum of two objects before and after they interact
 State the law of conservation of momentum
 Predict the final velocities of objects after collisions, given their initial velocities
 Identify the different types of collisions
 Determine the decrease in kinetic energy during perfectly inelastic collisions
 Compare conservation of momentum and conservation of kinetic energy in perfectly inelastic and elastic
collision
 Relate the temperature to the kinetic energy of atoms and molecules
 Describe the changes in the temperatures of two objects reaching thermal equilibrium
 Identify the various temperature scales and be able to convert from scale to another
 Explain heat as the transfer of energy between substances that are at different temperatures
 Relate heat and temperature change on the macroscopic level to particle motion on the microscopic level
 Apply the principle of energy conservation to calculate changes in potential, kinetic, and internal energy
 Perform calculations with specific heat capacity
 Perform calculations involving latent heat
 Interpret the various sections of a heating curve
Evidence of Learning
Summative Assessment (5 days)
 Quizzes and tests
 Laboratory Experiment Reports
 Projects
Equipment needed:
Lab materials and measuring instruments (thermometers, weight scale, rulers, data collection controllers)
Teacher Resources: Textbook and section review, study guide materials.
Formative Assessments
 Questions and answers during lectures
 Textbook-based review and reinforcement
questions
 Worksheets for in-class and at-home work
Lesson Plans
Lesson
Lesson 1
Lab – Determination of the change in kinetic
energy into potential energy using rubber frogs
Lesson 2
Lab – Determining the specific heat capacity of a
substance
Lesson 3
Lab – Determining the latent heat of fusion of
water
Timeframe
2 Period (80min)
2 Periods (80min)
2 Periods (80min)
Teacher Notes:
Use of Pasco probes help to determine the speed, acceleration and heat of substances to find the
conservation of energy in each of the labs.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 3 Overview
Content Area:
Science
Unit Title:
Rotational Motion
Target Course/Grade Level: Chemistry / 11th & 12th Grade
Unit Summary:
Primary interdisciplinary connections:
21st century themes: Scientific investigations and technological developments on new materials are
critical. Devices and processes used in various areas of society such as, consumer products, health care,
communications, agriculture and industry, and the environment have central origins in chemistry.
Unit Rationale: The understanding of forces and their inter-relationship is fundamental to the
understanding of Newton’s Laws.
Learning Targets
Standards
5.2 Physical Science: All students will understand physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living and Earth systems science.
5.2.D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
5.2.E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
Content Statements
 Energy may be transferred from one object to another during collisions.
 The motion of an object can be described by its position and velocity as functions of time and by its
average speed and average acceleration during intervals of time.
 Objects undergo different kinds of motion (translational, rotational, and vibrational).
 The motion of an object changes only when a net force is applied.
 The magnitude of acceleration of an object depends directly on the strength of the net force, and
inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the
force.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.D.4
Measure quantitatively the energy transferred between objects during a
collision.
Compare the calculated and measured speed, average speed, and
acceleration of an object in motion, and account for differences that may
exist between calculated and measured values.
Compare the translational and rotational motions of a thrown object and
potential applications of this understanding.
Create simple models to demonstrate the benefits of seatbelts using
Newton’s first law of motion.
Measure and describe the relationship between the force acting on an
object and the resulting acceleration.
Unit Enduring Understandings
 No, the angular speed is determined by the distance of the point
from the axis of rotation.
 Every particle in the Universe attracts every other particle with a
force that is directly proportional to the product of their masses
and inversely proportional to the square of the distance between
them.
5.2.12.E.1
5.2.12.E.2
5.2.12.E.3
5.2.12.E.4
Unit Essential Questions
 When a wheel rotates about
a fixed axis, do all points on
the wheel have the same
angular speed?
 What does Newton’s Law of
Universal Gravity state? Fg
= Gmm R2
Unit Learning Targets
Students will ...
