Western Wayne School District
Planned Course
Honors Physics
Course Name: Honors Physics
Days-Number ____________________Grade(s)________10-12_____________
Or Check One ( )
___________Quarter
___________Semester
_____X______Full Year
Course Description: Honors Physics 1 ½ credits
The course is divided into two hundred and seventy forty-two minute periods.
This is an honors course for students who have a strong interest in the physical sciences
and may be pursuing a career in engineering and/or science. The course will cover topics
in both classical and modern physics with strong emphasis on the mathematical
mechanics of physics. Topics include Newtonian mechanics and fluid mechanics and
thermal physics. A strong background in math is encouraged. This class will include
lecture, as well as, a hands-on laboratory component. Students will be required to
maintain a scientific notebook. Summer work may be required. [Prerequisites: Successful
completion of 421- Algebra I, with a minimum of 85 or better, 460-Precalculus (may be
taken simultaneously); Successful completion of 531-Earth Science and 541- Inquiry
Biology w/Lab or Inquiry Biology w/Lab Honors] (less early dismissal, meetings, 2
hour delay, 4- Sight, PSSA, Final Exam testing)
Meetings Per six day cycle: 9
Length of Each Session: forty-two minute periods
Materials: Texts and extensive list of supplement materials
Texts: College Physics by Giancoli (Prentice Hall) and Conceptual Physics by Hewitt
(Prentice Hall)
Western Wayne School District
Planned Course Overview
Course Name: Honors Physics
Grade: 10-12
Check one ( )
_____Quarter
_____Semester
Standards Categories
____X_ Full Year
Time
(Periods)
Topics include Newtonian mechanics and fluid mechanics and thermal physics.
235
3.2.12.B1:
Analyze the principles of rotational motion to solve problems relating to
angular momentum and torque.
3.2.12.B2:
Explain how energy flowing through an open system can be lost.
Demonstrate how the law of conservation of momentum and conservation of
energy provide alternate approaches to predict and describe the motion of
objects.
3.2.12.B3:
Describe the relationship between the average kinetic molecular energy,
temperature, and phase changes.
3.2.12.B4: Describe conceptually the attractive and repulsive forces between
objects relative to their charges and the distance between them.
3.2.12.B5:
Research how principles of wave transmissions are used in a wide range of
technologies.
Research technologies that incorporate principles of wave transmission.
3.2.12.B6:
CONSTANCY/CHANGE
Compare and contrast motions of objects using forces and conservation laws.
3.2.12.B7:
 Examine the status of existing theories.
Evaluation(s)
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
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Evaluate experimental information for relevance and adherence to science
processes.
Judge that conclusions are consistent and logical with experimental
conditions.
Interpret results of experimental research to predict new information, propose
additional investigable questions, or advance a solution.
Communicate and defend a scientific argument.
3.2.P.B1:
Differentiate among translational motion, simple harmonic motion, and
rotational motion in terms of position, velocity, and acceleration.
Use force and mass to explain translational motion or simple harmonic
motion of objects.
Relate torque and rotational inertia to explain rotational motion.
3.2.P.B2:
Explain the translation and simple harmonic motion of objects using
conservation of energy and conservation of momentum.
Describe the rotational motion of objects using the conservation of energy
and conservation of angular momentum.
Explain how gravitational, electrical, and magnetic forces and torques give
rise to rotational motion.
3.2.P.B3:
Analyze the factors that influence convection, conduction, and radiation
between objects or regions that are at different temperatures.
3.2.P.B4:
Explain how stationary and moving particles result in electricity and
magnetism.
Develop qualitative and quantitative understanding of current, voltage,
resistance, and the connections among them.
Explain how electrical induction is applied in technology.
3.2.P.B5:
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Explain how waves transfer energy without transferring matter.
Explain how waves carry information from remote sources that can be
detected and interpreted.
Describe the causes of wave frequency, speed, and wave length.
3.2.P.B6:
Use Newton’s laws of motion and gravitation to describe and predict the
motion of objects ranging from atoms to the galaxies.
3.2.P.B7:
Compare and contrast scientific theories.
Know that both direct and indirect observations are used by scientists to
study the natural world and universe.
Identify questions and concepts that guide scientific investigations.
Formulate and revise explanations and models using logic and evidence.
Recognize and analyze alternative explanations and models.
Explain the importance of accuracy and precision in making valid
measurements.
