High School
Physics Honors
Instructional Plan
Seminole County Public Schools
Dept of Teaching and Learning
2014-2015
School Board of Seminole County:
Karen Almond
Tina Calderone, Ed.D
Amy Lockhart
Dede Schaffner
Superintendent:
Dr. Walt Griffin
Deputy Superintendent of Instructional Excellence and Equity:
Dr Anna-Marie Cote
High School Executive Director:
Dr Michael Blazewitz
Director of Teaching and Learning:
Dr Corbet Wilson
Secondary Science Specialist:
Dr Rachel Hallett-Njuguna
2013 Writing Committee:
Jerry Thorpe – Lake Howell HS
David Llerena – Winter Springs HS
Steve DeSanto – Lake Mary HS
Amber Morgan – Seminole HS
Sarah Zietlow – Hagerty HS
Stan Cutler – Lake Brantley HS
2014-2015 Revisions and Scales:
Dina Cavicchia – LBHS
Jerry Thorpe - LHHS
Instructional Plan for High School
Physics Honors
This Instructional Plan has been designed to support a common scope and sequence of
classroom instruction while allowing teachers to exercise their creativity when generating
lessons.
Explanation of contents
NGSSS Standards: these are the Next Generation Sunshine State Standards as mandated by
the Florida DOE to be covered during the course
Florida Standards: these are the national standards that have been adopted by Florida for Math
and Language Arts. Every science course has a few Florida standards from both content areas
embedded. These standards will not be assessed during the science course, but should be
infused throughout as part of best practices.
Learning Goals: these goals were selected/created to address the core concepts of each unit; a
student who is able to master the learning goal with confidence and accuracy, will have
mastered the benchmarks in the unit
Concepts: shorthand reference to the content covered in the indicated benchmarks to help
teachers understand the focus of the unit in a glance
Scale Vocabulary: these words can be found on the Scale as part of a student’s demonstration
of partial mastery (Level 2) of the Learning Goal for the unit. The lists include ALL of the
vocabulary from the related chapters, teachers can reduce this list at their discretion.
Textbook references: relate to Holt, Physics, Adopted 2010
Lab Component Definition from FLDOE:
Laboratory investigations that include the use of scientific inquiry, research, measurement,
problem solving, laboratory apparatus and technologies, experimental procedures, and safety
procedures are an integral part of this course. The National Science Teachers Association
(NSTA) recommends that at the high school level, all students should be in the science lab or
field, collecting data every week. School laboratory investigations (labs) are defined by the
National Research Council (NRC) as an experience in the laboratory, classroom, or the field
that provides students with opportunities to interact directly with natural phenomena or with
data collected by others using tools, materials, data collection techniques, and models (NRC,
2006, p. 3). Laboratory investigations in the high school classroom should help all students
develop a growing understanding of the complexity and ambiguity of empirical work, as well as
the skills to calibrate and troubleshoot equipment used to make observations. Learners should
understand measurement error; and have the skills to aggregate, interpret, and present the
resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Instructional Practices suggested by FLDOE:
Teaching from a range of complex text is optimized when teachers in all subject areas
implement the following strategies on a routine basis:
 Ensuring wide reading from complex text that varies in length.
 Making close reading and rereading of texts central to lessons.
 Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce
focus on the text and cultivate independence.
 Emphasizing students supporting answers based upon evidence from the text.
 Providing extensive research and writing opportunities (claims and evidence).
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
 Asking questions (for science) and defining problems (for engineering).
 Developing and using models.
 Planning and carrying out investigations.
 Analyzing and interpreting data.
 Using mathematics, information and computer technology, and computational thinking.
 Constructing explanations (for science) and designing solutions (for engineering).
 Engaging in argument from evidence.
 Obtaining, evaluating, and communicating information.
Nature of Science
1st Nine Weeks
Time Frame: 1 wk (w/in rest of year too)
Learning Goals: The student will understand and apply appropriate methods of scientific investigation, experimentation,
and research
NGSSS Benchmarks (with Complexity Level)
N.1.1 Define a problem based on physics, and do the following: pose questions about the natural world,
conduct systematic observations, examine books and other sources of information to see what is already
known, review what is known in light of empirical evidence, plan investigations, use tools to gather,
analyze, and interpret data (this includes the use of measurement in metric and other systems, and also
the generation and interpretation of graphical representations of data, including data tables and graphs),
pose answers, explanations, or descriptions of events, generate explanations that explicate or describe
natural phenomena (inferences), use appropriate evidence and reasoning to justify these explanations to
others, communicate results of scientific investigations, and evaluate the merits of the explanations
produced by others (H)
N.1.2 Describe and explain what characterizes science and its method (M)
N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific
argumentation, which depends on critical and logical thinking, and the active consideration of
alternative scientific explanations to explain the data presented (L)
N.1.4 Identify sources of information and assess their reliability according to the strict standards of
scientific investigation. (H)
N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the
world result in the same outcome. (M)
N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples
from the content being studied. (M)
N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations (L)
N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but
fails to meet the criteria for science). (H)
N.2.2 Identify which questions can be answered through science and which questions are outside the
boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as
art, philosophy, and religion. (H)
N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society (L)
Concepts
Practice of Science
Scientific
Knowledge
Scale Vocabulary
Reliability
Inference
Observation
Hypothesis
Theory
Law
Model
Control group
Experimental group
Independent (test) variable
Dependent (outcome)
variable
Accuracy
Precision
Significant figures
N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific
knowledge can change because it is often examined and re-examined by new investigations and
scientific argumentation. Because of these frequent examinations, scientific knowledge becomes
stronger, leading to its durability. (H)
N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence
the inferences and thus the explanations that they make about observations of natural phenomena and
describe that competing interpretations (explanations) of scientists are a strength of science as they are a
source of new, testable ideas that have the potential to add new evidence to support one or another of the
explanations (H)
N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing
together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory
represents the most powerful explanation scientists have to offer. (H)
N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the
disciplines of science. (M)
N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in
nature, but do not offer explanations for those relationships. (M)
Laws, Theories,
Models
N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well
supported explanations and laws are well supported descriptions.(M)
N.3.5 Describe the function of models in science, and identify the wide range of models used in science.
(M)
N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to
inform society's decision making. (M)
P.8.3 Explore the scientific theory of atoms by describing changes in the atomic model over time and
why those changes were necessitated by experimental evidence (H)
Science and Society
Atomic Theory
Additional Text Vocabulary: system, controlled experiment
Textbook references
Ancillary Materials
**Key Changes**
Chapter 1, Chapter 21 and 22 (briefly)
For 2014-2015: Continue incorporating the atomic theory information as foundational
Subject: Physics Hon
Standard(s): SC.912.N.1.1 (Science Fair), N.1.2 (Sci Methods), N.1.3 (Sci Claim), N.1.4 (Reliable Sources), N.1.5 (Replication), N.1.6 (Inferences
vs Observations), N.1.7 (Creativity), N.2.1 (What is Science), N.2.2 (Sci Questions), N.2.3 (Pseudoscience), N.2.4 (Durable and
Robust), N.2.5 (Varied Scientists), N.3.1 (Theory), N.3.2 (Consensus), N.3.3 (Laws), N.3.4 (Theories vs Laws), N.3.5 (Models),
N.4.1 (Informing Society), P.8.3 (Atomic Theory)
Topic (Keywords): Nature of Science
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0