 Relate radians to degrees
 Calculate angular displacement using the arc length and distance from the axis of rotation
 Calculate angular speed or angular acceleration
 Solve problems using the kinematic equations for rotational motion
 Find the tangential speed of a point on a rigid rotating object using the angular speed and the radius
 Solve problems involving tangential acceleration
 Solve problems involving centripetal acceleration
 Calculate the force that maintains circular motion
 Explain how the apparent existence of an outward force in circular motion can be explained as inertia
resisting the force that maintains circular motion
 Apply Newton’s Universal law of gravitation to find the gravitational force between two masses
 Recognize the difference between a point mass and an extended object
 Distinguish between torque and force
 Calculate the magnitude of a torque on an object
 Identify the lever arm associated with a torque on an object
 Identify the center of mass of an object
 Distinguish between mass and moment of inertia
Evidence of Learning
Summative Assessment: 5 days
 Quizzes and tests
 Laboratory Experiment Reports
 Projects
Equipment needed:
Lab materials and measuring instruments
Teacher Resources: Textbook and section review, study guide materials.
Formative Assessments
 Questions and answers during lectures
 Textbook-based review and reinforcement
questions
 Worksheets for in-class and at-home work
Lesson Plans
Lesson
Timeframe
Lesson 1: Lab – Determining the speed of a
rotating mass
2 Class Periods – 80 minutes
Lesson 2: Determination of the centripetal force
of a rotating mass
1 Class Period – 40 minutes
Teacher Notes:
Use of a mass attached to a string will demonstrate the rotational motion of a mass.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
Unit 4 Overview
Content Area:
Science
Unit Title:
Fluid Mechanics
Target Course/Grade Level: Chemistry/ 11th & 12th Grade
Unit Summary: Students will apply the fundamentals
Primary interdisciplinary connections:
21st century themes: Scientific investigations and technological developments on new materials are
critical. Devices and processes used in various areas of society such as, consumer products, health care,
communications, agriculture and industry, and the environment have central origins in chemistry.
Unit Rationale:
Learning Targets
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
5.2.A. Properties of Matter: All objects and substances in the natural world are composed of matter.
Matter has two fundamental properties: matter takes up space, and matter has inertia.
5.2.C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and
kinetic energy, is useful in coming to the understanding that , for the most part, the natural world can be
explained and is predictable.
5.2.D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
Content Statements:





CPI #
Differences in the physical properties of solids, liquids, and gases are explained by the ways in
which the atoms, ions, or molecules of the substances are arranged, and by the strength of the
forces of attraction between the atoms, ions, or molecules.
Solids, liquids, and gases may dissolve to form solutions. When combining a solute and solvent to
prepare a solution, exceeding a particular concentration of solute will lead to precipitation of the
solute from the solution. Dynamic equilibrium occurs in saturated solutions. Concentration of
solutions can be calculated in terms of molarity, molality, and percent by mass.
Gas particles move independently and are far apart relative to each other. The behavior of gases
can be explained by the kinetic molecular theory. The kinetic molecular theory can be used to
explain the relationship between pressure and volume, volume and temperature, pressure and
temperature, and the number of particles in a gas sample. There is a natural tendency for a system
to move in the direction of disorder or entropy.
Heating increases the energy of the atoms composing elements and the molecules or ions
composing compounds. As the kinetic energy of the atoms, molecules, or ions increases, the
temperature of the matter increases. Heating pure solid increases the vibrational energy of the
molecules of a pure substance becomes great enough, the solid melts.
Energy may be transferred from one object to another during collisions.
5.2.12.A.2
5.2.12.A.5
5.2.12.C.1
5.2.12.C.2
Cumulative Progress Indicator (CPI)
Account for the differences in the physical properties of solids, liquids
and gases.
Describe the process by which solutes dissolve in solvents.
Use the kinetic molecular theory to describe and explain the properties
of solids, liquids and gases.
Account for any trends in the melting points and boiling points of
various compounds.
Unit Essential Questions
Unit Enduring Understandings
 An ice cube is submerged in
 The level of the water will not increase because ice is less dense than
a glass of water. What
happens to the level of the
water, so the mass of the water will take up less space as it melts.
water as the ice melts?
 A steel boat is made with shape that allows for air to take up space that
 Steel is much denser than
makes the entire ship to be less dense than the water.
water. How, then, do steel
 Pressure is dependent upon weight and the area upon which the weight
boats float?
is distributed. If the teacher stood on the nails her weight would be
 After a long class, a physics
concentrated on a small area. By spreading her weight over a large
teacher stretches out for a
area the pressure is lower.
nap on a bed of nails. How
is this possible?
Unit Learning Targets
Students will ...