Examine the status of existing theories.
Evaluate experimental information for relevance and adherence to science
processes.
Judge that conclusions are consistent and logical with experimental
conditions.
Interpret results of experimental research to predict new information, propose
additional investigable questions, or advance a solution.
Communicate and defend a scientific argument.
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Kinematics Unit How will students describe the motion of an object be in a measurable and quantitative way?
Time
(Periods)
34
Essential Question
Is the student able to describe a frame of reference?
Is the student able to define and apply definitions of displacement,
average velocity, instantaneous velocity, and average acceleration?
Is the student able to demonstrate proficiency in solving problems using
kinematics equations, including problems involving free fall by using
the value of the acceleration due to gravity?
Is the student able to analyze motion graphs qualitatively and
quantitatively, including calculations of the slope of the tangent of an
x-versus-t graph, the slope of the v-versus-t graph, the area under the
v-versus-t graph and the area under the a-versus-t graph?
Is the student able to distinguish between vectors and scalars?
Is the student able to add vectors using graphical methods: parallelogram
and polygon methods?
Is the student able to add vectors using the component method of vector
addition?
Is the student able to describe the horizontal and vertical motion of a
projectile?
Is the student able to demonstrate proficiency in solving problems of
situations involving projectiles fired horizontally and at an angle?
Is the student able to apply the concepts of vectors to solve problems
involving relative velocity?
Western Wayne School District
Curriculum Map
Grade Level: 10-12
Science Anchor:
Evaluations(s)
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Marking Period:
Periods of
Instruction
34
Instructional Time:
Instructional Programming
(content/method)
The student is able to describe a frame of reference.
The student is able to define and apply definitions of displacement,
average velocity, instantaneous velocity, and average acceleration.
The student is able to demonstrate proficiency in solving problems using
kinematics equations, including problems involving free fall by using
the value of the acceleration due to gravity.
The student is able to analyze motion graphs qualitatively and
quantitatively, including calculations of the slope of the tangent of an
x-versus-t graph, the slope of the v-versus-t graph, the area under the
v-versus-t graph and the area under the a-versus-t graph.
The student is able to distinguish between vectors and scalars.
The student is able to add vectors using graphical methods: parallelogram
and polygon methods.
The student is able to add vectors using the component method of vector
addition.
The student is able to describe the horizontal and vertical motion of a
projectile.
The student is able to demonstrate proficiency in solving problems of
situations involving projectiles fired horizontally and at an angle.
The student is able to apply the concepts of vectors to solve problems
involving relative velocity.
Evaluation
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Newton’s Laws of Motion Unit How will students describe the motion of an object be in a measurable and
quantitative way?
Time
(Periods)
42
Essential Question
Is the student able to distinguish between contact forces and field forces
by identifying the agent that causes the force ?
Is the student able to distinguish between mass and weight, and calculate
weight using the acceleration due to gravity ?
Is the student able to differentiate between static and kinetic friction ?
Is the student able to state and apply Newton’s first law of motion for
objects in static equilibrium?
Is the student able to demonstrate proficiency in accurately drawing and
labeling free-body diagrams?
Is the student able to state and apply Newton’s second law of motion?
Is the student able to demonstrate proficiency in solving problems that
involve objects in motion with constant acceleration by analyzing the
resultant force(s) in horizontal surfaces, inclined planes, and pulley
systems ?
Is the student able to state and apply Newton’s third law of motion ?
Evaluations(s)
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Curriculum Map
Grade Level: 10-12
Marking Period:
Periods of
Instruction
42
Science Anchor:
Instructional Time:
Instructional Programming
(content/method)
The student is able to distinguish between contact forces and field forces
by identifying the agent that causes the force .
The student is able to distinguish between mass and weight, and calculate
weight using the acceleration due to gravity .
The student is able to differentiate between static and kinetic friction .
The student is able to state and apply Newton’s first law of motion for
objects in static equilibrium.
The student is able to demonstrate proficiency in accurately drawing and
labeling free-body diagrams.
The student is able to state and apply Newton’s second law of motion.
The student is able to demonstrate proficiency in solving problems that
involve objects in motion with constant acceleration by analyzing the
resultant force(s) in horizontal surfaces, inclined planes, and pulley
systems .
The student is able to state and apply Newton’s third law of motion .