Generate their own hypothesis, using dependent and independent variables, and conduct an experiment to provide evidence which
links to the hypothesis
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will: understand and apply appropriate methods of scientific investigation, experimentation, and research
 Define a problem and follow a procedure to provide evidence which links to their problem (N.1.1, N.1.2)
 Identify the independent and dependent variables in an experiment (N.1.1)
 Recognize the strength or usefulness of a scientific claim (N.1.3, N.4.1)
 Identify sources of information and assess their reliability (N.1.4)
 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome (N.1.5, N.2.5)
 Describe how scientific inferences are drawn from scientific observations and identify examples (N.1.6, N.1.7)
 Distinguish between questions and knowledge that are scientific in nature and those that are related to other disciplines (N.2.1, N.2.2, N.2.3)
 Explain that scientific theories are well supported explanations and scientific laws are well supported descriptions (N.2.4, N.3.1, N.3.2, N.3.3,
N.3.4)
 Describe the function of models in science, and identify the wide range of models used in science (ex. atomic theory) (N.3.5, P.8.3)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
Reliability
Law
Dependent (outcome) variable
Inference
Model
Accuracy
Observation
Control group
Precision
Hypothesis
Experimental group
Significant figures
Theory
Independent (test) variable
The student will:
 Locate credible sources of information
 Follow a procedure to provide evidence linked to a problem
 Determine the most appropriate method for organizing and presenting data
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
Force and Motion
1st Nine Weeks
Time Frame: 7-8 weeks
(due to the loss of some time at the beginning of the year, this unit may continue into the second nine weeks)
Learning Goals: The student will analyze the motion of an object in terms of its position, velocity, and acceleration over a
time interval in one-dimension or two-dimensions
The student will interpret and apply Newton's three laws of motion.
NGSSS Benchmarks (with Complexity Level)
P.12.1 Distinguish between scalar and vector quantities and
assess which should be used to describe an event. (H)
P.12.2 Analyze the motion of an object in terms of its
position, velocity, and acceleration (with respect to a frame of
reference) as functions of time. (H)
Concepts
Kinematics
Linear Motion
P.12.3 Interpret and apply Newton's three laws of motion. (H)
P.10.10 Compare the magnitude and range of the four
fundamental forces (gravitational, electromagnetic, weak
nuclear, strong nuclear) (M)
Forces
Newton’s Laws
Scale Vocabulary
Speed (average,
Acceleration (average,
instantaneous, constant) constant, gravitational)
Distance
Vector
Resultant
Magnitude
Components
Range
Velocity (average,
Displacement
instantaneous, constant) Scalar
Free fall
Direction
Vector addition
Launch angle
Projectile
Force
Free body diagram
Newton’s Laws of Motion
Inertia
Net force
Mass
Weight
Normal force
Friction
Air resistance
Gravitational force
Additional Text Vocabulary: equilibrium, static friction, kinetic friction, coefficient of friction
Textbook references
Ancillary Materials
**Key Changes**
Chapters 2,3,4
*would be a good opportunity to blend some CCSS Math standards.
Subject: Physics Hon
Standard(s): SC.912.P.12.1 (Scalar vs Vector), P.12.2 (Motion)
Topic (Keywords): Kinematics and Linear Motion
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:

Resolve vectors into their components and apply the kinematic equations to solve problems involving projectile motion.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: analyze the motion of an object in terms of its position, velocity, and acceleration over a time interval in onedimension or two-dimensions
3.0







Construct and interpret graphs of position versus time and velocity vs time. (P.12.2)
Calculate the displacement of an object traveling at a known velocity for certain time. (P.12.2)
Relate the motion of a freely falling body to motion with constant acceleration. (P.12.2)
Add and subtract vectors by drawing vector diagrams. (P.12.1)
Identify appropriate coordinate systems for solving problems with vectors. (P.12.1)
Apply the Pythagorean theorem and tangent functions to calculate a resultant vector. (P.12.1)
Resolve vectors into components using the sine and cosine functions. (P.12.1)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Speed (average, instantaneous, constant)
Velocity (average, instantaneous, constant)
Acceleration (average, constant, gravitational)
Displacement
2.0
Distance
Free fall
Vector
Scalar
Resultant
Vector addition
Magnitude
Direction
Components
Projectile
Range
Launch angle
The student will:
 Describe the motion of an object in terms of displacement, time, velocity, and acceleration.
 Compare motion graphs of accelerated and non-accelerated motions.
 Compare the motions of different objects in free fall.
 Identify scalar and vector quantities.
 Recognize examples of projectile motion.
 Describe the path of a projectile.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
Subject: Physics Hon
Standard(s): SC.912.P.12.3 , P.10.10
Topic (Keywords): Newton’s Laws
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Calculate the force required to bring an object into equilibrium
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: interpret and apply Newton's three laws of motion.
3.0