 Define a fluid
 Distinguish from a liquid from a gas
 Determine the magnitude of a buoyant force exerted on a floating object or a submerged object
 Explain why some objects float and some objects sink
 Calculate the pressure exerted by a fluid
 Calculate how pressure varies with depth in a fluid
 Describe fluids in terms of temperature
 Examine the motion of a fluid using the continuity equation
 Apply Bernoulli’s equation to solve fluid-flow problems
 Recognize the effects of Bernoulli’s principle on fluid motion
 Define the general properties of an ideal gas
 Use the ideal gas law to predict the properties of an ideal gas under different conditions
Evidence of Learning
Summative Assessment: 5 days
 Unit Tests
 Quizzes
 Lab Experiments and Reports
Equipment needed:
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Notebook checks
 Homework assignments
Lesson Plans
Lesson
Timeframe
Lesson 1
Lab – Determining the buoyant force on an object
2 periods (80 minutes)
using three different fluids: water, oil,
isopropanol
Lesson 2
Demonstration of buoyant force using soda cans
1 period (40 minutes)
in a fish tank with salted and unsalted water
Teacher Notes: Having the students perform the lab on buoyant force helps them to understand that the
water is producing a force opposed to gravity
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org/motion
phet.colorado.edu
Unit 5 Overview
Content Area:
Science
Unit Title:
Vibrations and Waves
Target Course/Grade Level: Chemistry/ 11th & 12th Grade
Unit Summary: In this unit students will apply the fundamentals learned in the previous units to waves
and vibrations in order to allow them to understand how light and sound moves.
Primary interdisciplinary connections:
21st century themes:
Unit Rationale:
Learning Targets
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
5.2.D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
5.2.E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
Content Statements:


Energy may be transferred from one object to another during collisions.
The motion of an object can be described by its position and velocity as functions of time and by
its average speed and average acceleration during intervals of time.
 Objects undergo different kinds of motion (translational, rotational and vibrational).
 The magnitude of acceleration of an object depends directly on the strength of the net force, and
inversely on the mass of the object. This relationship (a = Fnet/m) is independent of the nature of
the force.
CPI #
Cumulative Progress Indicator (CPI)
5.2.12.D.4
Measure quantitatively the energy transferred between objects during a
collision.
Compare the calculated and measured speed, average speed, and
acceleration of an object in motion, and account for differences that may
exist between calculated and measured values.
Compare translational and rotational motions of a thrown object and
potential applications of this understanding.
Measure and describe the relationship between the force acting on an
object and the resulting acceleration.
5.2.12.E.1
5.2.12.E.2
5.2.12.E.4
Unit Essential Questions
 Why do sound waves need a
medium through which to
travel?
 What are the differences
between infrasonic, audible
and ultrasonic sound waves?
 How do the seven types of
electromagnetic radiation
differ from each other?
Unit Enduring Understandings
 Sound waves are longitudinal waves that travel parallel to the direction
in which they move. In order to do so, these types of waves need to
vibrate a medium.
 Audible sound waves are those humans can hear they are between 20
Hz and 20,000 Hz. Infrasonic sound waves are below 20 Hz while
ultrasonic sound waves are above 20,000 Hz, both are inaudible to the
human ear.
 While the seven types of electromagnetic radiation all travel at the
same speed (3.0 x 108 m/s), they differ in wavelength and frequency.
As the wavelength increases the frequency decreases.