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Evaluation
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Focus Question: Work Energy Power Unit How will students describe the motion of an object be in a measurable and quantitative
way?
Time
(Periods)
23
Essential Question
Evaluations(s)
Is the student able to define and apply the concepts of work done by a
constant force, potential energy, kinetic energy, and power?
Is the student able to calculate the work from the area under the curve of
a force-versus-displacement graph?
Is the student able to distinguish between conservative and
nonconservative forces?
Is the student able to state and apply the principle of conservation of
mechanical energy ?
Is the student able to demonstrate proficiency in solving problems by
applying the work–energy theorem to situations that involve
conservative and nonconservative forces?
Western Wayne School District
Curriculum Map
Grade Level: 10-12
Science Anchor:
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Marking Period:
Periods of
Instruction
23
Instructional Time:
Instructional Programming
(content/method)
Evaluation
The student is able to define and apply the concepts of work done by a
constant force, potential energy, kinetic energy, and power.
The student is able to calculate the work from the area under the curve of
a force-versus-displacement graph.
The student is able to distinguish between conservative and
nonconservative forces.
The student is able to state and apply the principle of conservation of
mechanical energy .
The student is able to demonstrate proficiency in solving problems by
applying the work–energy theorem to situations that involve
conservative and nonconservative forces.
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Systems of Particles and Linear Momentum Unit How will students describe the motion of an object be in a
measurable and quantitative way?
Time
(Periods)
19
Essential Question
Is the student able to define and give examples of impulse and
Evaluations(s)
Teacher Made Assessments
Unit Tests
momentum ?
Is the student able to restate Newton’s second law of motion in terms of
momentum ?
Is the student able to calculate the change in momentum from the area
under the curve of a force versus time graph?
Is the student able to derive a statement of the conservation of
momentum between two objects by applying Newton’s third law?
Is the student able to define and recognize examples of elastic and
inelastic collisions ?
Is the student able to explain which conservation laws apply to each type
of collisions?
Is the student able to demonstrate proficiency in solving problems
involving conservation of momentum in collisions in one and two
dimensions?
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Curriculum Map
Grade Level:
Marking Period:
Periods of
Instruction
19
Science Anchor:
Instructional Time:
Instructional Programming
(content/method)
Evaluation
Teacher Made Assessments
Unit Tests
The student is able to define and give examples of impulse and
momentum .
The student is able to restate Newton’s second law of motion in terms of
momentum .
The student is able to calculate the change in momentum from the area
under the curve of a force versus time graph.
The student is able to derive a statement of the conservation of
momentum between two objects by applying Newton’s third law.
The student is able to define and recognize examples of elastic and
inelastic collisions .
The student is able to explain which conservation laws apply to each type
of collisions.
The student is able to demonstrate proficiency in solving problems
involving conservation of momentum in collisions in one and two
dimensions.
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Circular Motion and Rotation Unit How will students describe the motion of an object be in a measurable and
quantitative way?
Time
(Periods)
19
Essential Question
Is the student able to explain the characteristics of uniform circular
motion?
Is the student able to derive the equation for centripetal acceleration of an
object moving in a circle at constant speed?
Evaluations(s)
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Is the student able to understand that centripetal force is not a new type of
force?
Is the student able to understand that centrifugal force does not exist?
Is the student able to demonstrate proficiency in solving problems
involving banking angles, the conical pendulum and motion in a
vertical circle?
Is the student able to define and calculate the torque of a given force
about an axis of rotation?
Is the student able to state the two conditions of equilibrium (translational
and rotational) and apply them to solve for unknown forces and/or
distances in a variety of situations?
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Curriculum Map
Grade Level:
Marking Period:
Periods of
Instruction
Science Anchor:
Instructional Time:
Instructional Programming
(content/method)
19
The student is able to explain the characteristics of uniform circular
motion.
The student is able to derive the equation for centripetal acceleration of
Evaluation
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
an object moving in a circle at constant speed.
The student is able to understand that centripetal force is not a new type
of force.
The student is able to understand that centrifugal force does not exist.
The student is able to demonstrate proficiency in solving problems
involving banking angles, the conical pendulum and motion in a
vertical circle.
The student is able to define and calculate the torque of a given force
about an axis of rotation.
The student is able to state the two conditions of equilibrium
(translational and rotational) and apply them to solve for unknown
forces and/or distances in a variety of situations.