Interpret and construct free body diagrams including gravitational force.
Explain the relationship between the motion of an object and the net external force acting on the object.
Determine the net external force on an object.
Predict the direction and magnitude of the acceleration caused by a known net force.
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Force
Net force
Friction
Free body diagram
Mass
Air resistance
Newton’s Laws of Motion
Weight
Gravitational force
Inertia
Normal force
2.0
The student will:
 Describe how force affects the motion of an object.
 Identify action-reaction pairs.
 Explain the difference between mass and weight.
 Describe air resistance as a form of friction.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Work, Energy, and Power
2nd Nine Weeks
Time Frame: 2-3 weeks
Learning Goals: The student will differentiate among forms of energy and recognize energy transformations (i.e. in terms of work and
power).
NGSSS Benchmarks (with Complexity Level)
Concepts
Scale Vocabulary
P.10.3 Compare and contrast work and power qualitatively and
quantitatively (M)
P.10.1 Differentiate among the various forms of energy and
recognize that they can be transformed from one form to others (M)
Work
Power
Energy
Kinetic Energy (average
molecular)
Potential Energy
(gravitational, elastic)
Power
Work
Work-kinetic energy theorem
Spring constant (Hook’s Law)
Mechanical energy
Heat
Entropy
Temperature
P.10.6 Create and interpret potential energy diagrams, for example:
chemical reactions, orbits around a central body, motion of a
pendulum
P.10.2 Explore the Law of Conservation of Energy by differentiating among
open, closed, and isolated systems and explain that the total energy in an
isolated system is a conserved quantity (H)
P.10.8 Explain entropy’s role in determining the efficiency of processes that
convert energy to work.
P.10.7 Distinguish between endothermic and exothermic chemical reactions
P.10.4 Describe heat as the energy transferred by convection, conduction, and
radiation, and explain the connection of heat to change in temperature or states
of matter (H)
P.8.1 Differentiate among the four states of matter (M)
L.18.12 Discuss the special properties of water that contribute to Earth’s
suitability as an environment for life: cohesive behavior, ability to moderate
temperature, expansion upon freezing, and versatility as a solvent (M)
P.10.5 Relate temperature to the average molecular kinetic energy (M)
Energy Transformations
Potential Energy Diagrams
Chemistry Connections:
Conservation of Energy
Heat Energy
States of Matter
Water
Molecular Kinetic Energy
Additional Text Vocabulary: temperature, internal energy, thermal equilibrium, specific heat capacity, calorimetry, phase change, latent heat,
system, isovolumetric process, isothermal process, adiabatic process, cyclic process
Textbook references
Ancillary Materials
**Key Changes**
Chapter 5, Chapter 9 (to support Chemistry Standards from Thermodynamics)
For 2014-2015: the Thermodynamics Unit has been merged here to allow for better connections to be made
between Chemistry material already learned and new Physics content within the same benchmark.
Subject: Physics Hon
Standard(s): SC.912.P.10.3 (Work vs Power), P.10.1 (Energy Transformations), P.10.6 (Potential Energy Diagrams)
Chemistry Connection Standards: P.10.2 (Conservation of Energy), P.10.4 (Energy transfer), P.10.5 (Temp vs Avg KE), P.10.7 (Endo
vs Exo), P.10.8 (Entropy), P.8.1 (States of Matter), L.18.12 (Special Props of Water)
Topic (Keywords): Work, Energy, and Power
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Solve problems using conservation of mechanical energy.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: differentiate among forms of energy and recognize energy transformations (i.e. in terms of work and power)
3.0