Unit Learning Targets
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Identify the conditions of simple harmonic motion
Explain how force, velocity, and acceleration change as an object vibrates with simple harmonic motion
Calculate the spring force using Hooke’s law
Identify the amplitude of vibration
Recognize the relationship between period and frequency
Calculate the period and frequency of an object vibrating with simple harmonic motion
Distinguish between pulse waves and periodic waves
Interpret waveforms of transverse and longitudinal waves
Apply the relationship among wave speed, frequency and wavelength to solve problems
Apply the super position principle
Differentiate between constructive and destructive interference
Predict when a reflected wave will be inverted
Identify nodes and antinodes on a standing wave
Explain how sounds are produced
Relate frequency and pitch
Compare the speed of sound in various media
Recognize the Doppler effect and determine the direction of a frequency shift when there is relative
motion between a source and an observer
Calculate the intensity of sound waves
Relate intensity, decibel level and perceived loudness
Explain why resonance occurs
Identify the components of the electromagnetic spectrum
Calculate the frequency or wavelength of electromagnetic radiation
Recognize that light has a finite speed
Distinguish between specular and diffuse reflection of light
Apply the law of reflection for flat mirrors
Describe the nature of images formed by flat mirrors
Distinguish between real and virtual images
Distinguish between images produced by convex and concave mirrors
Recognize situations in which refraction will occur
Identify which direction light will bend when it passes from one medium to another
Solve problems using Snell’s law
Evidence of Learning
Summative Assessment: 5 days
 Quizzes
 Unit Tests
 Lab Experiments and Reports
Equipment needed:
Teacher Resources:
Formative Assessments
 Classroom questions and answers
 Homework assignments
Lesson Plans
Lesson
Lesson 1
Lab – Hooke’s Law
Lesson 2
Demonstration of different wave types on a large
spring
Lesson 3
Lab – Snell’s Law – refraction of light through a
piece of glass
Timeframe
2 periods (80 minutes)
1 period (40 minutes)
2 periods ( 80 minutes)
Teacher Notes:
The demonstration of the types of waves: longitudinal and transverse on the large spring is essential in the
students’ visualization of the waves
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
www.khanacademy.org
phet.colorado.edu
VI. Benchmarks
1. By the end of semester 1, the student will be able to:
a. Identify activities and fields that involve the major areas within physics
b. Describe the processes of the scientific method
c. Describe the role of models and diagrams in physics
d. Describe motion in terms of displacement, time and velocity
e. Calculate the displacement of an object traveling at a known velocity for a specific time interval
f. Construct and interpret graphs of position versus time
g. Describe motion in terms of changing velocity
h. Compare graphical representations of accelerated and non-accelerated motions
i. Apply kinematic equations to calculate distance, time or velocity under conditions of constant
acceleration
j. Relate the motion of a freely falling body to motion with constant acceleration
k. Calculate displacement, velocity, and time at various points in the motion of a freely falling object
l. Compare the motions of different objects in free fall
m. Distinguish between a scalar and a vector
n. Add and subtract vectors using the graphical method
o. Multiply and divide vectors and scalars
p. Resolve vectors into components using sine and cosine functions
q. Recognize examples of projectile motion
r. Describe the path of a projectile as a parabola
s. Resolve vectors into their components and apply the kinematic equations to solve problems involving
projectile motion
t. Describe situations in terms of frame of reference
u. Explain how force affects the motion of an object
v. Distinguish between contact forces and field forces
w. Interpret and construct free-body diagrams
x. Explain the relationship between the motion of an object and the net external force acting on it
y. Determine the net external force on an object
z. Calculate the force required to bring an object into equilibrium
aa. Describe the acceleration of an object in terms of its mass the net external force acting on it
bb. Predict the direction and magnitude of the acceleration caused by a known net external force
cc. Identify action-reaction pairs
dd. Explain the difference between mass and weight
ee. Find the direction and magnitude of the normal force
ff. Use coefficients of friction to calculate frictional force
gg. Recognize the difference between the scientific and ordinary definitions of work
hh. Define work, relating it to force and displacement
ii. Identify where work is being performed in a variety of situations
jj. Calculate the net work done when many forces are applied to an object
kk. Distinguish between potential and kinetic energy
ll. Calculate the kinetic energy of an object
mm. Calculate the potential energy of an object with an object’s position
nn. Identify situations in which conservation of mechanical energy is valid
oo. Solve problems using conservation of mechanical energy
pp. Apply the work-kinetic energy theorem to solve problems
qq. Relate the concepts of energy, time and power
rr. Explain the effect of machines on power and work
ss. Compare the momentum of different moving objects
