CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Unit: Work, Power, and Efficiency (H.P.3A)
Standard: H.P.3 The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the
conservation of energy.
Conceptual Understanding: Work and Energy are equivalent to each other as summarized in the Work-Energy Principle. Doing work causes a change in
mechanical energy; energy is the ability to do work. The rate of work done is power. Efficiency is the ratio of energy output to energy input.
Important to Note:
All files referred to are on the website http://ccsdphysics.weebly.com/ organized by unit, except for tests.
3A and 3B (modeling conservation of energy) are overlapping standards. It makes sense to introduce the energy bar charts (LOL diagrams) when
introducing the work-kinetic energy principle. Then when other types of energy are introduced in 3B, the same modeling method is used.
H.P.3A.3 addresses how energy is conserved in elastic and inelastic collisions. This is a question of sequence. If momentum is taught after energy, then
this objective should be addressed within the momentum unit. If momentum is taught first, then momentum needs to be revisited during the energy unit
to address the changes in kinetic energy. However, the losses in a collision are not all due to work; some thermal energy is produced in collisions. This
should be addressed with energy models such as the LOL diagram.
Unit Engagement/Anchor Activity Suggestions
A pre-assessment about energy and efficiency can be a great way to start this unit that includes 3A and 3B. It is helpful to give students a chart of
all possible forms of energy and give them an explore activity to make models (diagrams) for energy transformations that occur throughout the
entire H.P.3 standard. A GT option is provided in which students generate their own lists of all of the types of energy rather than being given a list.
Beginning the unit with the big ideas presented in the Big History Project introductory video can bring about some great cross-curricular
discussions. There are also connections with the laws of thermodynamics addressed in Standard 3C.
Formative Assessment Opportunities
Standard
H.P.3A.1 and H.P.3A.2
H.P.3A.4 and H.P.3A.5
Assessment items
Quiz on LOL diagrams applied to work-kinetic energy scenarios
Human Power Lab
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Summative Assessment Opportunities
Standard
Assessment Items
Momentum SLO Lab (for Kinetic Energy loss calculations)
Roller Coaster Project
H.P.3A.3
H.P.3A.1, H.P.3A.2, H.P.3B.1, H.P.3B.2
Investigations and Resources
Part 1. Introduction to 3A and 3B
2014 science
performance
indicators
General H.P.3
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 What are all of
the types of
energy?
 In what ways
can energy be
classified?
(potential and
kinetic,
mechanical and
nonmechanical)
Give students a list of energy types
and have them make energy
diagrams
Classify all types of
energy correctly
OR
GT option: students generate list
of energy types and classify them
logically (some students will come
up with cause and effect, similar to
potential and kinetic)
Diagram energy
transformations
(such as in burning a
match)
Discover that heat is
a product of most
energy
transformations
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
Holt Physics Chapter 5 Section 2
Vocabulary
(tier 2 and 3)
Mechanical
energy
Energy Introduction.doc
(includes a table classifying and
defining each type of energy)
Non-mechanical
energy
Energy Pre-Assessment
kinetic energy
GT option: “GT Energy Mini Unit”
that addresses 3A.1, 3A.2, 3B.1, 3B.2
potential energy
Elastic potential
Energy
Thermal energy
Radiant energy
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Part 2: Work and Kinetic Energy (H.P.3A.1 and H.P.3A.2)
2014 science
performance
indicators
H.P.3A.1 Use
mathematical and
computational
thinking to
determine the
work done by a
constant force
(W=Fd)
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 Is work done in
every case in
which a force is
applied?
 What is
negative work?
Activity: determine and draw the
direction of the applied force and
the displacement for several
scenarios. Then read Section 1
and apply the equation W=Fd
cosθ to determine whether work
is done and whether it is positive or
negative.
 Explain what
condition must
be met in order
for work to be
done
Discuss Explore activity. Explain
the meaning of joule and calculate
work in the explore activity
problems.
 Calculate work
correctly with
units
 Calculate kinetic
energy correctly
with units
 Apply the workkinetic energy
theorem to
problems in
which work
either takes
away energy
(friction) or adds
energy (hitting a
baseball)
H.P.3A.2 Use
 How far will a
mathematical and
car travel if a
computational
particular
thinking to analyze
frictional
problems dealing
force is
with the work
applied?
done on or by an
object and its
change in energy
Introduce LOL diagrams and
demonstrate how to model work
on a system (positive or negative
work) and how to generate an
equation from the model.
Independent practice with
modeling and solving work-kinetic
energy problems
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
Work Scenarios Problem Set.doc
Vocabulary
(tier 2 and 3)
Holt Chapter 5 Section 1
work
joule
kinetic energy
https://kellyoshea.wordpress.com/2
012/03/05/energy-bar-charts-loldiagrams/
Work-Kinetic Energy Problem Set
Work-kinetic
energy theorem
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Part 3: Power and Efficiency (H.P.3A.4 and H.P.3A.5)
2014 science
Focus question
performance
indicators
H.P.3A.4 Plan and  Which muscle
conduct controlled
group is the
scientific
most
investigations to
powerful?
determine the
 How is power
power output of
output
the human body.
different from
work?
 How do you
quantify
efficiency?
 How efficient is
the human
body at
converting
stored energy
into useful
work?
H.P.3A.5 Obtain
 How efficient
and communicate
can an
information to
appliance be if
describe the
its purpose is
efficiency of
to generate
everyday
heat?
machines (such as
automobiles, hair
dryers,
refrigerators, and
washing
machines)
Activity Description
5 E Cycle
Expected outcome –
learning goal
Lab Activity: Using the power
equation (P = W/t) and the work
equation, design a lab in which 4
muscle groups are tested. Clearly
define the force, distance and time
of each measurement (i.e. is the
time for 10 push-ups?)
 Clearly
documented lab
design
 Successful
measurements
of power
 Comparison of
power output of
each muscle
group.
 Calculate
efficiency of the
human body
 Define efficiency as work
output/work input OR (energy
input – energy loss)/ energy
input
 Guided practice with efficiency
problems
 Determine whether certain
appliances are designed to
maximize efficiency or whether
the heat output is important its
function
 Apply the
efficiency
equations to a
variety of
everyday
appliances.
 Compare
efficiency of
human body to
cars, machines
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
Holt Physics Chapter 5 Section 4
Vocabulary
(tier 2 and 3)
Human Power Lab.doc
efficiency
power
work input
work output
energy loss
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Kinetic Energy in Collisions (H.P.3A.3)
Note: Some teachers will choose to teach momentum before energy. They will need to revisit this topic when they teach the energy unit. Teachers
who put momentum after energy will place this topic in the momentum unit.
2014 science
performance
indicators
H.P.3A.3 Obtain
information to
communicate how
energy is
conserved in
elastic and
inelastic collisions.
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 If kinetic
energy
decreases,
what forms of
energy
increase?
 How can the
change in
kinetic energy
be used to
classify a
collision?
Activity: Read Section 3 and
classify several collisions.
 Develop criteria
to classify
collisions.
 Calculate ∆KE
and determine
% KE loss for
inelastic and
perfectly
inelastic
collisions
Activity: perform collisions and
measure velocities before and after
so that energy calculations may be
made.
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
Holt Physics Chapter 6 Section 3
Vocabulary
(tier 2 and 3)
Momentum SLO Lab has a KE
component.
Inelastic
collision
Elastic collision
Perfectly
inelastic
collision