Calculate the net work done when many forces are applied to an object. (P.10.3)
Calculate kinetic energy for an object. (P.10.5)
Relate temperature to the average molecular kinetic energy for different states of matter (esp water) (P.10.5, P.8.1, L.18.12)
Apply the work-kinetic energy theorem to solve problems. (P.10.3)
Calculate the potential energy associated with an object’s position. (P.10.6)
Identify situations in which conservation of energy is valid. (P.10.1, P.10.2, P.10.7)
Relate the concepts of energy, time, work, and power. (P.10.3, P.10.8)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Energy
Work
Kinetic Energy (average molecular)
Work-kinetic energy theorem
Potential Energy (gravitational, elastic)
Spring constant (Hook’s Law)
Power
Mechanical energy
2.0
Heat
Entropy
Temperature
The student will:
 Define work by relating it to force and displacement.
 Identify where work is being performed in a variety of situations.
 Distinguish between kinetic and potential energy.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Momentum
2nd Nine Weeks
Time Frame: 1-2 weeks
Learning Goals: The student will apply the laws of conservation of momentum to interactions, such as collisions between
objects.
NGSSS Benchmarks (with Complexity Level)
P.12.5 Apply the law of conservation of linear momentum to
interactions, such as collisions between objects (H)
P.12.6 Quantitatively apply the concept of angular momentum
Additional Text Vocabulary: perfectly inelastic collision
Textbook references
Ancillary Materials
**Key Changes**
Chapter 6 and Appendix J
Concepts
Collisions
Scale Vocabulary
Momentum (linear, angular)
Impulse
Collision
Conservation
Elastic
Inelastic
Subject: Physics Hon
Standard(s): SC.912.P.12.5 (Law of Conservation of Linear Momentum), P.12.6 (Angular Momentum)
Topic (Keywords): Momentum
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Predict the final velocities of objects after collisions, given the initial velocities.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: apply the laws of conservation of momentum to interactions, such as collisions between objects.
3.0





Compare the momentum of different moving objects or of the same object moving with different velocities. (P.12.5, P.12.6)
Describe changes in momentum in terms of force and time. (P.12.5, P.12.6)
Describe the interaction between two objects in terms of the change in momentum of each object. (P.12.5, P.12.6)
Compare the total momentum of two objects before and after they interact. (P.12.5, P.12.6)
Compare conservation of momentum and conservation of kinetic energy in perfect inelastic and elastic collisions. (P.12.5, P.12.6)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
 Momentum (linear, angular)
 Impulse
 Collision
 Conservation
 Elastic
 Inelastic
The student will:
 Identify different types of collisions.
 Identify examples of change in the momentum of an object.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Circular Motion and Gravitation
2nd Nine Weeks
Time Frame: 2-3 weeks
Learning Goals: The student will develop logical connections through physical principles about space, including Kepler's and Newton's Laws
about relationships and effects of Earth, Moon, and Sun on each other.
NGSSS Benchmarks (with Complexity Level)
P.12.4 Describe how the gravitational force between two objects depends on
their masses and the distance between them. (M)
P.12.7 Recognize that nothing travels faster than the speed of light in vacuum
which is the same for all observers no matter how they or the light source are
moving. (L)
P.12.8 Recognize that Newton's Laws are a limiting case of Einstein's Special
Theory of Relativity at speeds that are much smaller than the speed of light.
(L)
P.12.9 Recognize that time, length, and energy depend on the frame of
reference. (L)
E.5.6 Develop logical connections through physical principles, including
Kepler's and Newton's Laws about the relationships and the effects of Earth,
Moon, and Sun on each other. (H)
E.5.2 Identify patterns in the organization and distribution of matter in the
universe and the forces that determine them.
Additional Text Vocabulary: gravitational force, torque, lever arm
Textbook references
Ancillary Materials
**Key Changes**
Chapter 7 and Appendix J
Concepts
Gravity
Free body diagrams
Newton’s Laws
Relativity
Big Bang
Kepler
Scale Vocabulary
Tangential speed
Angular speed
Centripetal acceleration
Centripetal force
Law of Gravitation
Kepler’s First Law
Kepler’s Second Law
Kepler’s Third Law
Eccentricity
Perihelion
Aphelion
General relativity
Special relativity
Time dilation
Length contraction
Relativistic mass
Subject: Physics Hon
Standard(s): SC.912.P.12.4 (Gravitational force), P.12.7 (Speed of Light), P.12.8 (Newton and Einstein), P.12.9 (Frame of Reference),
E.5.6 (Newton and Kepler), E.5.2 (Matter in the Universe)
Topic (Keywords): Circular Motion and Gravitation
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Apply Newton’s law of universal gravitation to find the gravitational force between two objects.
 Solve problems involving orbital speed and period.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: develop logical connections through physical principles about space, including Kepler's and Newton's Laws
about relationships and effects of Earth, Moon, and Sun on each other.