tt. Compare the momentum of the same object moving with different velocities
uu. Describe changes of momentum in terms of force and time
vv. Describe the interaction between two objects in terms of the change in momentum of each object
ww. Compare the total momentum of two objects before and after they interact
xx. State the law of conservation of momentum
yy. Predict the final velocities of objects after collisions, given their initial velocities
zz. Identify the different types of collisions
aaa. Determine the decrease in kinetic energy during perfectly inelastic collisions
bbb. Compare conservation of momentum and conservation of kinetic energy in perfectly inelastic and
elastic collision
ccc. Relate the temperature to the kinetic energy of atoms and molecules
ddd. Describe the changes in the temperatures of two objects reaching thermal equilibrium
eee. Identify the various temperature scales and be able to convert from scale to another
fff. Explain heat as the transfer of energy between substances that are at different temperatures
ggg. Relate heat and temperature change on the macroscopic level to particle motion on the microscopic
level
hhh. Apply the principle of energy conservation to calculate changes in potential, kinetic, and internal
energy
iii. Perform calculations with specific heat capacity
jjj. Perform calculations involving latent heat
kkk. Interpret the various sections of a heating curve
2. By the end of semester 2, the student will be able to:
a. Relate radians to degrees
b. Calculate angular displacement using the arc length and distance from the axis of rotation
c. Calculate angular speed or angular acceleration
d. Solve problems using the kinematic equations for rotational motion
e. Find the tangential speed of a point on a rigid rotating object using the angular speed and the radius
f. Solve problems involving tangential acceleration
g. Solve problems involving centripetal acceleration
h. Calculate the force that maintains circular motion
i. Explain how the apparent existence of an outward force in circular motion can be explained as inertia
resisting the force that maintains circular motion
j. Apply Newton’s Universal law of gravitation to find the gravitational force between two masses
k. Recognize the difference between a point mass and an extended object
l. Distinguish between torque and force
m. Calculate the magnitude of a torque on an object
n. Identify the lever arm associated with a torque on an object
o. Identify the center of mass of an object
p. Distinguish between mass and moment of inertia
q. Define a fluid
r. Distinguish from a liquid from a gas
s. Determine the magnitude of a buoyant force exerted on a floating object or a submerged object
t. Explain why some objects float and some objects sink
u. Calculate the pressure exerted by a fluid
v. Calculate how pressure varies with depth in a fluid
w. Describe fluids in terms of temperature
x. Examine the motion of a fluid using the continuity equation
y. Apply Bernoulli’s equation to solve fluid-flow problems
z. Recognize the effects of Bernoulli’s principle on fluid motion
aa. Define the general properties of an ideal gas
bb. Use the ideal gas law to predict the properties of an ideal gas under different conditions
cc. Identify the conditions of simple harmonic motion
dd. Explain how force, velocity, and acceleration change as an object vibrates with simple harmonic
motion
ee. Calculate the spring force using Hooke’s law
ff. Identify the amplitude of vibration
gg. Recognize the relationship between period and frequency
hh. Calculate the period and frequency of an object vibrating with simple harmonic motion
ii. Distinguish between pulse waves and periodic waves
jj. Interpret waveforms of transverse and longitudinal waves
kk. Apply the relationship among wave speed, frequency and wavelength to solve problems
ll. Apply the super position principle
mm. Differentiate between constructive and destructive interference
nn. Predict when a reflected wave will be inverted
oo. Identify nodes and antinodes on a standing wave
pp. Explain how sounds are produced
qq. Relate frequency and pitch
rr. Compare the speed of sound in various media
ss. Recognize the Doppler effect and determine the direction of a frequency shift when there is relative
motion between a source and an observer
tt. Calculate the intensity of sound waves
uu. Relate intensity, decibel level and perceived loudness
vv. Explain why resonance occurs
ww. Identify the components of the electromagnetic spectrum
xx. Calculate the frequency or wavelength of electromagnetic radiation
yy. Recognize that light has a finite speed
zz. Distinguish between specular and diffuse reflection of light
aaa. Apply the law of reflection for flat mirrors
bbb. Describe the nature of images formed by flat mirrors
ccc. Distinguish between real and virtual images
ddd. Distinguish between images produced by convex and concave mirrors
eee. Recognize situations in which refraction will occur
fff. Identify which direction light will bend when it passes from one medium to another
ggg. Solve problems using Snell’s law
VII. Evaluations `
Tests
Quizzes
Midterm Exam
Final Exam
Projects
Laboratory Experiments
Class Participation
Homework
VIII.
Affirmative Action – evidence of
A-1 Minorities and females incorporated in plans.
A-2 Human relations concepts are being taught.
A-3 Teaching plans to change ethnic and racial stereotypes.
IX.
Bibliography, Materials and Resources
Teacher prepared materials
Software materials
Probeware:
(Dell Computer with Pasco probeware)
Textbook:
Holt Physics
Serway, R and Faugh, J.
Holt, 1999