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Oscillations and Gravitation Unit How will students describe the motion of an object be in a measurable and
quantitative way?
Time
Essential Question
Evaluations(s)
(Periods)
28
Is the student able to define and identify the following terms on a
displacement-versus-time graph: equilibrium position, amplitude,
period, and frequency?
Is the student able to define simple harmonic motion?
Is the student able to use the reference circle to describe the
displacement, velocity and acceleration?
Is the student able to describe and apply Hooke’s law and Newton’s
second law to determine the acceleration as a function of
displacement?
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Is the student able to apply the principles of conservation of mechanical
energy for an object moving with simple harmonic motion?
Is the student able to derive and apply the equation to obtain the period of
a mass–spring system?
Is the student able to derive and apply the equation to obtain the period of
a simple pendulum?
Is the student able to demonstrate proficiency in solving problems
involving horizontal and vertical mass–spring systems?
Is the student able to define resonant frequency and give examples of
resonance?
Is the student able to state and apply Newton’s law of universal
gravitation?
Is the student able to describe Cavendish’s experiment to determine the
value of the universal gravitation constant?
Is the student able to derive the acceleration due to gravity at the surface
of the earth or other planets?
Is the student able to explain and apply the relationship between the
speed and the orbital radius of a satellite?
Is the student able to demonstrate proficiency in solving problems
involving apparent weightlessness in a satellite and in an elevator?
Is the student able to state Kepler’s three laws of planetary motion?
Is the student able to derive and apply Kepler’s third law of planetary
motion?
Western Wayne School District
Curriculum Map
Grade Level:
Marking Period:
Periods of
Instruction
Science Anchor:
Instructional Time:
Instructional Programming
(content/method)
28
The student is able to define and identify the following terms on a
displacement-versus-time graph: equilibrium position, amplitude,
period, and frequency.
The student is able to define simple harmonic motion.
The student is able to use the reference circle to describe the
displacement, velocity and acceleration.
The student is able to describe and apply Hooke’s law and Newton’s
second law to determine the acceleration as a function of
displacement.
The student is able to apply the principles of conservation of mechanical
energy for an object moving with simple harmonic motion.
The student is able to derive and apply the equation to obtain the period
of a mass–spring system.
The student is able to derive and apply the equation to obtain the period
of a simple pendulum.
The student is able to demonstrate proficiency in solving problems
involving horizontal and vertical mass–spring systems.
The student is able to define resonant frequency and give examples of
resonance.
The student is able to state and apply Newton’s law of universal
gravitation.
The student is able to describe Cavendish’s experiment to determine the
value of the universal gravitation constant.
The student is able to derive the acceleration due to gravity at the surface
Evaluation
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
of the earth or other planets.
The student is able to explain and apply the relationship between the
speed and the orbital radius of a satellite.
The student is able to demonstrate proficiency in solving problems
involving apparent weightlessness in a satellite and in an elevator.
The student is able to state Kepler’s three laws of planetary motion.
The student is able to derive and apply Kepler’s third law of planetary
motion.
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Fluid Mechanics Unit How will students describe the fluid motion of objects be in a measurable and quantitative
way?
Time
(Periods)
28
Essential Question
Is the student able to define atmospheric pressure, gauge pressure, and
absolute pressure, and the relationship among these terms?
Is the student able to define and apply the concept of fluid pressure?
Is the student able to state and apply Pascal’s principle in practical
situations such as hydraulic lifts?
Is the student able to state and apply Archimedes’ principle to calculate
the buoyant force?
Is the student able to demonstrate proficiency in accurately drawing and
labeling free-body diagrams involving buoyant force and other
Evaluations(s)
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
forces?
Is the student able to state the characteristics of an ideal fluid?
Is the student able to apply the equation of continuity in solving
problems?
Is the student able to understand that Bernoulli’s equation is a statement
of conservation of energy?
Is the student able to demonstrate proficiency in solving problems
involving changes in depth and/or changes in pressure and/or changes
in velocity?
Western Wayne School District
Curriculum Map
Grade Level:
Marking Period:
Periods of
Instruction
28
Science Anchor:
Instructional Time:
Instructional Programming
(content/method)
The student is able to define atmospheric pressure, gauge pressure, and
absolute pressure, and the relationship among these terms.
The student is able to define and apply the concept of fluid pressure.
The student is able to state and apply Pascal’s principle in practical
situations such as hydraulic lifts.
The student is able to state and apply Archimedes’ principle to calculate
the buoyant force.
Evaluation
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
The student is able to demonstrate proficiency in accurately drawing and
labeling free-body diagrams involving buoyant force and other
forces.
The student is able to state the characteristics of an ideal fluid.
The student is able to apply the equation of continuity in solving
problems.
The student is able to understand that Bernoulli’s equation is a statement
of conservation of energy.
The student is able to demonstrate proficiency in solving problems
involving changes in depth and/or changes in pressure and/or changes
in velocity.
Western Wayne School District
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Temperature and Heat Unit How will students describe the thermodynamics of an object be in a measurable and
quantitative way?
Time
(Periods)
10
Essential Question
Is the student able to understand and apply the mechanical equivalent of
heat?
Is the student able to describe the condition for thermal equilibrium and
define temperature?
Is the student able to define the coefficient of linear expansion and apply
the equation to calculate linear thermal expansion?
Is the student able to explain the mechanisms of heat transfer:
conduction, radiation, and convection?
Is the student able to demonstrate proficiency in solving problems
Evaluations(s)
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
involving thermal conductivity?
Western Wayne School District
Curriculum Map
Grade Level:
Marking Period:
Periods of
Instruction
10
Science Anchor:
Instructional Time:
Instructional Programming
(content/method)
The student is able to understand and apply the mechanical equivalent of
heat.
The student is able to describe the condition for thermal equilibrium and
define temperature.
The student is able to define the coefficient of linear expansion and apply
the equation to calculate linear thermal expansion.
The student is able to explain the mechanisms of heat transfer:
conduction, radiation, and convection.
The student is able to demonstrate proficiency in solving problems
involving thermal conductivity.
Western Wayne School District
Evaluation
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Unit Overview
Course Name: Honors Physics
Grades: 10 - 12
Focus Question: Kinetic Theory and Thermodynamics Unit How will students describe the thermodynamics of an object be in a
measurable and quantitative way?
Time
(Periods)
33
Essential Question
Is the student able to state and apply the gas laws: Boyle’s, Charles’s and
Gay Lussac’s ?
Is the student able to apply the Ideal Gas law and the General Gas law to
the solution of problems involving changes in volume, pressure, and
temperature?
Is the student able to state the postulates of the kinetic theory?
Is the student able to understand that the average translational energy of
molecules in a gas is directly proportional to the absolute
temperature?
Is the student able to state and apply the first law of thermodynamics?
Is the student able to define and illustrate the four thermodynamic
processes: isothermal, adiabatic, isovolumetric, isobaric process?
Is the student able to calculate of the work done by graphical methods?
Is the student able to state and understand the implications of the second
law of thermodynamics?
Is the student able to describe a typical heat engine and define the
efficiency of a heat engine?
Is the student able to understand a Carnot engine and how its efficiency is
expressed in terms of the Kelvin temperatures between which it
operates?
Is the student able to demonstrate proficiency in solving problems related
to thermodynamic processes?
Evaluations(s)
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
Western Wayne School District
Curriculum Map
Grade Level:
Marking Period:
Days of
Instruction
33
Science Anchor:
Instructional Time:
Instructional Programming
(content/method)
The student is able to state and apply the gas laws: Boyle’s, Charles’s and
Gay Lussac’s .
The student is able to apply the Ideal Gas law and the General Gas law to
the solution of problems involving changes in volume, pressure, and
temperature.
The student is able to state the postulates of the kinetic theory.
The student is able to understand that the average translational energy of
molecules in a gas is directly proportional to the absolute
temperature.
The student is able to state and apply the first law of thermodynamics.
The student is able to define and illustrate the four thermodynamic
processes: isothermal, adiabatic, isovolumetric, isobaric process.
The student is able to calculate of the work done by graphical methods.
The student is able to state and understand the implications of the second
law of thermodynamics.
Evaluation
Teacher Made Assessments
Unit Tests
Unit quizzes
Laboratories
Independent Practice
Reinforcement Activities
Formal Laboratory reports
Interactive Notebook
Formative Assessments
The student is able to describe a typical heat engine and define the
efficiency of a heat engine.
The student is able to understand a Carnot engine and how its efficiency
is expressed in terms of the Kelvin temperatures between which it
operates.
The student is able to demonstrate proficiency in solving problems
related to thermodynamic processes.