3.0






Solve problems involving centripetal acceleration and force. (E.5.6)
Explain how the apparent existence of an outward force in circular motion can be explained as inertia resisting the centripetal force.
(E.5.6)
Explain how Newton’s law of universal gravitation accounts for various phenomena, including satellite and planetary orbits, falling objects,
and the tides. (E.5.6, E.5.2)
Describe Kepler’s laws of planetary motion. (E.5.6, E.5.2)
Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed
of light. (P.12.8)
Describe how the gravitational force between two objects depends on their masses and the distance between them. (P.12.4)
Recognize that nothing travels faster than the speed of light in vacuum, which is the same for all observers no matter how they or the light
source are moving. (P.12.7)
Recognize that time, length, and energy depend on the frame of reference. (P.12.9)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
Tangential speed
Law of Gravitation
Eccentricity
Special relativity
Angular speed
Kepler’s First Law
Perihelion
Time dilation
Centripetal acceleration
Kepler’s Second Law
Aphelion
Length contraction
Centripetal force
Kepler’s Third Law
General relativity
Relativistic mass
The student will:
 Differentiate between linear motion and angular motion
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
Electromagnetism
3rd Nine Weeks
Time Frame: 7-8 weeks
(can be taught after Waves at the teacher’s discretion)
Learning Goals: The student will relate the configuration of static charges to the electric field and electric force.
The student will investigate and explain the relationships among current, voltage, resistance, and power.
The student will explain the relationship between moving charges and magnetic fields as well as changing magnetic fields and
electric fields, and their application to modern technologies.
NGSSS Benchmarks (with Complexity Level)
P.10.10 Compare the magnitude and range of the Four
Fundamental Forces (gravitational, electromagnetic, weak
nuclear, strong nuclear) (M)
P.10.13 Relate the configuration of static charges to the electric
field, electric force, electric potential, and electric potential
energy (H)
P.8.4 Explore the scientific theory of atoms by describing the
structure of atoms in terms of protons, neutrons, and electrons,
and differentiate among these particles in terms of their mass,
electrical charges, and locations within the atom. (H)
P.10.14 Differentiate among conductors, semiconductors, and
insulators (M)
P.10.15 Investigate and explain the relationships among current,
voltage, resistance, and power (H)
P.10.16 Explain the relationship between moving charges and
magnetic fields as well as changing magnetic fields and electric
fields, and their application to modern technologies.
Concepts
Electrostatics
Electricity
Magnetic Fields
Scale Vocabulary
Electric charge
Conductor
Insulator
Charge by
contact
Static charges
Charge by
induction
Charge by
polarization
Electric force
Coulomb’s Law
Equilibrium
Field force
Electric field
Electric field line
Resistance
Voltage
Current
Ohm’s Law
Capacitor
Electric potential
energy
Capacitance
Electric potential
Potential
difference
Energy Electric
power
Schematic
diagram
Open switch
Closed Switch
Capacitor
Resistor
Load
Short circuit
Series circuit
Parallel Circuit
Magnetic
Magnetic field
Magnetic pole
Magnetic domain
Solenoid
Electromagnetic
induction
Motor
Generator
Additional Text Vocabulary: drift velocity, alternating current, back emf, mutual inductance, rms current, transformer, electromagnetic
radiation, photon
Textbook references
Ancillary Materials
**Key Changes**
Chapters 16, 17, 18, 19, & 20
Subject: Physics Hon
Standard(s): SC.912.P.10.10 (Electromagnetic Force), P.10.13 (Static Charges), P.10.14 (Conductors and Insulators), P.8.4 (Atomic
Particles)
Topic (Keywords): Electrostatics
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Calculate electric force using Coulomb’s Law.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: relate the configuration of static charges to the electric field and electric force.
3.0




Compare electric force with gravitational force. (P.10.10, P.8.4)
Calculate electric field strength. (P.10.13)
Draw and interpret electric field lines. (P.10.13)
Differentiate between conductors, insulators, and semiconductors. (P.10.14)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Electric charge
Charge by induction
Equilibrium
2.0
Conductor
Charge by polarization
Field force
Insulator
Electric force
Electric field
Charge by contact
Coulomb’s Law
Electric field line
Static charges
The student will:
 Understand the basic properties of electric charge.
 Distinguish between charging by contact, induction, and polarization.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Subject: Physics Hon
Standard(s): SC.912.P.10.13 (Electric Fields, Force, Potential), P.10.15 (Current, Voltage, Resistance, Power)
Topic (Keywords): Electricity
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Relate electric power to the rate at which electrical energy is converted to other forms of energy.
 Calculate electric power and the cost of running electrical appliances.
 Calculate the equivalent resistance for a complex circuit involving both series and parallel portions.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate and explain the relationships among current, voltage, resistance, and power.
3.0







Solve problems involving electrical energy and potential difference. (P.10.13)
Relate capacitance to the storage of electrical potential energy in the form of separated charges. (P.10.13
Calculate the capacitance and energy stored in a capacitor. (P.10.14)
Calculate resistance, current, and potential different by using the definition of resistance. (P.10.14)
Deduce the voltage across the circuit load, given the voltage across the battery’s terminals. (P.10.14)
Calculate the equivalent resistance for a circuit of resistors in series, and find the current in and voltage across each resistor for the circuit.
(P.10.14)
Calculate the equivalent resistance for a circuit of resistors in parallel, and find the current in and voltage across each resistor for the circuit.
(P.10.14)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
Resistance
Capacitor
Potential difference
Open switch
Ohm’s Law
Short circuit
Voltage
Electric potential energy
Energy
Closed Switch
Capacitor
Series circuit
Current
Capacitance
Electric power
Electric potential
Resistor
Parallel Circuit
Load
Schematic diagram
The student will:
 Describe the energy conversions that occur in a battery.
 Distinguish between electrical potential energy, electric potential, and potential difference.
 Distinguish between ohmic and non-ohmic materials, and identify what factors affect resistance.
 Differentiate between direct current and alternating current.
 Describe the basic properties of electric current, and solve problems relating current, charge, and time.
 Identify circuits as open or closed.



Draw a schematic diagram, given an arrangement of circuit elements.
Describe the characteristics of a series circuit.
Describe the characteristics of a parallel circuit.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Subject: Physics Hon
Standard(s): SC.912.P.10.16 (Magnetic Fields)
Topic (Keywords): Magnetism
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Describe how generators and motors operate
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: explain the relationship between moving charges and magnetic fields as well as changing magnetic fields
and electric fields, and their application to modern technologies.
3.0



Describe the basic properties of a permanent magnet.
Describe the orientation of Earth’s magnetic field
Use the right-hand rule to determine the direction of the magnetic field in a current-carrying wire
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Magnetic
Solenoid
2.0
Magnetic field
Electromagnetic induction
Magnetic pole
Motor
Magnetic domain
Generator
The student will:
 Predict whether magnets will attract or repel each other.
 Describe the magnetic field around a permanent magnet
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Waves
4th Nine Weeks
Time Frame: 7-8 weeks
(can be taught before Electromagnetism at the teacher’s discretion)
Learning Goals: The student will describe the measurable properties of waves and explain the relationships among them.
The student will Explore the properties of light as an electromagnetic wave and analyze these properties of light through ray
diagrams
NGSSS Benchmarks (with Complexity Level)
Concepts
P.10.20 Describe the measurable properties of waves and
explain the relationships among them and how these properties
change when the wave moves from one medium to another (H)
P.10.21 Quantitatively describe the shift in frequency in sound
or electromagnetic waves due to the relative motion of a source
or receiver. (M)
P.10.17 Explore the theory of electromagnetism by explaining
electromagnetic waves in terms of oscillating electric and
magnetic fields.
P.10.18 Explore the theory of electromagnetism by comparing
and contrasting the different parts of the electromagnetic
spectrum in terms of wavelength, frequency, and energy, and
relate them to phenomena and applications
P.10.22 Construct ray diagrams and use thin lens and mirror
equations to locate the images formed by lenses and mirrors (H)
E.5.8 Connect the concepts of radiation and the electromagnetic
spectrum to the use of historical and newly-developed
observational tools
Waves
Sound
Frequency vs
Motion
Light
Scale Vocabulary
Spring force
Spring constant
Frequency
Period
Wavelength
Amplitude
Pulse wave
Periodic wave
Transverse wave
Longitudinal
wave
Constructive
interference
Destructive
interference
Node
Antinode
Standing wave
Simple
harmonic
motion
Compression
Rarefaction
Pitch
Doppler
Effect
Intensity
Decibel
Resonance
Fundamental
frequency
Harmonic
series
Beat
Electromagnetic
wave
Reflection
Refraction
Diffraction
Virtual image
Real image
Concave
Convex
Converging
Diverging
Lens
Focal point
Principal axis
Center of
curvature
Additional Text Vocabulary: medium, mechanical wave, crest, trough, timbre, angle of incidence, angle of reflection, concave spherical
mirror, convex spherical mirror, linear polarization, index of refraction, total internal reflection, critical angle, dispersion, chromatic aberration,
coherence, path difference, order number, resolving power, laser
Textbook references
Ancillary Materials
**Key Changes**
Chapters 11, 12, 13, 14, & 15
Subject: Physics Hon
Standard(s): SC.912.P.10.20 (Properties of Waves)
Topic (Keywords): Waves
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Calculate the period and frequency of an object vibrating with simple harmonic motion.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: describe the measurable properties of waves and explain the relationships among them.
3.0




Explain how force, velocity, and acceleration change as an object vibrates with simple harmonic motion.
Apply the relationship among wave speed, frequency, and wavelength to solve problems.
Differentiate between constructive interference and destructive interference.
Identify nodes and antinodes of a standing wave.
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Spring force
Wavelength
Transverse wave
Node
2.0
Spring constant
Amplitude
Longitudinal wave
Antinode
Frequency
Pulse wave
Constructive interference
Standing wave
Period
Periodic wave
Destructive interference
Simple harmonic motion
The student will:
 Recognize the relationship between period and frequency.
 Distinguish local particle vibration from overall wave motion.
 Differentiate between pulse waves and periodic waves.
 Interpret waveforms of transverse and longitudinal waves.
 Relate energy and amplitude.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Subject: Physics Hon
Standard(s): SC.912.P.10.21 (Shift in Frequency of Sound)
Topic (Keywords): Sound
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Calculate the harmonics of vibrating strings and of open and closed pipes.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: quantitatively describe the shift in frequency in sound or electromagnetic waves due to the relative
motion of a source or receiver.
3.0






Explain how sound waves are produced.
Compare the speed of sound in various media.
Recognize the Doppler Effect, and determine the direction of a frequency shift.
Calculate the intensity of sound waves.
Explain why resonance occurs.
Differentiate between the harmonic series of open and closed pipes.
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
Compression
Intensity
Harmonic series
2.0
Rarefaction
Decibel
Beat
Pitch
Resonance
Doppler Effect
Fundamental frequency
The student will:
 Relate frequency to pitch.
 Relate intensity, decibel level, and perceived loudness.
 Relate the frequency difference between two waves to the number of beats heard per second.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Subject: Physics Hon
Standard(s): SC.912.P.10.17 (electromagnetism), P.10.18 (electromagnetic spectrum), P.10.22 (ray diagrams), E.5.8 (observational
tools)
Topic (Keywords): Light
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Use ray diagrams and the lens equation to find the position of an image produced by a converging or diverging lens, and identify the image as
real or virtual.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: Explore the properties of light as an electromagnetic wave and analyze these properties of light through
ray diagrams
3.0




Identify the components of the electromagnetic spectrum and calculate the frequency and wavelength of EM waves. (P.10.17, P.10.18)
Describe the nature of images formed by flat and curved mirrors. (P.10.22, E.5.8)
Calculate the magnification of lenses and mirrors. (P.10.22, E.5.8)
State which types of lenses or mirrors will form real images and which will form virtual images. (P.10.22, E.5.8)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
Electromagnetic wave
Virtual image
Converging
Principal axis
Reflection
Real image
Diverging
Center of curvature
Refraction
Concave
Lens
Diffraction
Convex
Focal point
The student will:
 Distinguish between specular and diffuse reflection of light.
 Distinguish between real and virtual images.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated