HSSCE Companion Document - Michigan Companion Document ... 1 Biology Chemistry Earth Science ......
Transcript of HSSCE Companion Document - Michigan Companion Document ... 1 Biology Chemistry Earth Science ......
HSSCE C
om
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ocum
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Michig
an D
epartm
ent of Education 0
9/0
7
Physics 9
2
Michigan Department of Education
Betty U
nderw
ood, In
terim
Directo
r Office o
f School Im
pro
vem
ent
www.m
ichig
an.g
ov/m
de
09/0
7
HSSCE C
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Physics 1
�
Biology
�
Chemistry
�
Earth Science
�
Physics
Com
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Physics 2
Michigan State Board of Education
Kathleen N. Straus, President
Bloom
field
Township
John C. Austin, Vice President
Ann A
rbor
Carolyn L. Curtin, Secretary
Evart
Marianne Yared McGuire, Treasurer
Detroit
Nancy Danhof, NASBE Delegate
East Lansin
g
Elizabeth W. Bauer
Birm
ingham
Reginald M. Turner
Detroit
Cassandra E. Ulbrich
Rocheste
r Hills
Governor Jennifer M. Granholm
Ex O
fficio
Michael P. Flanagan, Chairman
Superinte
ndent of Public Instruction
Ex O
fficio
MDE Staff
Sally Vaughn, Ph.D.
Deputy
Superinte
ndent/
Chie
f Academ
ic O
fficer
Betty Underwood, Interim Director
Office o
f School Im
pro
vem
ent
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Physics 9
1
High School Science Companion Document Workgroup
LaMoine Motz, PhD
, Pro
ject Directo
r
Tammi Phillippe, Pro
ject Coord
inato
r
Kevin Richard, Michigan D
epartm
ent of Education, Science C
onsultant
Cheryl Hach, Biology C
oord
inato
r
Bill Welch, PhD
, Chem
istry C
oord
inato
r
Mike Gallagher, Earth S
cience C
oord
inato
r
Kathy Mirakovits, Physics C
oord
inato
r
Mitzi Jones, Adm
inistration
David C
hapm
an, Pro
ject W
rite
r Nate
Childers
, Pro
ject W
rite
r
Michael Evele, Pro
ject W
rite
r W
illiam
Gre
en, Pro
ject W
rite
r
Dre
w Isola, PhD, Pro
ject W
rite
r Arthur Logan, Pro
ject W
rite
r Edward
Oset, P
roje
ct W
rite
r
Lynda S
mith, Pro
ject W
rite
r
Michigan Science Leadership Academy
Michigan B
iology T
eachers
Association
Michigan C
hapte
r of th
e A
merican C
hem
ical Society
Michigan E
arth S
cience T
eachers
Association
Michigan C
hapte
r of th
e A
merican A
ssociation o
f Physics T
eachers
Michigan S
cience E
ducation Leaders
hip A
ssociation
Michigan Science Teachers Association
Michigan Mathematics and Science Center Network
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Physics 9
0
Quantita
tive
measure
ments
of
wave
pro
perties:
frequency,
am
plitu
de,
wavelength
, and v
elocity
Instructional Examples:
i. In
quiry
CE: P1.1
i, P
4.1
2A
In gro
ups,
stu
dents
can learn
about
one peacefu
l application of
radioactive
decay and becom
e experts on th
at
application.
Redistribute
and jigsaw th
e
gro
ups b
ack togeth
er so that each s
tudent is responsible for te
aching their n
ew
gro
up m
em
bers
about th
e o
ne a
pplication they a
re the e
xpert for.
ii. R
eflection
CE: P1.2
f, P
1.2
k, P4.1
2A
Have stu
dents
researc
h a
nd p
resent th
e p
ros a
nd cons o
f nuclear power
iii. Enrichm
ent
CE: P4.1
2C, P4.1
2d
Have stu
dents
re
searc
h and describe th
e difficulties with developing nuclear
fusion into
a u
sable sourc
e o
f energ
y.
iv. G
enera
l CE: P4.2
D
Have stu
dents
construct an e
nerg
y flow d
iagra
m for an a
uto
mobile
v. Inte
rvention
CE: P4.1
2A, P4.1
2B
Stu
dents
who a
re h
aving a
hard
tim
e u
nders
tanding the c
oncept of ra
dioactive
decay should d
evelop a
dem
onstration o
f th
eir o
wn w
here
they h
ave to consum
e
or elim
inate
half o
f a c
hosen s
ubsta
nce in a
tim
e p
eriod o
f th
eir c
hoosing. T
hey
then n
eed to repeat th
is p
rocess a
s m
any tim
es a
s p
ossible u
ntil th
e s
ubsta
nce
has ‘decayed’. For
exam
ple,
sta
rting with a bag of
cookies stu
dents
m
ight
choose to e
at half o
f th
e cookies e
very
6 m
inute
s u
ntil th
ey a
re g
one.
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Physics 3
OVERVIE
W
The M
ichigan H
igh S
chool Science C
onte
nt Expecta
tions e
sta
blish w
hat every
stu
dent is
expecte
d to
know and be able to
do by th
e end of
high school
and outline th
e
para
mete
rs fo
r re
ceiving high school
cre
dit as re
cently m
andate
d by th
e Merit
Curriculum
legislation in th
e sta
te of
Michigan.
The Science Conte
nt
Expecta
tions
Docum
ents a
nd the M
ichigan M
erit Curriculum
Docum
ent have raised the b
ar fo
r our
stu
dents
, te
achers
and e
ducational syste
ms.
In a
n e
ffort to support these sta
ndard
s a
nd h
elp o
ur science teachers
develop rigoro
us
and relevant curricula to a
ssist stu
dents
in m
aste
ry, th
e M
ichigan S
cience L
eaders
hip
Academ
y, in c
ollabora
tion w
ith the M
ichigan M
ath
em
atics a
nd S
cience C
ente
r Netw
ork
and th
e Michigan Science Teachers
Association, work
ed in partners
hip with Michigan
Departm
ent of Education to d
evelop this c
om
panion d
ocum
ent.
Our goal is for each
stu
dent to
maste
r th
e science conte
nt expecta
tions a
s o
utlined in the m
erit curriculum
.
This c
om
panion d
ocum
ent is a
n e
ffort to c
larify
and s
upport the H
igh S
chool Science
Conte
nt
Expecta
tions and th
e Michigan Merit
Curriculum
. The Merit
Curriculum
has
been org
anized into
tw
elve te
achable units – org
anized aro
und th
e big ideas and
conceptu
al th
em
es in each of th
e fo
ur
discipline are
as. The docum
ent
is sim
ilar
in
form
at
to th
e Science Assessm
ent
and Item
Specifications fo
r th
e 2009 National
Assessm
ent fo
r Educational Pro
gre
ss (NAEP). T
he c
om
panion d
ocum
ent is inte
nded to
pro
vide boundaries to
th
e conte
nt
expecta
tions.
These boundaries are
pre
sente
d as
“note
s to
te
achers
”, not
com
pre
hensive descriptions of
the fu
ll ra
nge of
science
conte
nt; th
ey do not
sta
nd alone,
but
rath
er, work
in conju
nction with th
e conte
nt
expecta
tions. T
he b
oundaries u
se five cate
gories o
f para
mete
rs:
a. Real World Context re
fers
to b
readth
and d
epth
of to
pic covera
ge a
nd includes
those ideas th
at
are
“c
om
mon”
or
“fam
iliar” to
stu
dents
and appear
frequently in
curriculum
mate
rials a
nd in m
ost stu
dents
’ experiences o
uts
ide o
f school. T
his s
ection
is not
inte
nded to
guide assessm
ent, but
rath
er, m
ay be used as a conte
xt
for
assessm
ent.
a.
Instruments, measurements, and representations re
fer
to instrum
ents
stu
dents
are
expecte
d to u
se a
nd the level of pre
cision e
xpecte
d to m
easure
, classify,
and
inte
rpre
t phenom
ena
or
measure
ment.
This
section
conta
ins
assessable
info
rmation.
b.
Technical vocabulary re
fers
to
th
e vocabulary
fo
r use and application of th
e
science topics a
nd p
rinciples that appear in the c
onte
nt sta
tem
ents
and e
xpecta
tions.
The word
s in th
is section along with th
ose pre
sente
d within th
e sta
ndard
, conte
nt
sta
tem
ent and conte
nt expecta
tion com
prise the a
ssessable v
ocabulary
.
c.
Clarification re
fers
to
th
e re
sta
tem
ent
of
a “k
ey idea”
or
specific inte
nt
or
elabora
tion o
f th
e c
onte
nt sta
tem
ents
. It is n
ot inte
nded to d
enote
a s
ense o
f conte
nt
priority
. T
he clarifications g
uide a
ssessm
ent.
d.
Instructional Examples a
re included a
s exem
plars
of five d
iffe
rent m
odes o
f instruction appro
priate
to
th
e unit in which th
ey are
liste
d. These exam
ples include
inquiry, re
flection, genera
l instruction, enrichm
ent and inte
rvention s
trate
gies. T
hese
exam
ples a
re inte
nded for instructional guidance o
nly a
nd a
re n
ot assessable.
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Physics 4
PHYSICS
Table of Contents
Physics C
ross R
efe
rence G
uide...........................................................page 5
Unit 1
: M
otion
...............................................................................p
age 1
6
Unit 2
: T
wo D
imensional Motion a
nd F
orc
es.......................................p
age 2
2
Unit 3
: D
ynam
ics...........................................................................p
age 2
7
Unit 4
: M
om
entu
m.........................................................................p
age 3
4
Unit 5
: P
eriodic M
otion....................................................................page 3
9
Unit 6
: M
echanical Energ
y...............................................................p
age 4
5
Unit 7
: M
echanical W
aves...............................................................p
age 5
1
Unit 8
: E
lectrom
agnetic W
aves........................................................page 5
9
Unit 9
: E
lectric F
orc
es.....................................................................p
age 6
6
Unit 1
0: E
lectric C
urrent.................................................................p
age 7
2
Unit 1
1: E
nerg
y T
ransfo
rmations......................................................page 7
8
Unit 1
2: E
nerg
y a
nd S
ociety
............................................................page 8
4
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Physics 8
9
Real World Context
Observ
ations of
nuclear
energ
y th
rough observ
ations of
changes in syste
ms
conta
ining radioactive substa
nces, such a
s:
• W
ate
r used to
cool
down nuclear
reactions in nuclear
power
plants
:
observ
able tem
pera
ture
incre
ase in the w
ate
r • Radioactive isoto
pes of
elem
ents
: em
ission of
alpha,
beta
, and gam
ma
particles
• Therm
onuclear re
actions: light and charg
ed p
article e
mission
When teaching a
bout ra
dioactive d
ecay, alpha, beta
, and g
am
ma radiation a
long
with the c
oncept of half-life a
re c
om
monly u
sed term
inology. T
hese a
re u
sefu
l
concepts
fo
r unders
tanding th
e Expecta
tions re
late
d to
ra
dioactive decay.
However,
stu
dents
will
not
be
assessed
on
these
term
s
in
sta
te-w
ide
assessm
ents
.
Various uses of
nuclear
medicine and th
e benefits
/misconceptions associate
d
with irradiate
d foods a
re g
reat ways to teach a
bout som
e o
f th
e p
eacefu
l uses o
f ra
dioactive substa
nces.
Oth
er usefu
l applications o
f nuclear physics include sm
oke d
ete
cto
rs, which h
ave
nuclear
com
ponents
and x-ray sourc
es which are
used to
dete
ct
lead paint
in
buildings a
nd a
re u
sed a
t ro
ad c
onstruction s
ites to d
ete
rmine if th
e roadbed is
packed tightly e
nough.
Illnesses and m
edical conditions caused by exposure
to
ra
dioactivity (radiation
sickness, cancers
, birth
defe
cts
) help stu
dents
unders
tand som
e of th
e safe
ty
issues surrounding radioactive substa
nces.
Current issues a
nd technologies relate
d to n
uclear fission a
nd n
uclear fu
sion a
s
sourc
es o
f usable e
nerg
y should b
e a
ddre
ssed w
hen teaching these topics
The d
esign a
nd u
se o
f hot wate
r heate
rs (gas, electric, LP) and their e
fficiencies
needs to b
e included in this u
nit o
f instruction
Instruments, Measurement, and Representations
Measure
s o
f tim
e: hours
, m
inute
s, seconds
Measure
s o
f dista
nce: cm
, m
, km
Measure
s o
f fo
rce a
nd w
eight: N
ewto
ns
Measure
s o
f m
ass: kg, gra
ms
Measure
s o
f energ
y: jo
ules
Measure
s o
f te
mpera
ture
: °C
Sim
ple c
alculations relating tem
pera
ture
change a
nd therm
al energ
y m
easure
d
in joules
Prim
arily v
erb
al descriptions o
f evidence o
f energ
y in fam
iliar syste
ms, th
at is, if
a c
hange is o
bserv
ed, a form
of energ
y is identified a
s a
pro
bable c
ause o
f th
e
change
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Physics 8
8
micro
wave
neutron
nuclear decay rate
nuclear energ
y
nuclear fission
nuclear fo
rce
nuclear fu
sion
nuclear m
ass
nuclear re
action
nuclear sta
bility
periodic table o
f th
e e
lem
ents
pote
ntial energ
y
pre
ssure
pro
ton
radio w
ave
radioactive d
ecay
radioactive isoto
pe
ratio
release o
f energ
y
solar energ
y
speed o
f light
sponta
neous n
uclear re
action
sta
r com
position
ste
llar energ
y
sto
red e
nerg
y
technological applications
tem
pera
ture
th
erm
al energ
y
tota
l energ
y input
ultra
violet light
ultra
violet ra
diation
usefu
l energ
y o
utp
ut
usefu
l work
vacuum
visible light
waves
weight of subato
mic p
articles
x-ray
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Physics 5
Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional Example
Standard P1 INQUIRY, REFLECTION,
AND SOCIAL IMPLICATIONS
Statement
P1.1
Scientific Inquiry
P1.1
A
Genera
te n
ew q
uestions that can b
e
investigate
d in the labora
tory
or field
.
Lesson 9
i
P1.1
B
Evalu
ate
the u
ncertain
ties o
r validity o
f
scientific conclu
sions u
sin
g a
n u
nders
tandin
g
of sourc
es o
f m
easure
ment error, the
challenges o
f controllin
g v
ariables, accura
cy
of data
analysis, logic o
f arg
um
ent, logic o
f
experim
enta
l desig
n, and/o
r th
e d
ependence
on u
nderlyin
g a
ssum
ptions.
Lesson 1
i
Lesson 2
i
Lesson 3
i
Lesson 3
iii
Lesson 5
i
Lesson 5
iv
Lesson 6
i
Lesson 7
i
Lesson 8
i
Lesson 8
iii
P1.1
C
Conduct scientific investigations u
sin
g
appro
priate
tools a
nd techniques (e.g
.,
selecting a
n instrum
ent th
at m
easure
s the
desired q
uantity
–length
, volu
me, weig
ht,
tim
e inte
rval, tem
pera
ture
–with the
appro
priate
level of pre
cision).
Lesson 1
i
Lesson 2
i
Lesson 5
i
Lesson 5
iv
Lesson 8
i
P1.1
D
Identify
pattern
s in d
ata
and relate
them
to
theore
tical m
odels.
Lesson 2
i
Lesson 8
i
Lesson 9
i
P1.1
E
Describe a
reason for a g
iven conclu
sion
usin
g e
vid
ence fro
m a
n investigation.
P1.1
f Pre
dict what would
happen if th
e v
ariables,
meth
ods, or tim
ing o
f an investigation w
ere
changed.
P1.1
g
Based o
n e
mpirical evidence, explain
and
critique the reasonin
g u
sed to d
raw a
scientific conclu
sion o
r explanation.
P1.1
h
Desig
n a
nd conduct a syste
matic scientific
investigation that te
sts
a h
ypoth
esis. Dra
w
conclu
sions fro
m d
ata
pre
sente
d in charts o
r
tables.
Lesson 3
i
Lesson 3
iii
Lesson 4
i
Lesson 6
i
Lesson 8
iii
Lesson 1
1i
P1.1
i Distinguish b
etw
een scientific e
xplanations
that are
regard
ed a
s current scientific
consensus a
nd the e
merg
ing q
uestions that
active researc
hers
investigate
.
Lesson 1
2i
Statement
P1.2
Scientific Reflection and Social
Implications
P1.2
A
Critique w
heth
er or not specific q
uestions
can b
e a
nswere
d thro
ugh scientific
investigations.
P1.2
B
Identify
and critique a
rgum
ents
about
pers
onal or societa
l issues b
ased o
n scientific
evid
ence.
Lesson 1
1ii
Lesson 1
1iii
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Physics 6
Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional Example
P1.2
C
Develop a
n u
nders
tandin
g o
f a scientific
concept by a
ccessin
g info
rmation fro
m
multiple sourc
es. Evalu
ate
the scientific
accura
cy a
nd sig
nificance o
f th
e info
rmation.
Lesson 5
iii
Lesson 1
1ii
P1.2
D
Evalu
ate
scientific e
xplanations in a
peer
review p
rocess o
r discussion form
at.
P1.2
E
Evalu
ate
the futu
re care
er and o
ccupational
pro
spects
of science fields.
P1.2
f Critique solu
tions to p
roblem
s, given crite
ria
and scientific constrain
ts.
Lesson 9
ii
Lesson 1
2ii
P1.2
g
Identify
scientific tra
deoffs in d
esig
n
decisions a
nd choose a
mong a
ltern
ative
solu
tions.
Lesson 1
ii
Lesson 5
iii
Lesson 8
ii
Lesson 9
ii
Lesson 1
0i
Lesson 1
1ii
Lesson 1
1iii
P1.2
h
Describe the d
istinctions b
etw
een scientific
theories, laws, hypoth
eses, and
observ
ations.
Lesson 2
ii
P1.2
i Explain
the p
rogre
ssion o
f id
eas a
nd
explanations that lead to science theories
that are
part o
f th
e current scientific
consensus o
r core
knowledge.
Lesson 5
ii
P1.2
j Apply science p
rinciples o
r scientific d
ata
to
anticip
ate
effects
of te
chnological design
decisions.
Lesson 1
ii
Lesson 4
ii
Lesson 6
ii
Lesson 7
ii
Lesson 8
ii
Lesson 1
0i
Lesson 1
1ii
Lesson 1
1iii
P1.2
k
Analyze h
ow science a
nd society
inte
ract
from
a h
isto
rical, p
olitical, e
conom
ic, or
social pers
pective.
Lesson 3
iii
Lesson 4
iii
Lesson 5
ii
Lesson 7
ii
Lesson 8
ii
Lesson 1
0ii
Lesson 1
1ii
Lesson 1
2ii
Standard P2 MOTION OF OBJECTS
Statement
P2.1
Position — Time
P2.1
A
Calculate
the a
vera
ge speed o
f an o
bje
ct
usin
g the change o
f position a
nd e
lapsed
tim
e.
Unit 1
P2.1
B
Repre
sent th
e v
elocities for linear and
circular m
otion u
sin
g m
otion d
iagra
ms
(arrows o
n strobe p
ictu
res).
Unit 1
P2.1
C
Cre
ate
lin
e g
raphs u
sin
g m
easure
d v
alu
es o
f
position a
nd e
lapsed tim
e.
Unit 1
P2.1
D
Describe a
nd a
nalyze the m
otion that a
position-tim
e g
raph repre
sents
, given the
gra
ph.
Unit 1
Lesson 1
iv
P2.1
E
Describe a
nd classify v
arious m
otions in a
plane a
s o
ne d
imensional, two d
imensional,
circular, o
r periodic.
Unit 5
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Physics 8
7
P4.12B:
Describe
possible
pro
blem
s
caused
by
exposure
to
pro
longed
radioactive d
ecay.
Clarification: N
one.
P4.12C: E
xplain h
ow sta
rs, including o
ur Sun, pro
duce h
uge a
mounts
of energ
y
(e.g
., v
isible, infrare
d, or ultra
violet light).
Clarification: N
one.
P4.12d: Identify
the sourc
e o
f energ
y in fission a
nd fusion n
uclear re
actions.
Clarification:
The loss of
mass per
nucleon needs to
be addre
ssed here
fo
r
nuclear
reactions th
at re
lease energ
y. Not all fission re
actions re
lease energ
y
and not all fu
sion re
actions re
lease energ
y. Energ
y is re
leased if th
e m
ass of
the pare
nt
nucleus is gre
ate
r th
an th
e m
ass of th
e fission pro
ducts
OR if th
e
masses o
f th
e p
are
nt nuclei are
gre
ate
r th
an the m
ass o
f th
e fusion p
roduct.
Vocabulary
ato
mic b
onding p
rinciples
ato
mic configura
tion
ato
mic e
nerg
y
ato
mic m
ass
ato
mic n
uclei/nucleus
ato
mic n
um
ber
ato
mic reaction
ato
mic w
eight
by-p
roduct
chem
ical bond
E=m
c2
Earth’s cru
st
Earth’s e
xte
rnal energ
y sourc
es
Earth’s inte
rnal energ
y sourc
es
efficiency
electrom
agnetic radiation
electrom
agnetic spectrum
energ
y lost
energ
y tra
nsfe
r energ
y tra
nsfo
rmation
form
s o
f energ
y
gasoline
heat
hom
e h
ot wate
r heate
r infrare
d light
mass to e
nerg
y convers
ion
matter
mechanical energ
y
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6
PHYSICS
Unit 12: Energy & Society
Big Idea (Core Concept):
Energ
y ta
kes m
any fo
rms and is able to
be transfo
rmed from
one fo
rm to
anoth
er.
Standard(s):
P4: F
orm
s o
f Energ
y a
nd E
nerg
y T
ransfo
rmations
Content Statement(s):
P4.1
: E
nerg
y T
ransfe
r
P4.2
: E
nerg
y T
ransfo
rmation
P4.1
1x: H
eat, T
em
pera
ture
, and E
fficiency
P4.1
2: N
uclear Reactions
P4.1
2x: M
ass a
nd E
nerg
y
Content Expectations: (Content Statement Clarification)
P4.1B: Explain insta
nces o
f energ
y tra
nsfe
r by w
aves a
nd o
bje
cts
in e
very
day
activities (e
.g., why th
e gro
und gets
warm
during th
e day,
how you hear
a
dista
nt sound, why it hurts w
hen y
ou a
re h
it b
y a
baseball).
Clarification: N
one.
P4.2D:
Explain why all th
e sto
red energ
y in gasoline does not
transfo
rm to
mechanical energ
y o
f a v
ehicle.
Clarification: T
his w
ill re
quire a
n u
nders
tanding o
f th
e v
arious form
s o
f energ
y
that are
pro
duced and used in a vehicle as it transfo
rms th
e sto
red energ
y in
gasoline into
m
echanical energ
y and th
e various pro
cesses th
at pro
duce th
ose
transfo
rmations. T
he e
fficiency o
f each o
f th
ese p
rocesses is a
lso n
ecessary
for
this e
xpecta
tion.
P4.11a: Calculate
the e
nerg
y lost to
surroundings w
hen w
ate
r in a
hom
e w
ate
r heate
r is h
eate
d fro
m room
tem
pera
ture
to the tem
pera
ture
necessary
to u
se in
a d
ishwasher, g
iven the e
fficiency o
f th
e h
om
e h
ot wate
r heate
r.
Clarification: W
hile it is com
mon to u
tilize the concept of specific h
eat to
solve
pro
blem
s involving the h
eating o
f wate
r, s
tudents
are
not re
quired to u
se o
r be
assessed o
n this term
inology.
P4.12A:
Describe peacefu
l te
chnological
applications of
nuclear
fission and
radioactive d
ecay.
Clarification: N
one.
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HSCE Code
Expectation
Clarification
Unit
Instructional Example
P2.1
F
Distinguish b
etw
een rota
tion a
nd revolu
tion
and d
escribe a
nd contrast th
e two speeds o
f
an o
bje
ct like the E
arth.
Unit 5
P2.1
g
Solve p
roblem
s involving a
vera
ge speed a
nd
consta
nt accelera
tion in o
ne d
imension.
Unit 1
P2.1
h
Identify
the changes in speed a
nd d
irection
in e
very
day e
xam
ples o
f circular (rota
tion
and revolu
tion), p
eriodic, and p
roje
ctile
motions.
Unit 5
Lesson 5
iv
Statement
P2.2
Velocity — Time
P2.2
A
Distinguish b
etw
een the v
ariables o
f
dista
nce, displacem
ent, speed, velocity, and
accelera
tion.
Unit 1
Lesson 1
iv
Lesson 1
v
P2.2
B
Use the change o
f speed a
nd e
lapsed tim
e to
calculate
the a
vera
ge a
ccelera
tion for linear
motion.
Unit 1
P2.2
C
Describe a
nd a
nalyze the m
otion that a
velocity-tim
e g
raph repre
sents
, given the
gra
ph.
Unit 1
Lesson 1
iii
Lesson 1
iv
P2.2
D
Sta
te that uniform
circular m
otion involves
accelera
tion w
ithout a change in speed.
Unit 5
P2.2
e
Use the a
rea u
nder a v
elocity-tim
e g
raph to
calculate
the d
ista
nce tra
veled a
nd the slope
to calculate
the a
ccelera
tion.
Unit 1
Lesson 1
iii
P2.2
f Describe the relationship b
etw
een changes
in p
osition, velocity, and a
ccelera
tion d
uring
periodic m
otion.
Unit 5
P2.2
g
Apply the independence o
f th
e v
ertical and
horizonta
l in
itial velocities to solve p
roje
ctile
motion p
roblem
s.
Unit 2
Lesson 2
i
Lesson 2
ii
Lesson 2
iv
Statement
P2.3x
Frames of Reference
P2.3
a
Describe a
nd com
pare
the m
otion o
f an
obje
ct usin
g d
iffe
rent re
fere
nce fra
mes.
Unit 1
Standard P3 FORCES AND MOTION
Statement
P3.1
Basic Forces in Nature
P3.1
A
Identify
the forc
e(s
) acting b
etw
een o
bje
cts
in “direct conta
ct” o
r at a d
ista
nce.
Unit 3
Statement
P3.1x
Forces
P3.1
b
Explain
why scientists
can ignore
the
gra
vitational fo
rce w
hen m
easuring the n
et
forc
e b
etw
een two e
lectrons.
Unit 9
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HSCE Code
Expectation
Clarification
Unit
Instructional Example
P3.1
c
Pro
vid
e e
xam
ples that illu
strate
the
importance o
f th
e e
lectric forc
e in e
very
day
life
.
Unit 9
Lesson 9
ii
P3.1
d
Identify
the b
asic forc
es in e
very
day
inte
ractions.
Unit 3
Statement
P3.2
Net Forces
P3.2
A
Identify
the m
agnitude a
nd d
irection o
f
every
day forc
es (e.g
., w
ind, te
nsion in
ropes, pushes a
nd p
ulls, weig
ht).
Unit 3
Lesson 3
i
Lesson 6
v
P3.2
B
Com
pare
work
done in d
iffe
rent situations.
Unit 6
P3.2
C
Calculate
the n
et fo
rce a
cting o
n a
n o
bje
ct.
Unit 3
Lesson 3
i
Lesson 6
v
P3.2
d
Calculate
all the forc
es o
n a
n o
bje
ct on a
n
inclined p
lane a
nd d
escribe the o
bje
ct’s
motion b
ased o
n the forc
es u
sin
g fre
e-b
ody
diagra
ms.
Unit 2
Lesson 2
iii
Lesson 2
v
Lesson 6
v
Statement
P3.3
Newton’s Third Law
P3.3
A
Identify
the a
ction a
nd reaction forc
e fro
m
exam
ples o
f fo
rces in e
very
day situations
(e.g
., b
ook o
n a
table, walkin
g a
cro
ss the
floor, p
ushin
g o
pen a
door).
Unit 3
Lesson 3
ii
Lesson 3
iv
P3.3
b
Pre
dict how the change in v
elocity o
f a sm
all
mass com
pare
s to the change in v
elocity o
f a
larg
e m
ass w
hen the o
bje
cts
inte
ract (e
.g.,
collid
e).
Unit 4
P3.3
c
Explain
the recoil o
f a p
roje
ctile launcher in
term
s o
f fo
rces a
nd m
asses.
Unit 4
Lesson 4
i
P3.3
d
Analyze w
hy seat belts m
ay b
e m
ore
important in
auto
s than in b
uses.
Unit 4
Statement
P3.4
Forces and Acceleration
P3.4
A
Pre
dict th
e change in m
otion o
f an o
bje
ct
acte
d o
n b
y severa
l fo
rces.
Unit 3
P3.4
B
Identify
forc
es a
cting o
n o
bje
cts
movin
g w
ith
consta
nt velocity (e.g
., cars
on a
hig
hway).
Unit 3
Lesson 3
i
Lesson 3
ii
Lesson 3
iii
P3.4
C
Solve p
roblem
s involving forc
e, m
ass, and
accelera
tion in lin
ear m
otion (Newto
n’s
second law).
Unit 3
Lesson 3
i
Lesson 3
v
P3.4
D
Identify
the forc
e(s
) acting o
n o
bje
cts
movin
g w
ith u
niform
circular m
otion (e.g
., a
car on a
circular track, sate
llites in o
rbit).
Unit 5
Lesson 5
iii
Lesson 5
v
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P4.1
2B
Describe p
ossible p
roblem
s caused b
y e
xposure
to p
rolonged
radioactive d
ecay.
P4.1
2C
Explain h
ow sta
rs, including o
ur Sun, pro
duce h
uge a
mounts
of
energ
y (e.g
., v
isible, in
frare
d, or ultra
violet light).
P4.1
2x
Mass a
nd E
nerg
y In n
uclear re
actions, a sm
all a
mount of m
ass is
converted to a
larg
e a
mount of energ
y, E =
mc2, where
c is the
speed o
f light in a
vacuum
. The a
mount of energ
y b
efo
re a
nd a
fter
nuclear re
actions m
ust consider m
ass changes a
s p
art o
f th
e
energ
y tra
nsfo
rmation.
P4.1
2d
Identify
the sourc
e o
f energ
y in fission a
nd fusion n
uclear
reactions.
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Units by Content Expectation
PHYSICS
Unit 12: Energy & Society
Code
Content Expectation
P4.1
Energ
y T
ransfe
r Moving o
bje
cts
and w
aves tra
nsfe
r energ
y fro
m
one location to a
noth
er. T
hey a
lso tra
nsfe
r energ
y to o
bje
cts
during inte
ractions (e.g
., sunlight transfe
rs e
nerg
y to the g
round
when it warm
s the g
round; sunlight also tra
nsfe
rs e
nerg
y fro
m the
sun to the E
arth).
P4.1
B
Explain insta
nces o
f energ
y tra
nsfe
r by w
aves a
nd o
bje
cts
in
every
day a
ctivities (e.g
., w
hy the g
round g
ets
warm
during the
day, how y
ou h
ear a d
ista
nt sound, why it hurts w
hen y
ou a
re h
it
by a
baseball).
P4.2
Energ
y T
ransfo
rmation E
nerg
y is o
ften tra
nsfo
rmed fro
m o
ne form
to a
noth
er. T
he a
mount of energ
y b
efo
re a
tra
nsfo
rmation is e
qual
to the a
mount of energ
y a
fter th
e tra
nsfo
rmation. In
most energ
y
transfo
rmations, som
e e
nerg
y is converted to therm
al energ
y.
P4.2
D
Explain w
hy a
ll the sto
red e
nerg
y in g
asoline d
oes n
ot transfo
rm
to m
echanical energ
y o
f a v
ehicle.
P4.1
1x
Heat, T
em
pera
ture
, and E
fficie
ncy H
eat is o
ften p
roduced a
s a
by-
pro
duct during e
nerg
y tra
nsfo
rmations. This e
nerg
y is tra
nsfe
rred
into
the surroundings a
nd is n
ot usually recovera
ble a
s a
usefu
l fo
rm o
f energ
y. The e
fficiency o
f syste
ms is d
efined a
s the ratio o
f th
e u
sefu
l energ
y o
utp
ut to
the tota
l energ
y input. T
he e
fficiency
of natu
ral and h
um
an-m
ade syste
ms v
aries d
ue to the a
mount of
heat th
at is n
ot re
covere
d a
s u
sefu
l work
.
P4.1
1a
Calculate
the e
nerg
y lost to
surroundings w
hen w
ate
r in a
hom
e
wate
r heate
r is h
eate
d fro
m room
tem
pera
ture
to the tem
pera
ture
necessary
to u
se in a
dishwasher, g
iven the e
fficiency o
f th
e h
om
e
hot wate
r heate
r.
P4.1
2
Nucle
ar Reactions C
hanges in a
tom
ic n
uclei can o
ccur th
rough
thre
e p
rocesses: fission, fu
sion, and radioactive d
ecay. Fission a
nd
fusion can convert sm
all a
mounts
of m
atter into
larg
e a
mounts
of
energ
y. Fission is the splitting o
f a larg
e n
ucleus into
sm
aller
nuclei at extrem
ely h
igh tem
pera
ture
and p
ressure
. Fusion is the
com
bination o
f sm
aller nuclei into
a larg
e n
ucleus a
nd is
responsible for th
e e
nerg
y o
f th
e S
un a
nd o
ther sta
rs. Radioactive
decay o
ccurs
natu
rally in the E
arth’s cru
st (rocks, m
inera
ls) and
can b
e u
sed in technological applications (e.g
., m
edical diagnosis
and tre
atm
ent).
P4.1
2A
Describe p
eacefu
l te
chnological applications o
f nuclear fission a
nd
radioactive d
ecay.
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HSCE Code
Expectation
Clarification
Unit
Instructional Example
P3.4
e
Solve p
roblem
s involving forc
e, m
ass, and
accelera
tion in two-d
imensional pro
jectile
motion restricte
d to a
n initial horizonta
l
velocity w
ith n
o initial vertical velocity (e.g
.,
a b
all rollin
g o
ff a
table).
Unit 2
Lesson 2
i
Lesson 2
ii
P3.4
f Calculate
the changes in v
elocity o
f a thro
wn
or hit o
bje
ct during a
nd a
fter th
e tim
e it is
acte
d o
n b
y the forc
e.
Unit 4
Lesson 4
i
Lesson 4
iv
P3.4
g
Explain
how the tim
e o
f im
pact can a
ffect
the n
et fo
rce (e.g
., a
ir b
ags in cars
, catc
hin
g
a b
all).
Unit 4
Lesson 4
i
Lesson 4
iii
Lesson 4
iv
Statement
P3.5x
Momentum
P3.5
a
Apply conserv
ation o
f m
om
entu
m to solve
sim
ple collision p
roblem
s.
Unit 4
Lesson 4
v
Statement
P3.6
Gravitational Interactions
P3.6
A
Explain
earth-m
oon inte
ractions (orb
ital
motion) in
term
s o
f fo
rces.
Unit 5
P3.6
B
Pre
dict how the g
ravitational fo
rce b
etw
een
obje
cts
changes w
hen the d
ista
nce b
etw
een
them
changes.
Unit 5
Lesson 5
iii
P3.6
C
Explain
how y
our weig
ht on E
arth could
be
diffe
rent from
your weig
ht on a
noth
er
planet.
Unit 3
P3.6
d
Calculate
forc
e, m
asses, or dista
nce, given
any thre
e o
f th
ese q
uantities, by a
pplyin
g
the Law o
f Univers
al Gra
vitation, given the
valu
e o
f G.
Unit 5
Lesson 5
iii
P3.6
e
Dra
w a
rrows (vecto
rs) to
repre
sent how the
direction a
nd m
agnitude o
f a forc
e changes
on a
n o
bje
ct in
an e
llip
tical orb
it.
Unit 5
Lesson 5
iii
Statement
P3.7
Electric Charges
P3.7
A
Pre
dict how the e
lectric forc
e b
etw
een
charg
ed o
bje
cts
varies w
hen the d
ista
nce
betw
een them
and/o
r th
e m
agnitude o
f
charg
es change.
Unit 9
P3.7
B
Explain
why a
cquirin
g a
larg
e e
xcess sta
tic
charg
e (e.g
., p
ullin
g o
ff a
wool cap, to
uchin
g
a V
an d
e G
raaff g
enera
tor, com
bin
g) affects
your hair.
Unit 9
Lesson 9
i
Lesson 9
ii
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Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional Example
Statement
P3.7x
Electric Charges — Interactions
P3.7
c
Dra
w the redistrib
ution o
f electric charg
es o
n a
neutral obje
ct when a
charg
ed o
bje
ct is b
rought
near.
Unit 9
Lesson 9
ii
Lesson 9
iv
P3.7
d
Identify
exam
ples o
f in
duced sta
tic charg
es.
Unit 9
Lesson 9
ii
Lesson 9
iii
Lesson 9
iv
P3.7
e
Explain
why a
n a
ttra
ctive forc
e results fro
m
bringin
g a
charg
ed o
bje
ct near a n
eutral obje
ct.
Unit 9
Lesson 9
iii
Lesson 9
iv
P3.7
f Dete
rmin
e the n
ew e
lectric forc
e o
n charg
ed
obje
cts
after th
ey touch a
nd a
re then separa
ted.
Unit 9
Lesson 9
i
Lesson 9
iii
P3.7
g
Pro
pose a
mechanism
based o
n e
lectric forc
es to
explain
current flow in a
n e
lectric circuit.
Unit 9
Statement
P3.8x
Electromagnetic Force
P3.8
b
Explain
how the inte
raction o
f electric a
nd
magnetic forc
es is the b
asis for electric m
oto
rs,
genera
tors
, and the p
roduction o
f
electrom
agnetic w
aves.
Unit 9
Lesson 9
v
Standard
P4
FORMS OF ENERGY AND ENERGY
TRANSFORMATIONS
Statement
P4.1
Energy Transfer
P4.1
A
Account fo
r and repre
sent energ
y into
and o
ut of
syste
ms u
sin
g e
nerg
y tra
nsfe
r diagra
ms.
Unit 1
1
P4.1
B
Explain
insta
nces o
f energ
y tra
nsfe
r by w
aves
and o
bje
cts
in e
very
day a
ctivities (e.g
., w
hy the
gro
und g
ets
warm
during the d
ay, how y
ou h
ear
a d
ista
nt sound, why it hurts w
hen y
ou a
re h
it
by a
baseball).
Unit 1
2
Statement
P4.1x
Energy Transfer — Work
P4.1
c
Explain
why w
ork
has a
more
pre
cise scientific
meanin
g than the m
eanin
g o
f work
in e
very
day
language.
Unit 6
P4.1
d
Calculate
the a
mount of work
done o
n a
n o
bje
ct
that is m
oved fro
m o
ne p
osition to a
noth
er.
Unit 6
P4.1
e
Usin
g the form
ula for work
, derive a
form
ula for
change in p
ote
ntial energ
y o
f an o
bje
ct lifted a
dista
nce h
.
Unit 6
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Physics 8
3
iii. Enrichm
ent
CE: P
1.2
B, P1.2
g, P1.2
j, P
4.2
B, P4.2
f
Exam
ine household appliances and re
cord
th
eir power
rating.
This is usually
displayed o
n the b
ack o
f m
ost m
icro
wave o
vens, to
aste
rs, etc
. S
ince p
ower is
energ
y p
er unit tim
e, estim
ate
how m
uch tim
e e
ach a
ppliance is u
sed o
ver th
e
cours
e of a m
onth
and calculate
how m
uch energ
y is used by th
e device per
month
. A
lso e
stim
ate
the c
ost of per m
onth
of using the d
evice. In the s
am
e
way, com
pare
th
e cost and energ
y usage of efficient, low wattage fluore
scent
light bulbs c
om
pare
d to the s
tandard
incandescent bulbs. C
alculate
the e
nerg
y,
cost
and pollution savings if all th
e incandescent
light
bulbs in a hom
e were
re
placed w
ith their fluore
scent, h
igh e
fficiency counte
rparts.
iv. G
enera
l CE: P
4.2
A, P4.2
B
Devise a
list with m
any e
xam
ples o
f te
chnological devices that transfo
rm e
nerg
y
from
one fo
rm (m
echanical, heat, nuclear, electrical, sound,
chem
ical, and
electrom
agnetic) to
anoth
er, a
nd d
escribe the input and o
utp
ut energ
ies.
v. Inte
rvention
CE: P
4.2
A, P4.2
B
Identify
th
e energ
y transfo
rmations involved in driving a car. Sta
rting,
sto
pping,
turn
ing,
the com
bustion of
fuel, th
e genera
tion of
electricity in th
e
altern
ato
r, th
e electrical energ
y in th
e battery
, etc
. are
exam
ple th
at
may be
identified.
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Physics 8
2
Math
em
atical re
asoning a
nd repre
senta
tions:
• Calculation o
f changes in tem
pera
ture
s o
f obje
cts
in closed syste
ms
• Qualita
tive com
parisons of changes in pote
ntial energ
y with corresponding
changes in k
inetic e
nerg
y
• Calculations o
f gra
vitational pote
ntial energ
y (GPE) of an o
bje
ct very
close to
Earth’s s
urface a
nd the c
hange in G
PE w
hen the d
ista
nce o
f th
e o
bje
ct from
Earth’s surface is incre
ased (GPE=m
gh)
• Calculations of
kinetic energ
y and speed of
a fa
lling obje
ct
very
close to
Earth’s surface a
s the o
bje
ct’s G
PE d
ecre
ases (m
g∆h+∆ ½
mv
2=0)
Instructional Examples:
i. In
quiry
CE: P
1.1
h, P4.1
1b
Pre
dict
the final
tem
pera
ture
when tw
o liquids of
diffe
rent
tem
pera
ture
are
com
bined.
They are
th
en asked to
design and conduct
an experim
ent
in
dete
rmining the correctn
ess o
f th
eir p
rediction.
ii. R
eflection
CE: P
1.2
B, P1.2
C, P1.2
g, P1.2
j, P
1.2
k
Researc
h altern
ative fo
rms of
energ
y such as eth
anol pro
duction from
corn
.
Com
paring th
e energ
y going into
th
e pro
cess of
gro
wing,
harv
esting and
pro
cessing the c
orn
, to
the e
nerg
y s
upplied b
y the e
thanol pro
duced, evaluate
th
e v
iability o
f th
is e
nerg
y sourc
e. P
erform
a sim
ilar analysis o
n w
ind, solar and
hydro
gen-b
ased sourc
es o
f energ
y.
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Physics 1
1
Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional
Example
Statement
P4.2
Energy Transformation
P4.2
A
Account fo
r and repre
sent energ
y tra
nsfe
r and
transfo
rmation in com
plex p
rocesses
(inte
ractions).
Unit 1
1
Lesson 1
1iv
Lesson 1
1v
P4.2
B
Nam
e d
evices that transfo
rm specific types o
f
energ
y into
oth
er ty
pes (e.g
., a
device that
transfo
rms e
lectricity into
motion).
Unit 1
1
Lesson 1
1iii
Lesson 1
1iv
Lesson 1
1v
P4.2
C
Explain
how e
nerg
y is conserv
ed in com
mon
syste
ms (e.g
., light in
cident on a
tra
nspare
nt
mate
rial, lig
ht in
cid
ent on a
leaf, m
echanical
energ
y in a
collision).
Unit 1
1
P4.2
D
Explain
why a
ll the sto
red e
nerg
y in g
asoline
does n
ot transfo
rm to m
echanical energ
y o
f a
vehicle.
Unit 1
2
Lesson 1
2iv
P4.2
e
Explain
the e
nerg
y tra
nsfo
rmation a
s a
n o
bje
ct
(e.g
., skydiver) falls a
t a ste
ady v
elocity.
Unit 1
1
P4.2
f Id
entify
and label th
e e
nerg
y inputs
,
transfo
rmations, and o
utp
uts
usin
g q
ualita
tive
or quantita
tive repre
senta
tions in sim
ple
technological syste
ms (e.g
., toaste
r, m
oto
r, h
air
dry
er) to show e
nerg
y conserv
ation.
Unit 1
1
Lesson 1
1iii
Statement
P4.3
Kinetic and Potential Energy
P4.3
A
Identify
the form
of energ
y in g
iven situations
(e.g
., m
ovin
g o
bje
cts
, stretc
hed springs, ro
cks
on cliffs, energ
y in food).
Unit 6
Lesson 6
ii
P4.3
B
Describe the tra
nsfo
rmation b
etw
een p
ote
ntial
and k
inetic e
nerg
y in sim
ple m
echanical syste
ms
(e.g
., p
endulu
ms, ro
ller coaste
rs, ski lifts).
Unit 6
P4.3
C
Explain
why a
ll m
echanical syste
ms require a
n
exte
rnal energ
y sourc
e to m
ain
tain
their m
otion.
Unit 6
Lesson 6
ii
Statement
P4.3x
Kinetic and Potential Energy — Calculations
P4.3
d
Rank the a
mount of kin
etic e
nerg
y fro
m h
ighest
to lowest of every
day e
xam
ples o
f m
ovin
g
obje
cts
.
Unit 6
Lesson 6
iii
Lesson 6
iv
P4.3
e
Calculate
the changes in k
inetic a
nd p
ote
ntial
energ
y in sim
ple m
echanical syste
ms (e.g
.,
pendulu
ms, ro
ller coaste
rs, ski lifts) usin
g the
form
ulas for kin
etic e
nerg
y a
nd p
ote
ntial
energ
y.
Unit 6
Lesson 6
i
Lesson 6
iii
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Physics 1
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Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional
Example
P4.3
f Calculate
the im
pact speed (ig
noring a
ir
resista
nce) of an o
bje
ct dro
pped fro
m a
specific
heig
ht or th
e m
axim
um
heig
ht re
ached b
y a
n
obje
ct (ignoring a
ir resista
nce), g
iven the initial
vertical velocity.
Unit 6
Lesson 6
i
Lesson 6
iii
Statement
P4.4
Wave Characteristics
P4.4
A
Describe specific m
echanical waves (e.g
., o
n a
dem
onstration spring, on the o
cean) in
term
s o
f
wavelength
, am
plitu
de, frequency, and speed.
Unit 7
Lesson 7
i
Lesson 7
iv
P4.4
B
Identify
every
day e
xam
ples o
f transvers
e a
nd
com
pre
ssion (longitudinal) w
aves.
Unit 7
P4.4
C
Com
pare
and contrast transvers
e a
nd
com
pre
ssion (longitudinal) w
aves in term
s o
f
wavelength
, am
plitu
de, and fre
quency.
Unit 7
Lesson 7
ii
Lesson 7
iv
Lesson 7
v
Statement
P4.4x
Wave Characteristics — Calculations
P4.4
d
Dem
onstrate
that frequency a
nd w
avelength
of
a w
ave a
re invers
ely p
roportional in
a g
iven
mediu
m.
Unit 7
P4.4
e
Calculate
the a
mount of energ
y tra
nsfe
rred b
y
transvers
e o
r com
pre
ssion w
aves o
f diffe
rent
am
plitu
des a
nd fre
quencies (e.g
., seism
ic
waves).
Unit 7
Statement
P4.5
Mechanical Wave Propagation
P4.5
A
Identify
every
day e
xam
ples o
f energ
y tra
nsfe
r
by w
aves a
nd their sourc
es.
Unit 7
P4.5
B
Explain
why a
n o
bje
ct (e
.g., fishin
g b
obber)
does n
ot m
ove forw
ard
as a
wave p
asses u
nder
it.
Unit 7
Lesson 7
v
P4.5
C
Pro
vid
e e
vid
ence to support the claim
that
sound is e
nerg
y tra
nsfe
rred b
y a
wave, not
energ
y tra
nsfe
rred b
y p
articles.
Unit 7
Lesson 7
v
P4.5
D
Explain
how w
aves p
ropagate
fro
m v
ibra
ting
sourc
es a
nd w
hy the inte
nsity d
ecre
ases w
ith
the square
of th
e d
ista
nce fro
m a
poin
t sourc
e.
Unit 7
Lesson 7
ii
P4.5
E
Explain
why e
very
one in a
classro
om
can h
ear
one p
ers
on speakin
g, but why a
n a
mplification
syste
m is o
ften u
sed in the rear of a larg
e
concert a
uditorium
.
Unit 7
Statement
P4.6
Electromagnetic Waves
P4.6
A
Identify
the d
iffe
rent re
gions o
n the
electrom
agnetic spectrum
and com
pare
them
in
term
s o
f wavelength
, frequency, and e
nerg
y.
Unit 8
Lesson 8
ii
Lesson 8
iii
P4.6
B
Explain
why radio w
aves can tra
vel th
rough
space, but sound w
aves cannot.
Unit 8
Lesson 8
v
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Physics 8
1
The e
ngine o
f a c
ar is a
n e
xam
ple o
f a c
om
plex d
evice that ultim
ate
ly c
hanges
the chem
ical energ
y o
f gasoline into
kinetic e
nerg
y, heat, sound a
nd light.
When a
car is m
oving a
t a c
onsta
nt velocity, energ
y is b
eing tra
nsfo
rmed into
heat by friction a
nd into
the m
otion o
f air b
y a
ir resista
nce.
When a driver
pre
sses on th
e bra
ke pedal, th
e car’s kinetic energ
y is m
ostly
transfo
rmed into
therm
al energ
y. T
his incre
ases the tem
pera
ture
of th
e b
rake
pads a
nd m
uch o
f th
is therm
al energ
y is r
eleased to the s
urroundings a
s h
eat
because o
f a tem
pera
ture
diffe
rence.
A sim
ple pendulum
continually transfo
rms kinetic energ
y into
pote
ntial energ
y
and b
ack a
gain.
During a
collision b
etw
een two p
ool balls, energ
y leaves the s
yste
m in the form
of sound a
nd h
eat.
When a
body falls, it e
ventu
ally reaches a
ste
ady v
elocity a
s g
ravity tra
nsfo
rms
som
e of
its sto
red (p
ote
ntial) energ
y into
kinetic energ
y.
Air re
sista
nce
transfo
rms som
e its kinetic energ
y into
th
e kinetic energ
y of
the air which
ultim
ate
ly becom
es heat. Friction with th
e air also warm
s th
e obje
ct. This is
seen in d
ram
atic term
s for a spacecra
ft reente
ring the a
tmosphere
.
Roller coaste
rs, pendulum
clocks, wate
r waves, sound w
aves, nuclear re
acto
rs,
inte
rior of sun, ato
mic a
nd therm
onuclear re
actions a
ll repre
sent essential ways
in w
hich e
nerg
y is tra
nsfo
rmed fro
m o
ne form
to a
noth
er.
When two liquids o
f diffe
rent te
mpera
ture
are
com
bined, th
e final com
bination
com
es to
an equilibrium
te
mpera
ture
. This te
mpera
ture
is dete
rmined by th
e
heat
transfe
rred betw
een th
e tw
o liquids.
Heat
transfe
r depends upon th
e
mass, specific h
eat and initial te
mpera
ture
of th
e two liquids.
Instruments, Measurement, and Representations
Energ
y is m
easure
d in Joules
Tem
pera
ture
is m
easure
d in d
egre
es C
elsius
Mass is m
easure
d in g
ram
s a
nd k
ilogra
ms
The calorie is a
unit o
f heat energ
y.
Use energ
y transfe
r diagra
ms th
at
show th
e transfe
r and transfo
rmation of
energ
y in sim
ple and com
plex syste
ms.
An exam
ple of
an energ
y transfe
r diagra
m w
ould b
e a
Rube G
oldberg
device.
Sim
ple c
alculations relating tem
pera
ture
change a
nd therm
al energ
y m
easure
d
in joules.
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Physics 8
0
P4.2f: Identify
and label th
e e
nerg
y inputs
, transfo
rmations, and o
utp
uts
using
qualita
tive o
r quantita
tive repre
senta
tions in s
imple technological syste
ms (e.g
.,
toaste
r, m
oto
r, h
air d
ryer) to show e
nerg
y conserv
ation.
Clarification:
Label energ
y tra
nsfe
r diagra
ms to g
ive s
imple q
uantita
tive a
nd
qualita
tive e
xam
ples o
f how e
nerg
y m
oves into
and o
ut of a syste
m.
P4.11b:
Calculate
th
e final
tem
pera
ture
of
two liquids (s
am
e or
diffe
rent
mate
rials) at th
e sam
e o
r diffe
rent te
mpera
ture
s a
nd m
asses that are
com
bined
Clarification: T
his e
xcludes a
ny situations in w
hich a
change o
f phase o
ccurs
. Vocabulary
Conserv
ation o
f Energ
y
Efficiency
Electric M
oto
r Energ
y
Energ
y T
ransfe
r Energ
y tra
nsfe
r diagra
m
Heat
Input
Outp
ut
Syste
m
Tem
pera
ture
Therm
al energ
y
Therm
al equilibrium
Wave
Real World Context
An energ
y transfe
r diagra
m (s
ee exam
ple below)
can show quantita
tive and
qualita
tively h
ow e
nerg
y is tra
nsfo
rmed b
y sim
ple a
nd com
plex p
rocesses.
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Physics 1
3
Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional
Example
P4.6
C
Explain
why there
is a
tim
e d
elay b
etw
een the
tim
e w
e send a
radio m
essage to a
stronauts
on
the m
oon a
nd w
hen they receive it.
Unit 8
Lesson 8
v
P4.6
D
Explain
why w
e see a
dista
nt event befo
re w
e
hear it (e.g
., lightn
ing b
efo
re thunder, e
xplodin
g
fire
work
s b
efo
re the b
oom
).
Unit 8
Statement
4.6x
Electromagnetic Propagation
P4.6
e
Explain
why a
nte
nnas a
re n
eeded for ra
dio,
television, and cell p
hone tra
nsm
ission a
nd
reception.
Unit 8
Lesson 8
ii
Lesson 8
iii
P4.6
f Explain
how radio w
aves a
re m
odified to send
info
rmation in radio a
nd television p
rogra
ms,
radio-c
ontrol cars
, cell p
hone convers
ations, and
GPS syste
ms.
Unit 8
Lesson 8
ii
P4.6
g
Explain
how d
iffe
rent electrom
agnetic sig
nals
(e.g
., radio sta
tion b
roadcasts
or cell p
hone
convers
ations) can take p
lace w
ithout
inte
rfering w
ith e
ach o
ther.
Unit 8
P4.6
h
Explain
the relationship
betw
een the fre
quency
of an e
lectrom
agnetic w
ave a
nd its
technological
uses.
Unit 8
Lesson 8
ii
Statement
P4.r7x
Quantum Theory of Waves (recommended)
P4.r7a
Calculate
and com
pare
the e
nerg
y in v
arious
electrom
agnetic q
uanta
(e.g
., v
isible light, x
-
rays) (r
ecom
mended).
R
Statement
P4.8
Wave Behavior — Reflection and Refraction
P4.8
A
Dra
w ray d
iagra
ms to indicate
how light re
flects
off o
bje
cts
or re
fracts
into
tra
nspare
nt m
edia.
Unit 8
P4.8
B
Pre
dict th
e p
ath
of re
flecte
d lig
ht from
fl at,
curv
ed, or ro
ugh surfaces (e.g
., fl at and curv
ed
mirro
rs, pain
ted w
alls, paper).
Unit 8
Statement
P4.8x
Wave Behavior — Diffraction, Interference,
and Refraction
P4.8
c
Describe h
ow two w
ave p
ulses p
ropagate
d fro
m
opposite e
nds o
f a d
em
onstration spring inte
ract
as they m
eet.
Unit 7
Lesson 7
iv
P4.8
d
List and a
nalyze e
very
day e
xam
ples that
dem
onstrate
the inte
rfere
nce chara
cte
ristics o
f
waves (e.g
., d
ead spots
in a
n a
uditorium
,
whispering g
alleries, colors
in a
CD, beetle
win
gs).
Unit 7
Lesson 7
iii
P4.8
e
Given a
n a
ngle o
f in
cid
ence a
nd indices o
f
refraction o
f tw
o m
ate
rials, calculate
the p
ath
of
a lig
ht ra
y incid
ent on the b
oundary
(Snell’s
Law).
Unit 8
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Physics 1
4
Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional
Example
P4.8
f Explain
how S
nell’s Law is u
sed to d
esig
n lenses
(e.g
., e
ye g
lasses, m
icro
scopes, te
lescopes,
bin
oculars
).
Unit 8
Lesson 8
iv
Statement
P4.9
Nature of Light
P4.9
A
Identify
the p
rinciple involved w
hen y
ou see a
transpare
nt obje
ct (e
.g., straw, a p
iece o
f glass)
in a
clear liquid.
Unit 8
P4.9
B
Explain
how v
arious m
ate
rials reflect, a
bsorb
, or
transm
it light in
diffe
rent ways.
Unit 8
P4.9
C
Explain
why the im
age o
f th
e S
un a
ppears
reddish a
t sunrise a
nd sunset.
Unit 8
Statement
P4.r9x
Nature of Light — Wave-Particle Nature
(recommended)
P4.r9d
Describe e
vid
ence that supports the d
ual wave
particle n
atu
re o
f light. (re
com
mended)
R
Statement
P4.10
Current Electricity — Circuits
P4.1
0A
Describe the e
nerg
y tra
nsfo
rmations w
hen
electrical energ
y is p
roduced a
nd tra
nsfe
rred to
hom
es a
nd b
usin
esses.
Unit 1
0
Lesson 1
0ii
P4.1
0B
Identify
com
mon h
ousehold
devices that
transfo
rm e
lectrical energ
y to o
ther fo
rms o
f
energ
y, and d
escribe the type o
f energ
y
transfo
rmation.
Unit 1
0
Lesson 1
0i
P4.1
0C
Given d
iagra
ms o
f m
any d
iffe
rent possib
le
connections o
f electric circuit e
lem
ents
, id
entify
com
plete
circuits, open circuits, and short
circuits a
nd e
xplain
the reasons for th
e
classification.
Unit 1
0
Lesson 1
0iv
P4.1
0D
Discrim
inate
betw
een v
oltage, re
sista
nce, and
current as they a
pply to a
n e
lectric circuit.
Unit 1
0
Statement
P4.10x
Current Electricity — Ohm’s Law, Work, and
Power
P4.1
0e
Explain
energ
y tra
nsfe
r in
a circuit, usin
g a
n
electrical charg
e m
odel.
Unit 1
0
Lesson 1
0iv
Lesson 1
0v
P4.1
0f
Calculate
the a
mount of work
done w
hen a
charg
e m
oves thro
ugh a
pote
ntial diffe
rence, V.
Unit 1
0
P4.1
0g
Com
pare
the currents
, voltages, and p
ower in
para
llel and series circuits.
Unit 1
0
Lesson 1
0iii
P4.1
0h
Explain
how circuit b
reakers
and fuses p
rote
ct
household
appliances.
Unit 1
0
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Physics 7
9
PHYSICS
Unit 11: Energy Transformations
Big Idea (Core Concept):
Energ
y is consta
ntly b
eing tra
nsfo
rmed fro
m o
ne form
to a
noth
er. During these
transfo
rmations th
e to
tal
am
ount
of
energ
y m
ust
rem
ain consta
nt
although
som
e e
nerg
y is u
sually “lost” b
y the syste
m in the form
of heat.
Standard(s):
P4: F
orm
s o
f Energ
y a
nd E
nerg
y T
ransfo
rmations
Content Statement(s):
P4.1
: E
nerg
y T
ransfe
r
P4.2
: E
nerg
y T
ransfo
rmation
P4.1
1x: H
eat, T
em
pera
ture
, and E
fficiency
Content Expectations: (Content Statement Clarification)
P4.1A: Account fo
r and repre
sent energ
y into
and o
ut of syste
ms u
sing e
nerg
y
transfe
r diagra
ms.
Clarification:
Energ
y transfe
r diagra
ms are
flow charts th
at
repre
sent
the
movem
ent of energ
y into
, out of, a
nd w
ithin a
syste
m.
P4.2A:
Account
for
and re
pre
sent
energ
y transfe
r and transfo
rmation in
com
plex p
rocesses (inte
ractions).
Clarification:
A com
plex pro
cess is a com
bination of
two or
more
sim
ple
pro
cesses
perform
ing
their
energ
y
transfo
rmations
in
sequence
or
sim
ultaneously.
P4.2B: Nam
e devices th
at transfo
rm specific ty
pes of energ
y into
oth
er
types
(e.g
., a
device that transfo
rms e
lectricity into
motion).
Clarification: N
one.
P4.2C: Explain h
ow e
nerg
y is conserv
ed in com
mon syste
ms (e.g
., light incident
on a transpare
nt
mate
rial, light
incident
on a leaf, m
echanical
energ
y in a
collision).
Clarification: N
one.
P4.2e: Explain the e
nerg
y tra
nsfo
rmation a
s a
n o
bje
ct (e
.g., s
kydiver) falls a
t a
ste
ady v
elocity.
Clarification: N
one.
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Physics 7
8
Units by Content Expectation
PHYSICS
Unit 11: Energy Transformations
Code
Content Expectation
P4.1
Energ
y T
ransfe
r Moving o
bje
cts
and w
aves tra
nsfe
r energ
y fro
m
one location to a
noth
er. T
hey a
lso tra
nsfe
r energ
y to o
bje
cts
during inte
ractions (e.g
., sunlight transfe
rs e
nerg
y to the g
round
when it warm
s the g
round; sunlight also tra
nsfe
rs e
nerg
y fro
m the
sun to the E
arth).
P4.1
A
Account fo
r and repre
sent energ
y into
and o
ut of syste
ms u
sing
energ
y tra
nsfe
r diagra
ms.
P4.2
Energ
y T
ransfo
rmation E
nerg
y is o
ften tra
nsfo
rmed fro
m o
ne form
to
anoth
er. T
he a
mount of energ
y b
efo
re a
tra
nsfo
rmation is e
qual
to the a
mount of energ
y a
fter th
e tra
nsfo
rmation. In
most energ
y
transfo
rmations, som
e e
nerg
y is converted to therm
al energ
y.
P4.2
A
Account fo
r and repre
sent energ
y tra
nsfe
r and tra
nsfo
rmation in
com
plex p
rocesses (inte
ractions).
P4.2
B
Nam
e d
evices that transfo
rm specific types o
f energ
y into
oth
er
types (e.g
., a
device that transfo
rms e
lectricity into
motion).
P4.2
C
Explain h
ow e
nerg
y is conserv
ed in com
mon syste
ms (e.g
., light
incident on a
tra
nspare
nt m
ate
rial, light incident on a
leaf,
mechanical energ
y in a
collision).
P4.2
e
Explain the e
nerg
y tra
nsfo
rmation a
s a
n o
bje
ct (e
.g., skydiver)
falls a
t a ste
ady v
elocity.
P4.2
f Id
entify
and label th
e e
nerg
y inputs
, transfo
rmations, and o
utp
uts
using q
ualita
tive o
r quantita
tive repre
senta
tions in sim
ple
technological syste
ms (e.g
., toaste
r, m
oto
r, h
air d
ryer) to show
energ
y conserv
ation.
P4.1
1x
Heat, T
em
pera
ture
, and E
fficie
ncy H
eat is o
ften p
roduced a
s a
by-
pro
duct during e
nerg
y tra
nsfo
rmations. This e
nerg
y is tra
nsfe
rred
into
the surroundings a
nd is n
ot usually recovera
ble a
s a
usefu
l fo
rm o
f energ
y. The e
fficiency o
f syste
ms is d
efined a
s the ratio o
f th
e u
sefu
l energ
y o
utp
ut to
the tota
l energ
y input. T
he e
fficiency
of natu
ral and h
um
an-m
ade syste
ms v
aries d
ue to the a
mount of
heat th
at is n
ot re
covere
d a
s u
sefu
l work
.
P4.1
1b
Calculate
the final te
mpera
ture
of tw
o liquids (sam
e o
r diffe
rent
mate
rials) at th
e sam
e o
r diffe
rent te
mpera
ture
s a
nd m
asses that
are
com
bined.
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Physics 1
5
Physics Cross Reference Guide
HSCE Code
Expectation
Clarification
Unit
Instructional
Example
P4.1
0i
Com
pare
the e
nerg
y u
sed in o
ne d
ay b
y
com
mon h
ousehold
appliances (e.g
.,
refrig
era
tor, lam
ps, hair d
ryer, toaste
r,
televisions, m
usic p
layers
).
Unit 1
0
P4.1
0j
Explain
the d
iffe
rence b
etw
een e
lectric p
ower
and e
lectric e
nerg
y a
s u
sed in b
ills fro
m a
n
electric com
pany.
Unit 1
0
Statement
P4.11x
Heat, Temperature, and Efficiency
P4.1
1a
Calculate
the e
nerg
y lost to
surroundin
gs w
hen
wate
r in
a h
om
e w
ate
r heate
r is h
eate
d fro
m
room
tem
pera
ture
to the tem
pera
ture
necessary
to u
se in a
dishwasher, g
iven the e
fficiency o
f
the h
om
e h
ot wate
r heate
r.
Unit 1
2
P4.1
1b
Calculate
the fin
al te
mpera
ture
of tw
o liq
uid
s
(sam
e o
r diffe
rent m
ate
rials) at th
e sam
e o
r
diffe
rent te
mpera
ture
s a
nd m
asses that are
com
bin
ed.
Unit 1
1
Lesson 1
1i
Statement
P4.12
Nuclear Reactions
P4.1
2A
Describe p
eacefu
l te
chnological applications o
f
nuclear fission a
nd radioactive d
ecay.
Unit 1
2
Lesson 1
2i
Lesson 1
2ii
Lesson 1
2v
P4.1
2B
Describe p
ossib
le p
roblem
s caused b
y e
xposure
to p
rolonged radioactive d
ecay.
Unit 1
2
Lesson 1
2v
P4.1
2C
Explain
how sta
rs, in
clu
din
g o
ur Sun, pro
duce
huge a
mounts
of energ
y (e.g
., v
isible, in
frare
d,
or ultra
violet light).
Unit 1
2
Lesson 1
2iii
Statement
P4.12x
Mass and Energy
P4.1
2d
Identify
the sourc
e o
f energ
y in fission a
nd
fusion n
uclear re
actions.
Unit 1
2
Lesson 1
2iii
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Physics 1
6
Units by Content Expectation
PHYSICS
Unit 1: Motion
Code
Content Expectation
P2.1
Positio
n-T
ime An o
bje
ct’s p
osition can b
e m
easure
d a
nd g
raphed
as a
function o
f tim
e. An o
bje
ct’s speed can b
e calculate
d a
nd
gra
phed a
s a
function o
f tim
e.
P2.1
A
Calculate
the a
vera
ge speed o
f an o
bje
ct using the change o
f position a
nd e
lapsed tim
e.
P2.1
B
Repre
sent th
e v
elocities for linear and circular m
otion u
sing
motion d
iagra
ms (arrows o
n strobe p
ictu
res).
P2.1
C
Cre
ate
line g
raphs u
sing m
easure
d v
alues o
f position a
nd e
lapsed
tim
e.
P2.1
D
Describe a
nd a
nalyze the m
otion that a p
osition-tim
e g
raph
repre
sents
, given the g
raph.
P2.1
g
Solve p
roblem
s involving a
vera
ge speed a
nd consta
nt accelera
tion
in o
ne d
imension.
P2.2
Velo
city-T
ime T
he m
otion o
f an o
bje
ct can b
e d
escribed b
y its
position a
nd v
elocity a
s functions o
f tim
e a
nd b
y its
avera
ge speed
and a
vera
ge a
ccelera
tion d
uring inte
rvals o
f tim
e.
P2.2
A
Distinguish b
etw
een the v
ariables o
f dista
nce, displacem
ent,
speed, velocity, and a
ccelera
tion.
P2.2
B
Use the change o
f speed a
nd e
lapsed tim
e to calculate
the a
vera
ge
accelera
tion for linear m
otion.
P2.2
C
Describe a
nd a
nalyze the m
otion that a v
elocity-tim
e g
raph
repre
sents
, given the g
raph.
P2.2
e
Use the a
rea u
nder a v
elocity-tim
e g
raph to calculate
the d
ista
nce
traveled a
nd the slope to calculate
the a
ccelera
tion.
P2.3
x
Fra
mes o
f Refe
rence A
ll m
otion is relative to w
hate
ver fram
e o
f re
fere
nce is chosen, fo
r th
ere
is n
o m
otionless fra
me fro
m w
hich
to judge a
ll m
otion.
P2.3
a
Describe a
nd com
pare
the m
otion o
f an o
bje
ct using d
iffe
rent
refe
rence fra
mes.
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Physics 7
7
iv.
Genera
l CE: P4.1
0C, P4.1
0e
Given a
one b
attery
, one b
ulb, and o
ne w
ire;
find fo
ur ways to
light th
e b
ulb.
Sketc
h a
rrangem
ents that light and a
lso those that do n
ot light and d
raw w
ith a
colore
d m
ark
er th
e m
ovem
ent of charg
e thro
ugh the circuit.
v.
Inte
rvention
CE: P
4.1
0e
Use v
arious k
inesth
etic a
nalogies o
f electric c
ircuits s
uch a
s the w
ate
r analogy
(wate
r flowing th
rough pipes), th
e bucket
brigade, and ball and ra
mp m
odels
(refe
r to
NSTA P
ublication, Takin
g C
harg
e b
y L
arry E
. Schafe
r)to
show the p
arts
of an e
lectric circuit.
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Physics 7
6
Instruments, Measurement, and Representations
Diagra
m s
eries a
nd p
ara
llel circuits u
sing p
icto
rial re
pre
senta
tions o
f th
e c
ircuit
elem
ents
for essential expecta
tions.
Diagra
m series and para
llel circuits with schem
atic re
pre
senta
tions of
a cell,
resisto
r, w
ires, switch, voltm
ete
r and a
mm
ete
r fo
r core
expecta
tions.
Measure
current, voltage and re
sista
nce in series and para
llel
circuits with
mete
rs.
Diagra
m a
nd com
pare
com
plete
, open a
nd short circuits.
Use m
etric m
easure
ments
of
current
(am
pere
s), voltage (v
olts), re
sista
nce
(ohm
s), p
ower (w
atts) and e
nerg
y (jo
ules).
Kilowatt h
ours
are
larg
er units o
f energ
y u
sed b
y u
tility
com
panies.
Kilowatts a
re larg
er units o
f power.
Use u
tility
bills fro
m a
power com
pany.
Use form
ulas P
= IV a
nd V
= IR to solve circuit p
roblem
s.
Use the form
ula W
= ∆
Vq to calculate
work
done.
Instructional Examples:
i.
Inquiry
CE: P
1.2
g, P1.2
j, P
4.1
0B
Design and build a usable flashlight
using batteries,
a bulb,
and com
mon
household w
ires.
ii.
Reflection
CE: P
1.2
k, P4.1
0A
Discuss the h
ow the u
se a
nd p
roduction o
f electricity h
as im
pacte
d o
ur society
.
Include developm
ents
th
at
have had both
a positive and negative effect
on
consum
ers
. B
rainsto
rm h
ow the u
se a
nd p
roduction o
f electricity w
ill change 2
0
years
fro
m n
ow.
iii.
Enrichm
ent
CE: P
4.1
0g
Analyze a
com
bination series a
nd p
ara
llel circuit w
ith a
mm
ete
rs a
nd v
oltm
ete
rs.
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Physics 1
7
PHYSICS
Unit 1: Motion
Big Idea (Core Concept): The m
otion o
f an o
bje
ct m
ay b
e d
escribed u
sing a
) m
otion d
iagra
ms, b) data
, c) gra
phs, and d
) m
ath
em
atical fu
nctions.
Standard(s):
P2: M
otion o
f Obje
cts
Content Statement(s):
P2.1
: P
osition-T
ime
P2.2
: V
elocity-T
ime
P2.3
x: F
ram
es o
f Refe
rence
Content Expectations: (Content Statement Clarification)
P2.1A:
Calculate
th
e avera
ge speed o
f an obje
ct using th
e c
hange of position
and e
lapsed tim
e.
Clarification:
The calculation would be fo
r avera
ge velocity (n
ot
avera
ge
speed), since it involves change o
f position a
nd e
lapsed tim
e.
P2.1B:
Repre
sent
the velocities fo
r linear
and circular
motion using m
otion
diagra
ms (arrows o
n strobe p
ictu
res).
Clarification: M
otion d
iagra
ms a
re “strobe p
ictu
res” th
at illustrate
the m
otion
of an o
bje
ct. In
a m
otion d
iagra
m a
n o
bje
ct is s
hown a
s m
ultiple im
ages w
here
it w
ould a
ppear if seen a
t equal tim
e inte
rvals. A
rrows (vecto
rs) m
ay b
e u
sed to
repre
sent
the size and direction of
the obje
ct’s displacem
ent, velocity and/o
r accelera
tion.
P2.1C: Cre
ate
line g
raphs u
sing m
easure
d v
alues o
f position a
nd e
lapsed tim
e.
Clarification: N
one.
P2.1D: Describe a
nd a
nalyze the m
otion that a p
osition-tim
e g
raph repre
sents
, given the g
raph.
Clarification: N
one.
P2.1g:
Solve pro
blem
s involving avera
ge speed and consta
nt
accelera
tion in
one d
imension.
Clarification:
It is not
expecte
d th
at
stu
dents
will solve pro
blem
s involving
situations w
here
the a
ccelera
tion is changin
g in m
agnitude o
r direction.
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Physics 1
8
P2.2A:
Distinguish betw
een th
e variables of
dista
nce,
displacem
ent, speed,
velocity, and a
ccelera
tion.
Clarification:
Use of
the te
rms vecto
r and scalar
should be applied to
distinguish
betw
een
the
vecto
r quantities
of
displacem
ent,
velocity
and
accelera
tion and th
e scalar
quantities of
dista
nce and speed.
These vecto
r
quantities h
ave d
irection a
ssociate
d w
ith them
in a
ddition to m
agnitude.
P2.2B:
Use th
e change of
speed and elapsed tim
e to
calculate
th
e avera
ge
accelera
tion for linear m
otion.
Clarification:
The c
alculation for avera
ge a
ccelera
tion w
ould b
e u
sing c
hange
in v
elocity (not change in speed) and e
lapsed tim
e.
P2.2C: Describe a
nd a
nalyze the m
otion that a v
elocity-tim
e g
raph repre
sents
, given the g
raph.
Clarification: G
raphs should b
e lim
ited to linear m
otion o
nly.
P2.2e:
Use th
e are
a under
a velocity-tim
e gra
ph to
calculate
th
e dista
nce
traveled a
nd the slope to calculate
the a
ccelera
tion
Clarification:
No calculus should be re
quired.
For
the purp
oses of
this
calculation,
straight-line gra
phs (c
onsta
nt
slopes)
with easily calculate
d are
as
should be used. The are
a under
the velocity-tim
e gra
ph would re
pre
sent
the
change in p
osition o
f an o
bje
ct as o
pposed to the d
ista
nce tra
veled.
P2.3a: Describe a
nd c
om
pare
the m
otion o
f an o
bje
ct using d
iffe
rent re
fere
nce
fram
es.
Clarification:
Descriptions and com
parisons need be m
ade only fo
r one-
dim
ensional m
otion. It is n
ot expecte
d that stu
dents
will describe a
nd c
om
pare
th
e m
otion o
f an o
bje
ct using a
ccelera
ted refe
rence fra
mes.
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om
panio
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ocum
ent
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epartm
ent of Education 0
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7
Physics 7
5
Electric e
nerg
y
Electric p
ower
Electrical current
Fuse
Kilowatt h
our (k
Wh)
Kilowatt (kW
)
Load
Moving E
lectric C
harg
e
Ohm
Ohm
’s law
Open circuit
Para
llel circuit
Pote
ntial diffe
rence
Resista
nce
Series circuit
Short circuit
Voltage
Work
W
att
Real World Context
Typical ways that electrical energ
y is p
roduced a
re c
oal, o
il, natu
ral gas, wind,
hydro
electric, solar and n
uclear. The c
oal, o
il, natu
ral gas a
nd n
uclear isoto
pes
are
th
e fu
el to
heat
wate
r, pro
ducing ste
am
which drives a tu
rbine (c
hem
ical
energ
y to h
eat energ
y o
r nuclear energ
y to h
eat energ
y).
The turb
ine turn
s a
genera
tor
which pro
duces th
e electricity (h
eat energ
y to
m
echanical energ
y to
electrical energ
y). In
the case o
f hydro
electric e
nerg
y (fa
lling w
ate
r), th
e falling
wate
r tu
rns a tu
rbine which ru
ns th
e genera
tor
which pro
duces th
e electrical
energ
y (p
ote
ntial
energ
y to
m
echanical
energ
y to
electrical
energ
y). Solar
energ
y can be used in hom
es to
pro
duce electricity on a m
ore
lim
ited basis
(solar
lighting or
heat). This involves electrom
agnetic energ
y to
heat
and/o
r electrical energ
y convers
ions.
An e
xam
ple o
f a com
mon d
evice that transfo
rms e
lectrical energ
y to o
ther fo
rms
of energ
y is a
television w
hich p
roduces light, sound a
nd h
eat energ
y.
Oth
er devices can b
e u
sed sim
ilarly a
s illustrations.
Although in a fe
w te
xtb
ooks it is explained electrons are
th
e m
obile charg
e
carriers
responsible for electric c
urrent in c
onducto
rs s
uch a
s w
ires, it h
as long
been th
e convention to
ta
ke th
e direction of electric current
as if it were
th
e
positive c
harg
es w
hich a
re m
oving. Because the v
ast m
ajo
rity
of re
fere
nces u
se
the c
onventional current direction, th
at convention w
ill be u
sed for th
e c
onte
nt
expecta
tions d
ealing w
ith current and d
irection o
f current (p
ositive to n
egative).
Hom
e wiring is an exam
ple of para
llel circuits and m
axim
um
load.
Fuses or
circuit b
reakers
are
used in h
om
e w
iring to p
rote
ct against circuit o
verload.
A com
mon e
xam
ple o
f a series circuit is the flashlight.
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7
Physics 7
4
P4.10e: Explain e
nerg
y tra
nsfe
r in a
circuit, using a
n e
lectrical charg
e m
odel.
Clarification: U
se o
f th
e flow o
f positive c
harg
e is the c
onventionally a
ccepte
d
model of flow of charg
e th
rough a circuit.
Lim
it th
e explanation to
a sim
ple
circuit u
sing a
cell (
battery
) as the v
oltage s
ourc
e. E
xplanation s
hould include
the c
hem
ical energ
y o
f th
e c
ell, th
e w
ork
done b
y the c
ell, th
e p
ote
ntial energ
y
given to
th
e charg
e and th
e transfe
r of
the energ
y as th
e charg
es m
oves
thro
ugh the resista
nce in the circuit.
P4.10f: Calculate
th
e am
ount
of work
done when a charg
e m
oves th
rough a
pote
ntial diffe
rence, V.
Clarification: S
ince p
ote
ntial diffe
rence is w
ork
per unit c
harg
e, th
en the w
ork
done can be calculate
d by m
ultiplying th
e pote
ntial diffe
rence (V
) tim
es th
e
charg
e.
P4.10g:
Com
pare
th
e currents
, voltages,
and power
in para
llel
and series
circuits.
Clarification: N
one.
P4.10h: Explain h
ow circuit b
reakers
and fuses p
rote
ct household a
ppliances.
Clarification: N
one.
P4.10i: C
om
pare
the e
nerg
y u
sed in o
ne d
ay b
y c
om
mon h
ousehold a
ppliances
(e.g
., refrigera
tor, lam
ps, hair d
ryer, toaste
r, televisions, m
usic p
layers
).
Clarification:
Exam
ples
are
lim
ited
to
those
included
in
this
conte
nt
expecta
tion.
P4.10j: Explain th
e diffe
rence betw
een electric power
and electric energ
y as
used in b
ills fro
m a
n e
lectric com
pany.
Clarification: E
xplain the d
iffe
rence b
y c
om
paring k
ilowatts (kW
) and k
ilowatt
hours
(k
Wh), th
e units fo
und on electric bills. Kilowatt uses th
e larg
er
metric
unit for power (e
nerg
y u
sed p
er tim
e inte
rval). Kilowatt h
ours
is a
measure
of
the e
nerg
y (power tim
es tim
e) using the larg
er m
etric u
nits, kilowatt a
nd h
our.
Vocabulary
Am
pera
ge
Am
pere
s
Charg
e
Circuit
Circuit b
reaker
Com
plete
circuit
Coulom
b
Electric com
pany
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Physics 1
9
Vocabulary
Accelera
tion
Avera
ge S
peed
Circular Motion
Consta
nt Accelera
tion
Displacem
ent
Fra
me o
f Refe
rence
Function
Gra
ph
Linear Motion
Motion
Motion d
iagra
m
Position
Relative M
otion
Scalar
Speed
Tim
e
Vecto
r Velocity
Real World Context:
A c
om
parison c
an b
e m
ade o
f th
e m
otion o
f a p
ers
on a
ttem
pting to w
alk a
t a
consta
nt velocity d
own a
sidewalk to the m
otion o
f a p
ers
on a
ttem
pting to w
alk
in a
straight line w
ith a
consta
nt accelera
tion. T
hese m
otions c
an b
e c
om
pare
d
to the m
otion o
f a p
ers
on o
n a
bicycle a
ttem
pting to m
ainta
in a
consta
nt velocity
or consta
nt accelera
tion
A q
ualita
tive s
tudy o
f th
e p
osition, velocity a
nd a
ccelera
tion o
f an o
bje
ct th
at is
tossed s
traight up into
the a
ir n
ear th
e s
urface o
f th
e e
arth c
an b
e m
ade. T
he
accelera
tion o
f th
e o
bje
ct will be c
onsta
nt and d
ownward
. S
tudents
often h
ave
the m
isconceptions that th
e a
ccelera
tion is u
pward
during the u
pward
phase o
f th
e b
all’s flight and zero
at th
e top o
f its flight.
Com
mon e
xam
ples o
f re
lative m
otion s
uch a
s the m
otion o
bserv
ed b
y a
pers
on
sta
nding n
ext to
a road a
s a
car passes com
pare
d to the m
otion o
bserv
ed b
y the
driver
of th
e car
may be used. Also, th
e m
otion observ
ed by th
e driver
of a
second car which h
as a
diffe
rent velocity than the first m
ay b
e d
iscussed.
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ent of Education 0
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7
Physics 2
0
Instruments, Measurement, and Representations:
Measure
s o
f tim
e include h
ours
, m
inute
s, and seconds.
Measure
s o
f dista
nce include centim
ete
rs, m
ete
rs a
nd k
ilom
ete
rs.
“Fre
eze-fra
me” m
otion d
iagra
ms o
r strobe p
ictu
res w
ith d
ista
nce a
nd tim
e scales
will be u
sed.
Motion w
ill be repre
sente
d u
sing tables a
nd g
raphs o
f position v
ers
us tim
e a
nd
of velocity v
ers
us tim
e.
Motion will
be described using calculations of
avera
ge velocity and avera
ge
accelera
tions for diffe
rent parts o
f a journ
ey.
Show displacem
ent
and avera
ge velocity as vecto
rs including m
agnitude and
direction, using a
rrows in a
diagra
m form
at.
Instructional Examples:
i. In
quiry
CE: P
1.1
C, P1.1
D
Perform
a sim
ple experim
ent
using a ball,
a ra
mp,
and a tim
er
(such a
sto
pwatc
h or
a photo
gate
tim
er
syste
m). Collect
data
re
gard
ing th
e tim
e it
takes for th
e b
all to roll d
own the ram
p fro
m rest to
various p
oints
on the ram
p.
The p
osition a
nd tim
e d
ata
may b
e g
raphed, and it can b
e d
ete
rmined that th
e
ball’s displacem
ent
is re
late
d to
th
e square
of
the tim
e during a consta
nt
accelera
tion. This re
lationship m
ay be discovere
d w
ithout th
e “form
ula”
being
known b
efo
rehand.
ii. Reflection
CE: P
1.2
g, P1.2
j
Researc
h the e
ffects o
f accelera
tion o
n the h
um
an b
ody. T
hen, dete
rmine w
hat
design
decisions
have
to
be
made
when
developing
various
form
s
of
transportation (c
ars
, aircra
ft,
spacecra
ft,
rollerc
oaste
rs,
etc
.) to
incre
ase th
e
safe
ty o
f passengers
.
iii. Enrichm
ent
CE: P
2.2
C, P2.2
e
Given obje
cts
with non-c
onsta
nt
velocity or
accelera
tion,
gra
ph th
eir velocity
vers
us tim
e and develop at least tw
o ways of dete
rmining th
e are
a under
the
resulting n
on-linear curv
e.
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ent
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Physics 7
3
PHYSICS
Unit 10: Electric Current
Big Idea (Core Concept):
Electrical current is u
sed to tra
nsfe
r energ
y a
nd to d
o w
ork
.
Standard:
P4: F
orm
s o
f Energ
y a
nd E
nerg
y T
ransfo
rmations
Content Statement(s):
P4.1
0: C
urrent Electricity C
ircuits.
P4.1
0x: C
urrent Electricity —
Ohm
’s Law, W
ork
, and P
ower.
Content Expectations: (Content Statement Clarification)
P4.10A:
Describe
the
energ
y
transfo
rmations
when
electrical
energ
y
is
pro
duced a
nd tra
nsfe
rred to h
om
es a
nd b
usinesses.
Clarification:
Describe th
e pro
duction of electricity by power
plants
th
at use
coal, o
il, natu
ral gas a
nd n
uclear isoto
pes a
s a
sourc
e o
f energ
y to h
eat wate
r,
pro
ducing ste
am
th
at
rota
tes a tu
rbine th
at
runs a genera
tor
that
pro
duces
electrical energ
y. P
roduction o
f electricity v
ia falling w
ate
r or wind (elim
inating
the h
eating o
f wate
r in the tra
nsfo
rmations) should a
lso b
e included.
P4.10B: Id
entify
com
mon h
ousehold d
evices that transfo
rm e
lectrical energ
y to
oth
er fo
rms o
f energ
y, and d
escribe the type o
f energ
y tra
nsfo
rmation.
Clarification: N
one.
P4.10C:
Given diagra
ms of
many diffe
rent
possible connections of
electric
circuit e
lem
ents
, identify
com
plete
circuits, open c
ircuits, and s
hort c
ircuits a
nd
explain the reasons for th
e classification.
Clarification:
The use of
a schem
atic diagra
m fo
r circuit elem
ents
is not
expecte
d. R
ealistic sketc
hes o
f circuit e
lem
ents
should b
e u
sed. L
imit circuits to
individual series a
nd p
ara
llel circuits; com
bination circuits a
re n
ot expecte
d.
P4.10D: Discrim
inate
betw
een v
oltage, re
sista
nce, and c
urrent as they a
pply to
an e
lectric circuit.
Clarification: N
one.
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Physics 7
2
Units by Content Expectation
PHYSICS
Unit 10: Electric Current
Code
Content Expectation
P4.1
0
Curr
ent Ele
ctricity C
ircuits C
urrent electricity is d
escribed a
s
movem
ent of charg
es. It is a
particularly u
sefu
l fo
rm o
f energ
y
because it can b
e e
asily tra
nsfe
rred fro
m p
lace to p
lace a
nd readily
transfo
rmed b
y v
arious d
evices into
oth
er fo
rms o
f energ
y (e.g
.,
light, h
eat, sound, and m
otion). E
lectrical current (a
mpera
ge) in a
circuit is d
ete
rmined b
y the p
ote
ntial diffe
rence (voltage) of th
e
power sourc
e a
nd the resista
nce o
f th
e loads in the circuit.
P4.1
0A
Describe the e
nerg
y tra
nsfo
rmations w
hen e
lectrical energ
y is
pro
duced a
nd tra
nsfe
rred to h
om
es a
nd b
usinesses.
P4.1
0B
Identify
com
mon h
ousehold d
evices that transfo
rm e
lectrical
energ
y to o
ther fo
rms o
f energ
y, and d
escribe the type o
f energ
y
transfo
rmation.
P4.1
0C
Given d
iagra
ms o
f m
any d
iffe
rent possible connections o
f electric
circuit e
lem
ents
, identify
com
plete
circuits, open circuits, and short
circuits a
nd e
xplain the reasons for th
e classification.
P4.1
0D
Discrim
inate
betw
een v
oltage, re
sista
nce, and current as they
apply to a
n e
lectric circuit.
P4.1
0x
Curr
ent Ele
ctricity —
Ohm
’s L
aw, W
ork
, and P
ower In
circuits, th
e
relationship b
etw
een e
lectric current, I, electric p
ote
ntial
diffe
rence, V, and resista
nce, R, is q
uantified b
y V
= I R
(Ohm
’s
Law). W
ork
is the a
mount of energ
y tra
nsfe
rred d
uring a
n
inte
raction. In
electrical syste
ms, work
is d
one w
hen charg
es a
re
moved thro
ugh the circuit. Electric p
ower is the a
mount of work
done b
y a
n e
lectric current in a
unit o
f tim
e, which can b
e
calculate
d u
sing P
= I V
.
P4.1
0e
Explain e
nerg
y tra
nsfe
r in a
circuit, using a
n e
lectrical charg
e
model.
P4.1
0f
Calculate
the a
mount of work
done w
hen a
charg
e m
oves thro
ugh
a p
ote
ntial diffe
rence, V.
P4.1
0g
Com
pare
the currents, voltages, and p
ower in p
ara
llel and series
circuits.
P4.1
0h
Explain h
ow circuit b
reakers
and fuses p
rote
ct household
appliances.
P4.1
0i
Com
pare
the e
nerg
y u
sed in o
ne d
ay b
y com
mon h
ousehold
appliances (e.g
., refrigera
tor, lam
ps, hair d
ryer, toaste
r,
televisions, m
usic p
layers
).
P4.1
0j
Explain the d
iffe
rence b
etw
een e
lectric p
ower and e
lectric e
nerg
y
as u
sed in b
ills fro
m a
n e
lectric com
pany.
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Physics 2
1
iv. G
enera
l CE: P
2.1
D, P2.2
A, P2.2
C
Using com
pute
r or
calculato
r inte
rfaced m
otion dete
cto
rs,
gra
phs of
stu
dents
own m
otion m
ay be quickly cre
ate
d.
The shape of
position,
velocity and
accelera
tion v
ers
us tim
e g
raphs c
an b
e p
redicte
d b
efo
re s
tudents
walk o
r ru
n in
front of th
e d
ete
cto
r in a
particular way. A
lso, given a
particular gra
ph, stu
dents
can a
ttem
pt to
matc
h that gra
ph w
ith their o
wn m
otion.
v. Inte
rvention
CE: P
2.2
A
A targ
et bubble level can b
e u
sed a
s a
n a
ccelero
mete
r. W
hen the level is h
eld
horizonta
lly, th
e b
ubble m
oves a
way fro
m cente
r in the d
irection o
f accelera
tion.
Stu
dents
can investigate
the d
irection o
f accelera
tion d
uring e
very
day m
otions.
While w
alking o
r riding in a
vehicle, th
e d
irection o
f accelera
tion w
hen s
peeding
up, slowing d
own, or while changing d
irection o
f m
otion can b
e d
ete
rmined.
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Physics 2
2
Units by Content Expectation
PHYSICS
Unit 2: 2-Dimensional Motion & Forces
Code
Content Expectation
P2.2
Velo
city-T
ime T
he m
otion o
f an o
bje
ct can b
e d
escribed b
y its
position a
nd v
elocity a
s functions o
f tim
e a
nd b
y its
avera
ge speed
and a
vera
ge a
ccelera
tion d
uring inte
rvals o
f tim
e.
P2.2
g
Apply the independence o
f th
e v
ertical and h
orizonta
l initial
velocities to solve p
roje
ctile m
otion p
roblem
s.
P3.2
Net Forc
es F
orc
es h
ave m
agnitude a
nd d
irection. The n
et fo
rce o
n
an o
bje
ct is the sum
of all the forc
es a
cting o
n the o
bje
ct. O
bje
cts
change their speed a
nd/o
r direction o
nly w
hen a
net fo
rce is
applied. If the n
et fo
rce o
n a
n o
bje
ct is zero
, th
ere
is n
o change in
motion (Newto
n’s F
irst Law).
P3.2
d
Calculate
all the forc
es o
n a
n o
bje
ct on a
n inclined p
lane a
nd
describe the o
bje
ct’s m
otion b
ased o
n the forc
es u
sing fre
e-b
ody
diagra
ms.
P3.4
Forc
es a
nd A
ccele
ration T
he change o
f speed a
nd/o
r direction
(accelera
tion) of an o
bje
ct is p
roportional to
the n
et fo
rce a
nd
invers
ely p
roportional to
the m
ass o
f th
e o
bje
ct. T
he a
ccelera
tion
and n
et fo
rce a
re a
lways in the sam
e d
irection.
P3.4
e
Solve p
roblem
s involving forc
e, m
ass, and a
ccelera
tion in two-
dim
ensional pro
jectile m
otion restricte
d to a
n initial horizonta
l velocity w
ith n
o initial vertical velocity (e.g
., a
ball rolling o
ff a
ta
ble).
HSSCE C
om
panio
n D
ocum
ent
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epartm
ent of Education 0
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7
Physics 7
1
Instructional Examples:
i. In
quiry
CE: P1.1
A, P1.1
E, P3.7
B, P3.7
f
Have stu
dents
investigate
which ty
pes of
mate
rials and obje
cts
can build up
sta
tic charg
e. H
ave them
also d
ete
rmine w
hich types o
f obje
cts typically a
ttra
ct
each o
ther and w
hich o
nes repel each o
ther.
ii.
Reflection
CE: P1.2
f, P
1.2
g, P3.1
c, P3.7
B, P3.7
c, P3.7
d
Have stu
dents
develop a list of com
mon exam
ples where
th
e buildup of sta
tic
charg
e can have negative effects
and design ways to
safe
ly elim
inate
th
at
buildup.
iii.
Enrichm
ent
CE: P3.7
d, P3.7
e, P3.7
f
Have stu
dents
build a
n e
lectrophoru
s a
nd construct charg
e d
istribution d
iagra
ms
of th
e d
evice a
t various ste
ps o
f th
e charg
ing a
nd d
ischarg
ing p
rocess.
iv.
Genera
l
CE: P3.7
c, P3.7
d, P3.7
e
Make a
charg
e d
istribution d
iagra
m a
nd e
xplain w
hy a
charg
ed b
alloon s
ticks to
the w
all
v. Inte
rvention
CE: P3.8
b
Stu
dents
can build th
eir own electric m
oto
r using coils of
wire and m
agnets
.
This allows th
em
to
experience,
in a hands-o
n way,
how th
e inte
raction of
electric and m
agnetic fo
rces is th
e basis fo
r th
ese com
mon devices. Stu
dents
can a
lso b
e s
hown h
ow g
enera
tors
and m
oto
rs a
re really the s
am
e d
evice just
used diffe
rently by ta
king a m
oto
r and applying m
echanical energ
y to
it to
pro
duce e
lectricity.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
9/0
7
Physics 7
0
Real World Context
Many of
the Expecta
tions liste
d in th
is unit are
genera
lly ta
ught
using th
e
concepts
of electric and m
agnetic fields.
These are
usefu
l ways of
explaining
electric a
nd m
agnetic forc
es a
t a d
ista
nce. Stu
dents a
re e
xpecte
d to k
now a
nd
use these concepts
and term
inology.
The ability of a charg
ed obje
ct to
lift up a tiny piece of paper, dem
onstrating
that
betw
een tw
o charg
ed particles,
the electric fo
rce is larg
er
than Earth’s
gra
vitational fo
rce
An e
lectrophoru
s a
nd a
n e
lectroscope c
an b
e u
sed to e
xplain b
oth
charg
ing b
y
conta
ct and charg
ing b
y induction.
Using exam
ples of
“sta
tic cling”
such as cloth
es from
th
e dry
er
and balloons
stu
ck to
a wall is a good way to
show th
e diffe
rence in m
agnitude betw
een
gra
vitational fo
rces a
nd e
lectric forc
es
Electric m
oto
rs a
nd g
enera
tors
are
good w
ays to e
xplain h
ow to u
tilize m
oving
electric charg
es to
pro
duce m
agnetic fo
rces and how to
utilize changing
magnetic fields p
roduces e
lectric forc
es. B
oth
of th
ese p
rinciples c
om
bined c
an
be used to
explain how accelera
ting electric charg
es pro
duces electrom
agnetic
distu
rbances w
hich can b
e d
escribed a
s E
M w
aves w
hen these d
istu
rbances h
ave
a regular pattern
. Instruments, Measurement, and Representations
Measure
s o
f tim
e: hours
, m
inute
s, seconds
Measure
s o
f dista
nce: cm
, m
, km
Measure
s o
f fo
rce a
nd w
eight: N
ewto
ns
Measure
s o
f m
ass: kg, gra
ms
Measure
s o
f charg
e: coulom
b
Use o
f arrows to repre
sent fo
rces o
f attra
ction o
r re
pulsion
Relationship of
dista
nce to
electrical fo
rce:
doubling (o
r tripling)
the dista
nce
betw
een tw
o charg
es re
duces th
e m
agnitude of
the electrical
forc
e to
one
quarter (o
r one n
inth
).
Diagra
ms o
f charg
e d
istribution.
HSSCE C
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panio
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ocum
ent
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epartm
ent of Education 0
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7
Physics 2
3
PHYSICS
Unit 2: 2-Dimensional Motion & Forces
Big Idea (Core Concept):
The m
otion of
an obje
ct
that
moves both
horizonta
lly a
nd v
ertically a
t th
e s
am
e tim
e c
an b
e a
nalyzed w
ith the p
rinciples
of linear m
otion a
nd forc
e.
Standard (s):
P2: M
otion o
f Obje
cts
P3: F
orc
es a
nd M
otion
Content Statement(s):
P2.2
: Velocity-T
ime
P3.2
: Net Forc
es
P3.4
: Forc
es a
nd A
ccelera
tion
Content Expectations: (Content Statement Clarification)
P2.2g: Apply the independence o
f th
e v
ertical and h
orizonta
l initial velocities to
solve p
roje
ctile m
otion p
roblem
s.
Clarification: O
nly the h
orizonta
l and v
ertical dim
ensions o
f pro
jectile m
otion
are
expecte
d. These p
roblem
s include p
roje
ctiles w
ith n
o initial vertical velocity
(launched horizonta
lly)
and th
ose launched at
an angle to
th
e horizonta
l. Air
resista
nce should b
e ignore
d.
P3.2d: Calculate
all th
e forc
es o
n a
n o
bje
ct on a
n inclined p
lane a
nd d
escribe
the o
bje
ct’s m
otion b
ased o
n the forc
es u
sing fre
e-b
ody d
iagra
ms.
Clarification:
In
clines should include both
frictionless and friction-b
ased
syste
ms.
In
clined plane fo
rce scenarios should include ones th
at
cause th
e
obje
ct
to be at
rest, m
oving up a plane,
and m
oving down a plane.
Forc
es
involve calculations; th
e m
otion involves o
nly a
description.
P3.4e:
Solve
pro
blem
s
involving
forc
e,
mass
and
accelera
tion
in
two
dim
ensional pro
jectile m
otion re
stricte
d to a
n initial horizonta
l velocity w
ith n
o
initial vertical velocity (e.g
., a
ball rolling o
ff a
table).
Clarification: A
ir resista
nce should b
e ignore
d.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
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Physics 2
4
Vocabulary
Position
Velocity
Avera
ge speed
Avera
ge a
ccelera
tion
Vertical velocity
Horizonta
l velocity
Pro
jectile m
otion
Pro
jectile
Accelera
tion d
ue to g
ravity
Pro
portional
Net Forc
e
Invers
ely p
roportional
Mass
Two-d
imensional pro
jectile m
otion
Inclined p
lane
Fre
e-b
ody d
iagra
ms
Real World Context:
The u
se o
f kinem
atics e
quations for m
otion is e
xte
nsive in this u
nit, as p
roblem
solving
and
calculations
are
re
quired
in
each
expecta
tion.
Additionally
labora
tory
exerc
ises with horizonta
lly, vertically and angled pro
jectile launches
will allow a
pplication o
f th
e p
aper-pencil p
roblem
solving.
Sketc
hing th
e m
otion of
a pro
jectile,
teasing out
the horizonta
l and vertical
velocity v
ecto
rs w
ill help v
isualize the m
otion. A
dditionally a
ddin
g a
vecto
r fo
r
accelera
tion is helpfu
l. Velocity vs. tim
e gra
phs can be com
plete
d of fo
r th
e
horizonta
l and v
ertical com
ponents
of th
e p
roje
ctile’s m
otion.
Instruments, Measurement, and Representations:
Repre
sent
the pro
jectile m
otion of
an obje
ct
using velocity vecto
rs,
and
separa
ting th
e horizonta
l and vertical velocity vecto
rs. These re
pre
senta
tions
should include obje
cts
pro
jecte
d upward
at
an angle and th
ose pro
jecte
d
horizonta
lly from
a height
above gro
und.
The entire
flight
of
the pro
jectile
should b
e repre
sente
d fro
m the sta
rt o
f flight to
the e
nd.
Sketc
h th
e m
otion of a pro
jectile on a position vs. tim
e and velocity vs. tim
e
gra
ph.
Com
plete
labora
tory
exerc
ises that launch p
roje
ctiles v
ertically, horizonta
lly a
nd
at an a
ngle a
nd c
alculate
their initial velocities. T
ime o
f flight can b
e c
alculate
d
or m
easure
d. H
orizonta
l dista
nce tra
veled can b
e calculate
d o
r m
easure
d.
Dra
w a free body diagra
m of th
e fo
rces acting on an obje
ct
on a frictionless
incline p
lane w
hen the o
bje
ct is a
t re
st and in m
otion. C
alculate
the forc
es.
Dra
w a
fre
e b
ody d
iagra
m o
f th
e forc
es a
cting o
n a
n o
bje
ct on a
n incline p
lane
when the o
bje
ct is a
t re
st and in m
otion. C
alculate
the forc
es.
HSSCE C
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panio
n D
ocum
ent
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an D
epartm
ent of Education 0
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Physics 6
9
Vocabulary
charg
ed o
bje
ct
conducto
r
conta
ct fo
rces
Coulom
b’s Law
direction o
f a forc
e
distribution o
f electric charg
e
electric charg
e
electric circuit
electric forc
e
electric g
enera
tor
electric m
oto
r electric p
ote
ntial
electrical current
electrically n
eutral
electrom
agnetic forc
e
electrom
agnetic w
ave
electron
forc
e
forc
es a
t a d
ista
nce
friction
gra
vitational fo
rce
induction
invers
e square
law
invers
ely p
roportional
like charg
e
magnet
magnetic forc
e
magnitude o
f a forc
e
magnitude o
f charg
e
moving e
lectrical charg
e
moving m
agnet
net fo
rce
opposite charg
e
pro
portional
pro
ton
repel/attra
ct
sta
tic charg
e
Van d
e G
raff g
enera
tor
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ocum
ent
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Physics 6
8
P3.7B:
Explain why acquiring a larg
e excess sta
tic charg
e (e
.g., pulling off a
wool cap, to
uching a
Van d
e G
raaff g
enera
tor, com
bing) affects
your hair.
Clarification: N
one.
P3.7c:
Dra
w th
e re
distribution of electric charg
es on a neutral obje
ct
when a
charg
ed o
bje
ct is b
rought near.
Clarification:
The re
distribution of charg
e is th
e re
sult of th
e m
ovem
ent
of
negative c
harg
es in a
n o
bje
ct caused b
y the type o
f charg
e that is b
rought near
that obje
ct.
P3.7d: Id
entify
exam
ples o
f induced sta
tic charg
es.
Clarification: N
one.
P3.7e:
Explain why an attra
ctive fo
rce re
sults from
bringing a charg
ed obje
ct
near a n
eutral obje
ct.
Clarification: N
one.
P3.7f: D
ete
rmine the n
ew e
lectric forc
e o
n charg
ed o
bje
cts a
fter th
ey touch a
nd
are
then separa
ted.
Clarification:
Note
th
at
the am
ount
of
forc
e after
they to
uch and are
separa
ted can v
ary
fro
m zero
up to the a
mount of fo
rce that was p
resent befo
re
they touched d
epending o
n the a
mount and type o
f charg
e o
n e
ach o
bje
ct and
wheth
er or not th
e o
bje
cts
are
conducto
rs o
r insulato
rs. E
ach o
f th
ese scenarios
should b
e a
ddre
ssed.
P3.7g: Pro
pose a
mechanism
based o
n e
lectric forc
es to e
xplain c
urrent flow in
an e
lectric circuit.
Clarification:
Even th
ough th
e flow of
positive charg
e is th
e conventionally
accepte
d m
odel of flow o
f charg
e thro
ugh a
circuit, th
e m
ovem
ent of electrons
due to e
lectric forc
es w
ill also h
ave to b
e e
xplained.
P3.8b: Explain h
ow the inte
raction o
f electric a
nd m
agnetic forc
es is the b
asis
for electric m
oto
rs, genera
tors
, and the p
roduction o
f electrom
agnetic w
aves.
Clarification: N
one.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
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7
Physics 2
5
Use
metric
measure
ments
of
mass
(kilogra
m),
velocity
(mete
rs/s
econd),
accelera
tion due to
gra
vity (9
.8 m
/s2), fo
rce (N
ewto
n), tim
e (s
econds)
and
dista
nce (m
ete
rs).
Use F
orm
ulas:
W
here
:
v =
vo +
at
∆
x =
displacem
ent
∆x =
vot + ½
at2
v = v
elocity
v2 =
vo2 +
2a∆x
a = a
ccelera
tion
txv
∆∆=
_
t = tim
e
Instructional Examples:
i.
Inquiry
CE: P
1.1
C, P1.1
D, P1.1
E, P2.2
g, P3.4
e
Design and conduct an investigation of th
e fa
cto
rs th
at affect th
e m
otion of a
pro
jectile.
ii.
Reflection
CE: P
1.2
h, P2.2
g, P3.4
e
Investigate
th
e question “W
hat
is gra
vity?”
as answere
d by Arc
him
edes,
Galileo, and N
ewto
n. T
hinking a
s these h
isto
rical figure
s, use their responses to
describe the m
otion o
f a p
roje
ctile.
iii. Enrichm
ent
CE: P
3.2
d
Use an inclined plane to
re
cre
ate
Galileo’s experim
ent
to dete
rmine th
e
accelera
tion d
ue to g
ravity. An Inte
rnet exam
ple o
f an a
ctivity such a
s this can
be found a
t: h
ttp:/
/exploringdata
.cqu.e
du.a
u/w
s_galil.htm
iv.
Genera
l CE: P2.2
g
Given a ta
rget
(cup,
circular
targ
et
on th
e gro
und,
goal
post, soccer
goal)
conduct
the necessary
experim
ents
and calculations to
dete
rmine th
e launch
angle for th
e p
roje
ctile (air rocket, b
all, arrow) in o
rder to
hit the targ
et.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 2
6
v.
Inte
rvention
CE: P
3.2
d
Using an old te
xtb
ook, m
easure
th
e weight of th
e book with a spring scale or
forc
e m
ete
r. Put
the book on an inclined plane. Use a spring scale or
forc
e
mete
r to
measure
the forc
es o
n a
n o
bje
ct on a
n inclined p
lane—
friction, norm
al
forc
e, fo
rce p
ulling it down the p
lane. C
om
pare
with the c
alculate
d forc
es u
sing
trigonom
etry. M
easure
the forc
es a
t various a
ngles a
nd n
ote
the m
otion o
f th
e
book, if a
ny.
HSSCE C
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panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
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Physics 6
7
PHYSICS
Unit 9: Electric Forces
Big Idea (Core Concept):
All obje
cts
are
com
posed of electrical charg
es. Certain chara
cte
ristics of th
ese
charg
es d
ete
rmine the e
lectric a
nd m
agnetic forc
es e
xperienced b
y o
bje
cts
that
inte
ract with e
ach o
ther at a d
ista
nce.
Standard(s):
P3: F
orc
es a
nd M
otion
Content Statement(s):
P3.1
x: F
orc
es
P3.7
: E
lectric C
harg
es
P3.7
x: E
lectric C
harg
es-Inte
ractions
P3.8
x: E
lectrom
agnetic F
orc
e
Content Expectations: (Content Statement Clarification)
P3.1b: Explain w
hy scientists
can ignore
the g
ravitational fo
rce w
hen m
easuring
the n
et fo
rce b
etw
een two e
lectrons.
Clarification:
The m
ain point
here
is th
at
for
sm
all,
charg
ed obje
cts
th
e
electrical fo
rces c
an b
e v
ery
much g
reate
r th
an the g
ravitational fo
rce that acts
upon them
. P3.1c:
Pro
vide exam
ples th
at
illustrate
th
e im
portance of th
e electric fo
rce in
every
day life.
Clarification: N
one.
P3.7A: Pre
dict how the e
lectric forc
e b
etw
een c
harg
ed o
bje
cts v
aries w
hen the
dista
nce b
etw
een them
and/o
r th
e m
agnitude o
f charg
es change.
Clarification:
The e
mphasis h
ere
should b
e o
n a
qualita
tive u
nders
tanding o
f th
ese re
lationships,
more
of
a com
parison or
scale fa
cto
r (2
x,
4x larg
er
or
sm
aller, e
tc.) Actu
al use o
f th
e invers
e s
quare
law to d
o c
alculations o
f electric
forc
e is n
ot th
e focus o
f th
is E
xpecta
tion.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
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7
Physics 6
6
Units by Content Expectation
PHYSICS
Unit 9: Electric Forces
Code
Content Expectation
P3.1
x
Forc
es O
bje
cts
can inte
ract with e
ach o
ther by “direct conta
ct”
(pushes o
r pulls, friction) or at a d
ista
nce (gra
vity,
electrom
agnetism
, nuclear).
P3.1
b
Explain w
hy scientists
can ignore
the g
ravitational fo
rce w
hen
measuring the n
et fo
rce b
etw
een two e
lectrons.
P3.1
c
Pro
vide e
xam
ples that illustrate
the im
portance o
f th
e e
lectric
forc
e in e
very
day life.
P3.7
Ele
ctric C
harg
es E
lectric forc
e e
xists
betw
een a
ny two charg
ed
obje
cts
. Oppositely charg
ed o
bje
cts
attra
ct, w
hile o
bje
cts
with like
charg
e repel. T
he strength
of th
e e
lectric forc
e b
etw
een two
charg
ed o
bje
cts
is p
roportional to
the m
agnitudes o
f th
e charg
es
and invers
ely p
roportional to
the square
of th
e d
ista
nce b
etw
een
them
(Coulom
b’s Law).
P3.7
A
Pre
dict how the e
lectric forc
e b
etw
een charg
ed o
bje
cts
varies
when the d
ista
nce b
etw
een them
and/o
r th
e m
agnitude o
f charg
es
change.
P3.7
B
Explain w
hy a
cquiring a
larg
e e
xcess sta
tic charg
e (e.g
., p
ulling o
ff
a w
ool cap, to
uching a
Van d
e G
raaff g
enera
tor, com
bing) affects
your hair.
P3.7
x
Ele
ctric C
harg
es-I
nte
ractions C
harg
ed o
bje
cts
can a
ttra
ct
electrically n
eutral obje
cts
by induction.
P3.7
c
Dra
w the redistribution o
f electric charg
es o
n a
neutral obje
ct
when a
charg
ed o
bje
ct is b
rought near.
P3.7
d
Identify
exam
ples o
f induced sta
tic charg
es.
P3.7
e
Explain w
hy a
n a
ttra
ctive forc
e results fro
m b
ringing a
charg
ed
obje
ct near a n
eutral obje
ct.
P3.7
f Dete
rmine the n
ew e
lectric forc
e o
n charg
ed o
bje
cts a
fter th
ey
touch a
nd a
re then separa
ted.
P3.7
g
Pro
pose a
mechanism
based o
n e
lectric forc
es to e
xplain current
flow in a
n e
lectric circuit.
P3.8
x
Ele
ctrom
agnetic F
orc
e M
agnetic a
nd e
lectric forc
es a
re two a
spects
of a single e
lectrom
agnetic forc
e. Moving e
lectric charg
es p
roduce
magnetic forc
es a
nd m
oving m
agnets
pro
duce e
lectric forc
es (e.g
.,
electric current in a
conducto
r).
P3.8
b
Explain h
ow the inte
raction o
f electric a
nd m
agnetic forc
es is the
basis for electric m
oto
rs, genera
tors
, and the p
roduction o
f
electrom
agnetic w
aves.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
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7
Physics 2
7
Units by Content Expectation
PHYSICS
Unit 3: Dynamics
Code
Content Expectation
P3.1
Basic F
orc
es in N
atu
re O
bje
cts
can inte
ract with e
ach o
ther by
“direct conta
ct” (pushes o
r pulls, friction) or at a d
ista
nce (gra
vity,
electrom
agnetism
, nuclear).
P3.1
A
Identify
the forc
e(s
) acting b
etw
een o
bje
cts in “direct conta
ct” o
r at a d
ista
nce.
P3.1
x
Forc
es T
here
are
four basic forc
es (gra
vitational, e
lectrom
agnetic,
strong, and w
eak n
uclear) that diffe
r gre
atly in m
agnitude a
nd
range. Betw
een a
ny two charg
ed p
articles, electric forc
e is v
astly
gre
ate
r th
an the g
ravitational fo
rce. Most observ
able forc
es (e.g
.,
those e
xerted b
y a
coiled spring o
r friction) m
ay b
e tra
ced to
electric forc
es a
cting b
etw
een a
tom
s a
nd m
olecules.
P3.1
d
Identify
the b
asic forc
es in e
very
day inte
ractions.
P3.2
Net Forc
es F
orc
es h
ave m
agnitude a
nd d
irection. The n
et fo
rce o
n
an o
bje
ct is the sum
of all the forc
es a
cting o
n the o
bje
ct. O
bje
cts
change their speed a
nd/o
r direction o
nly w
hen a
net fo
rce is
applied. If the n
et fo
rce o
n a
n o
bje
ct is zero
, th
ere
is n
o change in
motion (Newto
n’s F
irst Law).
P3.2
A
Identify
the m
agnitude a
nd d
irection o
f every
day forc
es (e.g
.,
wind, te
nsion in ropes, pushes a
nd p
ulls, weight).
P3.2
C
Calculate
the n
et fo
rce a
cting o
n a
n o
bje
ct.
P3.3
Newto
n’s T
hird L
aw W
henever one o
bje
ct exerts a
forc
e o
n
anoth
er obje
ct, a
forc
e e
qual in m
agnitude a
nd o
pposite in
direction is e
xerted b
ack o
n the first obje
ct.
P3.3
A
Identify
the a
ction a
nd reaction forc
e fro
m e
xam
ples o
f fo
rces in
every
day situations (e.g
., b
ook o
n a
table, walking a
cro
ss the
floor, p
ushing o
pen a
door).
P3.4
Forc
es a
nd A
ccele
ration T
he change o
f speed a
nd/o
r direction
(accelera
tion) of an o
bje
ct is p
roportional to
the n
et fo
rce a
nd
invers
ely p
roportional to
the m
ass o
f th
e o
bje
ct. T
he a
ccelera
tion
and n
et fo
rce a
re a
lways in the sam
e d
irection.
P3.4
A
Pre
dict th
e change in m
otion o
f an o
bje
ct acte
d o
n b
y severa
l
forc
es.
P3.4
B
Identify
forc
es a
cting o
n o
bje
cts m
oving w
ith consta
nt velocity
(e.g
., cars
on a
highway).
P3.4
C
Solve p
roblem
s involving forc
e, m
ass, and a
ccelera
tion in linear
motion (Newto
n’s second law).
HSSCE C
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panio
n D
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ent
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epartm
ent of Education 0
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Physics 2
8
P3.6
Gra
vitational In
tera
ctions G
ravitation is a
n a
ttra
ctive forc
e that a
mass e
xerts o
n e
very
oth
er m
ass. The strength
of th
e
gra
vitational fo
rce b
etw
een two m
asses is p
roportional to
the
masses a
nd invers
ely p
roportional to
the square
of th
e d
ista
nce
betw
een them
.
P3.6
C
Explain h
ow y
our weight on E
arth could b
e d
iffe
rent from
your
weight on a
noth
er planet.
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panio
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ocum
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epartm
ent of Education 0
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Physics 6
5
Instructional Examples:
i. In
quiry
CE: P
1.1
C, P1.1
D, P1.1
E
Given a
tra
nspare
nt m
edium
such a
s a
Lucite b
lock a
nd a
light sourc
e, data
can
be collecte
d o
n refraction a
ngles o
f light ra
ys g
iven a
set of incident angles. A
gra
ph can b
e p
roduced to h
elp stu
dents
to d
educe the relationship b
etw
een
angles incidence a
nd refraction.
ii. R
eflection
CE: P
1.2
g, P1.2
j, P
1.2
k, P4.6
A, P4.6
e, P4.6
f, P
4.6
h
Researc
h a
nd p
roduce a
diagra
m o
f th
e e
lectrom
agnetic spectrum
. U
nder each
form
of EM radiation list its p
ossible sourc
es, te
chnological/biological uses,
effects
/dangers
to h
um
an b
eings a
nd m
eth
ods u
sed to m
inim
ize n
egative
effects
. iii. Enrichm
ent
CE: P
1.1
C, P1.1
h, P4.6
A, P4.6
e
Perform
experim
ents
to d
ete
rmine w
hat it takes to b
lock v
arious form
s o
f
electrom
agnetic radiation. G
iven severa
l blocking m
ate
rials such a
s a
lum
inum
fo
il, paper, m
eta
l window scre
en, etc
. attem
pt to
block radio w
ave, infrare
d
light, cell p
hone tra
nsm
issions e
tc.
iv. G
enera
l
CE: P
4.8
f Given a
set of lenses, experim
ent until a com
bination is d
iscovere
d that re
sults
in a
sim
ple refracting telescope. T
hen, dra
w a
ray d
iagra
m to d
ete
rmine h
ow
the lens com
bination m
agnifies the im
age.
v. Inte
rvention
CE: P
4.6
B, P4.6
C
Discuss the a
ccura
cy o
f various science fiction/fanta
sy m
ovies in w
hich sound is
heard
though the v
acuum
of space, near insta
nta
neous com
munication takes
place o
ver astronom
ical dista
nces, or “laser beam
s” are
seen to b
e v
isibly
traveling fro
m o
ne p
lace to a
noth
er.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
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7
Physics 6
4
Real World Context
Using record
ings o
f com
munications b
etw
een a
stronauts
on the m
oon a
nd
mission control during the A
pollo m
issions, one can identify
the d
elay b
etw
een
transm
ission a
nd reception a
nd e
stim
ate
the speed o
f EM radiation.
Delays can a
lso b
e d
ete
cte
d w
hen a
news a
nchor com
municate
s w
ith a
reporter
in the field v
ia sate
llite.
Micro
waves can b
e u
sed for com
munication (e.g
. cell p
hones). They can a
lso b
e
used to cook food. T
he m
icro
wave fre
quencies u
sed in m
icro
wave o
vens a
re a
t
the resonant frequencies o
f wate
r m
olecules. W
hen the w
ate
r m
olecules in food
absorb
this e
nerg
y their k
inetic e
nerg
y g
oes u
p, and the food is w
arm
er.
Melanin a
nd sun b
lock a
bsorb
and scatter ultra
violet ra
diation that can d
am
age
the n
uclei of skin cells. A
voiding such d
am
age can reduce the risk o
f som
e
types o
f skin cancer.
X-rays a
re a
form
high fre
quency E
M radiation that com
es fro
m the v
ibra
tion o
f th
e inner shell e
lectrons o
f an a
tom
. S
om
e X
-rays m
ay a
lso b
e e
mitte
d b
y
ato
mic n
uclei.
Instruments, Measurement, and Representations
Angles a
re m
easure
d in d
egre
es.
Fre
quency is m
easure
d in o
scillations p
er second.
Wavelength
is m
easure
d in m
ete
rs a
nd n
anom
ete
rs.
Velocity is m
easure
d in m
ete
rs/s
econd.
Tim
e is m
easure
d in h
ours
, m
inute
s, and seconds.
Ray d
iagra
ms a
re u
sed to show the p
ath
of light during reflection o
r re
fraction.
Snell’s Law is u
sed to calculate
angles o
f re
fraction.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
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7
Physics 2
9
PHYSICS
Unit 3: Dynamics
Big Idea (Core Concept): W
hen two o
bje
cts
inte
ract with e
ach o
ther, b
y d
irect
conta
ct or
at a dista
nce, all th
ree of Newto
n’s Laws describe and explain th
at
inte
raction.
Standard(s):
P3: F
orc
es a
nd M
otion
Content Statement(s):
P3.1
: Basic F
orc
es in N
atu
re
P3.1
x: Forc
es
P3.2
: Net Forc
es
P3.3
: Newto
n’s T
hird Law
P3.4
: Forc
es a
nd A
ccelera
tion
P3.6
: Gra
vitational In
tera
ctions
Content Expectations: (Content Statement Clarification)
P3.1A: Id
entify
th
e fo
rce(s
) acting betw
een obje
cts
in “d
irect conta
ct” or
at a
dista
nce.
Clarification: N
one.
P3.1d: Id
entify
the b
asic forc
es in e
very
day inte
ractions.
Clarification: N
one.
P3.2A:
Identify
th
e m
agnitude and direction of
every
day fo
rces (e
.g., wind,
tension in ropes, pushes a
nd p
ulls, weight).
Clarification: N
one.
P3.2C: Calculate
the n
et fo
rce a
cting o
n a
n o
bje
ct.
Clarification: N
one.
P3.3A:
Identify
th
e action and re
action fo
rce from
exam
ples of
forc
es in
every
day situations (e
.g., book on a ta
ble,
walking acro
ss th
e floor, pushing
open a
door).
Clarification: T
hese forc
es a
re refe
rring to 3
rd Law forc
e p
airs.
P3.4A: P
redict th
e change in m
otion o
f an o
bje
ct acte
d o
n b
y severa
l fo
rces.
Clarification: N
one.
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panio
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ent
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Physics 3
0
P3.4B:
Identify
fo
rces acting on obje
cts m
oving with consta
nt
velocity (e
.g.,
cars
on a
highway).
Clarification: N
one.
P3.4C: Solve p
roblem
s involving forc
e, m
ass, and a
ccelera
tion in linear m
otion
(Newto
n’s second law).
Clarification: N
one.
P3.6C: Explain h
ow y
our weight on E
arth could b
e d
iffe
rent from
your weight on
anoth
er planet.
Clarification: N
one.
Vocabulary
accelera
tion
action/reaction forc
es
ato
ms
change in d
irection
change in speed
conta
ct fo
rces
direction o
f a forc
e
electric forc
e
electrom
agnetic forc
e
equal & o
pposite forc
e
Fnet=
ma
forc
e
forc
es a
t a d
ista
nce
friction
gra
vitational fo
rce
invers
e square
law
invers
ely p
roportional
linear m
otion
magnitude o
f a forc
e
mass
molecules
net fo
rce
Newto
n’s F
irst Law
Newto
n’s S
econd Law
Newto
n’s T
hird Law
Pro
portional
scalar
speed
strong n
uclear fo
rce
tension
velocity
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panio
n D
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ent
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ent of Education 0
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Physics 6
3
P4.9B: Explain h
ow v
arious m
ate
rials reflect, a
bsorb
, or transm
it light in
diffe
rent ways.
Clarification: N
one.
P4.9C: Explain w
hy the im
age o
f th
e S
un a
ppears
reddish a
t sunrise a
nd sunset.
Clarification: N
one.
Vocabulary
Absorp
tion
Accelera
tion
Analog
Angle o
f incidence
Angle o
f re
flection
Angle o
f re
fraction
Ante
nna
Charg
es
Diffraction
Digital
Electric field
Electrom
agnetic W
ave
Energ
y
Fre
quency
Incident wave
Infrare
d w
aves
Inte
rfere
nce
Law o
f Reflection
Lens
Magnetic field
Micro
waves
Modulation
Radio w
aves
Ray d
iagra
m
Reception
Reflecte
d w
ave
Reflection
Refracte
d w
ave
Refraction
Snell’s Law
Sound w
aves
Speed o
f light
Tra
nsm
ission
Ultra
violet light
Visible light
Wavelength
X-rays
HSSCE C
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panio
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ent
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epartm
ent of Education 0
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7
Physics 6
2
P4.6e: E
xplain w
hy a
nte
nnas a
re n
eeded for ra
dio, te
levision, and cell p
hone
transm
ission a
nd reception.
Clarification: N
one.
P4.6f: Explain h
ow radio w
aves a
re m
odified to send info
rmation in radio a
nd
television p
rogra
ms, ra
dio-c
ontrol cars
, cell p
hone convers
ations, and G
PS
syste
ms.
Clarification: N
one.
P4.6g: Explain h
ow d
iffe
rent electrom
agnetic signals (e.g
., radio sta
tion
bro
adcasts
or cell p
hone convers
ations) can take p
lace w
ithout inte
rfering w
ith
each o
ther.
Clarification: N
one.
P4.6h: Explain the relationship b
etw
een the fre
quency o
f an e
lectrom
agnetic
wave a
nd its
technological uses.
Clarification: N
one.
P4.8A: Dra
w ray d
iagra
ms to indicate
how light re
flects
off o
bje
cts
or re
fracts
into
tra
nspare
nt m
edia.
Clarification: N
one.
P4.8B: Pre
dict th
e p
ath
of re
flecte
d light from
flat, curv
ed, or ro
ugh surfaces
(e.g
., flat and curv
ed m
irro
rs, painte
d w
alls, paper).
Clarification: N
one.
P4.8e: Given a
n a
ngle o
f incidence a
nd indices o
f re
fraction o
f tw
o m
ate
rials,
calculate
the p
ath
of a light ra
y incident on the b
oundary
(Snell’s Law).
Clarification: T
he u
se o
f Snell’s law in p
roblem
s o
r to
explore
the relationship
in the lab is n
eeded, but not a d
erivation the form
ula fro
m first principles.
P4.8f: E
xplain h
ow S
nell’s Law is u
sed to d
esign lenses (e.g
., e
ye g
lasses,
micro
scopes, te
lescopes, binoculars
).
Clarification: A
genera
l explanation is required, but need n
ot include the lens
maker’s e
quation.
P4.9A: Id
entify
the p
rinciple involved w
hen y
ou see a
tra
nspare
nt obje
ct (e
.g.,
straw, a p
iece o
f glass) in a
clear liquid.
Clarification: N
one.
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panio
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ocum
ent
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ent of Education 0
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Physics 3
1
vecto
r
weak n
uclear fo
rce
weight
Real World Context:
When teaching a
bout fa
lling o
bje
cts
, it is u
sefu
l to
com
pare
two d
iffe
rent m
asses
(diffe
rent
densities
but
equal
volum
es)
falling
from
equal
heights
in
appro
xim
ate
ly equal tim
es (ignoring air re
sista
nce)
and to
explain how som
e
obje
cts fa
ll m
ore
slowly th
an oth
ers
when th
ey have substa
ntial air re
sista
nce
(e.g
., p
ara
chute
).
Describe a
ll the forc
es (action a
nd reaction) involved in s
liding a
box a
cro
ss the
floor at consta
nt velocity, speeding u
p, and slowing d
own.
Discussion o
f fo
rces should include 2
nd L
aw p
airs (fo
rces that add u
p o
n a
single
obje
ct th
at affect its m
otion) and 3
rd L
aw p
airs (action-reaction forc
es b
etw
een
two o
bje
cts
that act on e
ach o
ther). It is im
portant th
at th
ese two c
ate
gories o
f fo
rces a
re d
istinguished a
s d
iffe
rent pairs o
f fo
rces.
Use exam
ples of frictional fo
rces th
at
act
on an obje
ct
in th
e direction of th
e
obje
ct’s m
otion (tra
ction)
and th
at
act
on an obje
ct
opposite th
e direction of
motion (dra
g).
Exam
ine all th
ree Newto
n’s Laws of Motion as th
ey re
late
to
conta
ct and non-
conta
ct scenarios s
uch a
s two m
agnets
in c
onta
ct with e
ach o
ther or ju
st near
each o
ther.
Clarification: A Matter of Mass (NAEP)
“Mass is a
pro
perty com
mon to a
ll o
bje
cts
. It is the a
mount of m
atter (o
r “s
tuff”)
in a
n o
bje
ct. M
ass is m
easure
d in g
ram
s (
g)
or kilogra
ms (
kg)
(1 k
g=1000 g
) using a
beam
or electronic b
alance.
Weight, o
n the o
ther hand, is a
measure
of th
e forc
e o
f attra
ction (gra
vitational
forc
e)
betw
een an obje
ct and Earth. Every
obje
ct exerts gra
vitational fo
rce on
every
oth
er obje
ct. T
he forc
e d
epends o
n h
ow m
uch m
ass the o
bje
cts
have a
nd
on h
ow far apart they a
re. Forc
e a
nd w
eight are
measure
d in n
ewto
ns (N) using
a spring scale.
Changing an obje
ct’s position (s
ay from
Earth to
th
e m
oon)
will change its
weight, but not its m
ass. For
exam
ple, on th
e surface of Earth, a cannon ball
has a m
ass of 10 kg and a weight of 98 N. On th
e surface of th
e m
oon, th
at
sam
e c
annon b
all s
till h
as a
mass o
f 10 k
g, but its w
eight is o
nly 1
6 N
. So, th
e
cannon ball weighs less on th
e m
oon th
an on Earth, even th
ough noth
ing has
been taken a
way. W
hy? B
ecause o
f th
e m
oon’s lesser m
ass a
nd s
maller ra
dius,
the fo
rce of attra
ction betw
een th
e m
oon and th
e cannon ball is less th
an th
e
forc
e o
f attra
ction b
etw
een E
arth a
nd the c
annon b
all. Hence, it is s
aid that an
obje
ct on the m
oon w
eighs less than the sam
e o
bje
ct weighs o
n E
arth.”
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 3
2
Instruments, Measurement, and Representations:
Measure
s o
f tim
e: hours
, m
inute
s, seconds
Measure
s o
f dista
nce: cm
, m
, km
Measure
s o
f fo
rce a
nd w
eight: N
ewto
ns
Measure
s o
f m
ass: kg, gra
ms
Repre
sent fo
rces u
sing a
rrows to indicate
magnitude a
nd d
irection o
f fo
rce.
Use m
otion diagra
ms with dista
nce and tim
e scales to
show consta
nt
or
changing v
elocity.
Use fre
e-b
ody d
iagra
ms o
n e
ach o
f tw
o inte
racting o
bje
cts
. Forc
e d
iagra
ms w
ith
relative m
agnitudes c
an b
e u
sed to c
om
pare
the forc
es a
cting o
n e
ach o
bje
ct of
the p
air.
Use a=F
net/m
to
pre
dict or
com
pare
accelera
tions or
masses of obje
cts
, or
the
net fo
rce a
cting o
n o
bje
cts
.
Use fre
e-b
ody d
iagra
ms a
nd e
quations to s
how q
ualita
tively h
ow two o
bje
cts
of
diffe
rent densities can fall in a
ppro
xim
ate
ly e
qual tim
es, if a
ir resista
nce is n
ot a
majo
r fa
cto
r, a
nd e
xplanations o
f how m
ajo
r air resista
nce o
n a
n o
bje
ct affects
the forc
e d
iagra
m a
nd resulting m
otion o
f th
e o
bje
ct.
Explain the relationship o
f dista
nce to g
ravitational fo
rce:
doubling (
or tripling)
the dista
nce betw
een tw
o m
asses re
duces th
e m
agnitude of th
e gra
vitational
forc
e to o
ne q
uarter (o
r one n
inth
).
“This subto
pic includes all th
ree of
Newto
n’s Laws of
Motion applied to
tw
o
inte
racting obje
cts
. For
all of
the m
ath
em
atical re
lationships/repre
senta
tions
described in th
is subto
pic,
stu
dents
having a qualita
tive or
sem
i-quantita
tive
unders
tanding (e.g
., m
ath
em
atical re
lationships such a
s p
roportionality
) is m
ore
important th
an calculating p
articular quantities.
Resolution o
f fo
rces s
hould b
e c
onfined to h
orizonta
l, v
ertical, o
r inclines o
f 30
or
45 degre
es. Resolution of perp
endicular
forc
es s
hould re
sult in a vecto
r at
roughly 3
0, 60 o
r 45 d
egre
es relative to o
ne o
f th
e “firs
t” v
ecto
rs.”
For
this subto
pic, it is not
expecte
d th
at
stu
dents
will analyze fo
rces in th
ree
dim
ensions o
r syste
ms w
ith changing m
ass.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 6
1
PHYSICS
Unit 8: Electromagnetic Waves
Big Idea (Core Concept):
Electrom
agnetic w
aves tra
nsfe
r energ
y a
nd info
rmation fro
m p
lace to p
lace
without a m
ate
rial m
edium
, and v
isible light is a
form
of electrom
agnetic
radiation. A
ll e
lectrom
agnetic w
aves m
ove a
t th
e speed o
f light.
Standard(s):
P4: F
orm
s o
f Energ
y a
nd E
nerg
y T
ransfo
rmations
Content Statement(s):
P4.6
: E
lectrom
agnetic W
aves
P4.6
x: E
lectrom
agnetic P
ropagation
P4.8
: W
ave B
ehavior-Reflection a
nd R
efraction
P4.8
x: W
ave B
ehavior —
Diffraction, In
terfere
nce, and R
efraction
P4.9
: N
atu
re o
f Light
Content Expectations: (Content Statement Clarification)
P4.6A: Id
entify
the d
iffe
rent re
gions o
n the e
lectrom
agnetic spectrum
and
com
pare
them
in term
s o
f wavelength
, frequency, and e
nerg
y.
Clarification: k
nowledge o
f re
lative w
avelength
s, frequencies a
nd e
nerg
ies is
required. M
em
orization o
f specific v
alues for th
ese q
uantities is n
ot called for by
this e
xpecta
tion. (For exam
ple, it’s m
ore
im
portant to
know that x-rays h
ave
much sm
aller wavelength
s, higher frequencies a
nd h
igher energ
ies than v
isible
light ra
ther th
an learn
ing the a
ctu
al values o
f th
ese q
uantities.)
P4.6B: Explain w
hy radio w
aves can tra
vel th
rough space, but sound w
aves
cannot.
Clarification: K
nowledge that sound w
aves n
eed a
medium
to tra
nsfe
r energ
y
and e
lectrom
agnetic w
aves (ra
dio w
aves) do n
ot is the e
xpecta
tion.
P4.6C: E
xplain w
hy there
is a
tim
e d
elay b
etw
een the tim
e w
e send a
radio
message to a
stronauts o
n the m
oon a
nd w
hen they receive it.
Clarification: N
one.
P4.6D: E
xplain w
hy w
e see a
dista
nt event befo
re w
e h
ear it (e.g
., lightn
ing
befo
re thunder, e
xploding firework
s b
efo
re the b
oom
).
Clarification: N
one.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
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Physics 6
0
P4.8
W
ave B
ehavio
r-Reflection a
nd R
efraction T
he laws o
f re
flection
and refraction d
escribe the relationships b
etw
een incident and
reflecte
d/refracte
d w
aves.
P4.8
A
Dra
w ray d
iagra
ms to indicate
how light re
flects
off o
bje
cts
or
refracts
into
tra
nspare
nt m
edia.
P4.8
B
Pre
dict th
e p
ath
of re
flecte
d light from
flat, curv
ed, or ro
ugh
surfaces (e.g
., flat and curv
ed m
irro
rs, painte
d w
alls, paper).
P4.8
x
Wave B
ehavio
r —
Diffraction, In
terfere
nce, and R
efraction W
aves
can b
end a
round o
bje
cts
(diffraction). T
hey a
lso superim
pose o
n
each o
ther and continue their p
ropagation w
ithout a change in
their o
riginal pro
perties (inte
rfere
nce). W
hen refracte
d, light
follows a
defined p
ath
.
P4.8
e
Given a
n a
ngle o
f incidence a
nd indices o
f re
fraction o
f tw
o
mate
rials, calculate
the p
ath
of a light ra
y incident on the
boundary
(Snell’s Law).
P4.8
f Explain h
ow S
nell’s Law is u
sed to d
esign lenses (e.g
., e
ye
glasses, m
icro
scopes, te
lescopes, binoculars
).
P4.9
Natu
re o
f Lig
ht L
ight inte
racts
with m
atter by reflection,
absorp
tion, or transm
ission.
P4.9
A
Identify
the p
rinciple involved w
hen y
ou see a
tra
nspare
nt obje
ct
(e.g
., straw, a p
iece o
f glass) in a
clear liquid.
P4.9
B
Explain h
ow v
arious m
ate
rials reflect, a
bsorb
, or transm
it light in
diffe
rent ways.
P4.9
C
Explain w
hy the im
age o
f th
e S
un a
ppears
reddish a
t sunrise a
nd
sunset.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 3
3
Instructional Examples:
i.
Inquiry
CE: P
1.1
C, P1.1
h, P3.1
d, P3.2
A, P3.2
C, P3.4
B, P3.4
C
Have s
tudents
design a
n e
xperim
ent to
verify
Newto
n’s 2
nd L
aw. This is a
bigger
challenge than it sounds initially b
ecause they m
ust account fo
r all forc
es a
cting
on th
e obje
ct
of th
eir choice and th
en m
ust
dete
rmine wheth
er
the obje
ct
is
moving w
ith consta
nt speed o
r consta
nt accelera
tion.
ii.
Reflection
CE: P
1.2
k, P3.1
d, P3.3
A, P3.4
B
Describe som
e of
your
own specific pers
onal experiences where
friction was
helpfu
l and where
it was not
helpfu
l based on what
you were
trying to
accom
plish.
iii. Enrichm
ent
CE: P
1.1
C, P1.1
h, P3.4
B
Have stu
dents
design an experim
ent
to dete
rmine th
e fa
cto
rs th
at
affect
the
am
ount of friction b
etw
een v
arious surfaces.
iv.
Genera
l
CE: P
3.3
A
Have s
tudents d
escribe the reaction forc
e w
hen g
iven a
sente
nce d
escribing o
ne
obje
ct acting o
n a
noth
er
v.
Inte
rvention
CE: P
3.4
C
Have stu
dents
use a spring scale to
pull anoth
er
stu
dent on ro
ller
blades with
consta
nt
forc
e to
develop a kinesth
etic unders
tanding of
the re
lationship
betw
een consta
nt fo
rce a
nd consta
nt accelera
tion.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 3
4
Units by Content Expectation
PHYSICS
Unit 4: Momentum
Code
Content Expectation
P3.3
Newto
n’s T
hird L
aw W
henever one o
bje
ct exerts a
forc
e o
n
anoth
er obje
ct, a
forc
e e
qual in m
agnitude a
nd o
pposite in
direction is e
xerted b
ack o
n the first obje
ct.
P3.3
b
Pre
dict how the change in v
elocity o
f a sm
all m
ass com
pare
s to
the change in v
elocity o
f a larg
e m
ass w
hen the o
bje
cts
inte
ract
(e.g
., collide).
P3.3
c
Explain the recoil o
f a p
roje
ctile launcher in term
s o
f fo
rces a
nd
masses.
P3.3
d
Analyze w
hy seat belts m
ay b
e m
ore
im
portant in a
uto
s than in
buses.
P3.4
Forc
es a
nd A
ccele
ration T
he change o
f speed a
nd/o
r direction
(accelera
tion) of an o
bje
ct is p
roportional to
the n
et fo
rce a
nd
invers
ely p
roportional to
the m
ass o
f th
e o
bje
ct. T
he a
ccelera
tion
and n
et fo
rce a
re a
lways in the sam
e d
irection.
P3.4
f Calculate
the changes in v
elocity o
f a thro
wn o
r hit o
bje
ct during
and a
fter th
e tim
e it is a
cte
d o
n b
y the forc
e.
P3.4
g
Explain h
ow the tim
e o
f im
pact can a
ffect th
e n
et fo
rce (e.g
., a
ir
bags in cars
, catc
hing a
ball).
P3.5
x
Mom
entu
m A
moving o
bje
ct has a
quantity
of m
otion
(mom
entu
m) th
at depends o
n its
velocity a
nd m
ass. In
inte
ractions b
etw
een o
bje
cts
, th
e tota
l m
om
entu
m o
f th
e o
bje
cts
does n
ot change.
P3.5
a
Apply conserv
ation o
f m
om
entu
m to solve sim
ple collision
pro
blem
s.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 5
9
Units by Content Expectation
PHYSICS
Unit 8: Electromagnetic Waves
Code
Content Expectation
P4.6
Ele
ctrom
agnetic W
aves E
lectrom
agnetic w
aves (e.g
., radio,
micro
wave, infrare
d, visible light, u
ltra
violet, x
-ray) are
pro
duced
by changing the m
otion (accelera
tion) of charg
es o
r by changing
magnetic fields. Electrom
agnetic w
aves can tra
vel th
rough m
atter,
but th
ey d
o n
ot re
quire a
mate
rial m
edium
. (T
hat is, th
ey a
lso
travel th
rough e
mpty
space.) A
ll e
lectrom
agnetic w
aves m
ove in a
vacuum
at th
e speed o
f light. T
ypes o
f electrom
agnetic radiation
are
distinguished fro
m e
ach o
ther by their w
avelength
and e
nerg
y.
P4.6
A
Identify
the d
iffe
rent re
gions o
n the e
lectrom
agnetic spectrum
and
com
pare
them
in term
s o
f wavelength
, frequency, and e
nerg
y.
P4.6
B
Explain w
hy radio w
aves can tra
vel th
rough space, but sound
waves cannot.
P4.6
C
Explain w
hy there
is a
tim
e d
elay b
etw
een the tim
e w
e send a
radio m
essage to a
stronauts
on the m
oon a
nd w
hen they receive
it.
P4.6
D
Explain w
hy w
e see a
dista
nt event befo
re w
e h
ear it (e.g
.,
lightn
ing b
efo
re thunder, e
xploding firework
s b
efo
re the b
oom
).
P4.6
x
Ele
ctrom
agnetic P
ropagation M
odulate
d e
lectrom
agnetic w
aves
can tra
nsfe
r info
rmation fro
m o
ne p
lace to a
noth
er (e
.g.,
televisions, ra
dios, te
lephones, com
pute
rs a
nd o
ther info
rmation
technology d
evices). D
igital com
munication m
akes m
ore
efficient
use o
f th
e lim
ited e
lectrom
agnetic spectrum
, is m
ore
accura
te
than a
nalog tra
nsm
ission, and can b
e e
ncry
pte
d to p
rovide p
rivacy
and security
.
P4.6
e
Explain w
hy a
nte
nnas a
re n
eeded for ra
dio, te
levision, and cell
phone tra
nsm
ission a
nd reception.
P4.6
f Explain h
ow radio w
aves a
re m
odified to send info
rmation in radio
and television p
rogra
ms, ra
dio-c
ontrol cars
, cell p
hone
convers
ations, and G
PS syste
ms.
P4.6
g
Explain h
ow d
iffe
rent electrom
agnetic signals (e.g
., radio sta
tion
bro
adcasts
or cell p
hone convers
ations) can take p
lace w
ithout
inte
rfering w
ith e
ach o
ther.
P4.6
h
Explain the relationship b
etw
een the fre
quency o
f an
electrom
agnetic w
ave a
nd its
technological uses.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
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Physics 5
8
v. Inte
rvention
CE: P4.4
C, P4.5
B, P4.5
C
1. T
ransvers
e W
ave S
tudent Dem
o: S
tudents
line u
p s
ingle file h
olding h
ands.
First
stu
dent
raises th
e hand th
at
is jo
ined with th
e next
stu
dent. This
repre
sents
a tra
nsvers
e p
article v
ibra
ting. T
he e
nerg
y is tra
nsfe
rred to the n
ext
stu
dent and s
o forth d
own the line, until th
e e
nerg
y reaches the e
nd, but notice
the p
articles sta
yed in the sam
e p
lace.
2.
Longitudin
al W
ave Stu
dent
Dem
o:
Stu
dents
line up shoulder
to shoulder.
First
stu
dent
moves back and fo
rth causing adjo
ining stu
dent
to do th
e sam
e
and th
e vibra
tion continues down th
e line until last
stu
dent
receives energ
y.
Again, particles sta
y fixed, but vibra
tion (energ
y) is tra
nsfe
rred.
HSSCE C
om
panio
n D
ocum
ent
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an D
epartm
ent of Education 0
9/0
7
Physics 3
5
PHYSICS
Unit 4: Momentum
Big Idea (Core Concept):
Inte
raction b
etw
een o
bje
cts p
roduces p
redicta
ble m
otion. T
he p
roduct of m
ass
tim
es v
elocity is conserv
ed in a
ny inte
raction.
Standard:
P3: F
orc
es a
nd M
otion
Content Statement(s):
P3.3
: N
ewto
n’s T
hird Law
P3.4
: F
orc
es a
nd A
ccelera
tion
P3.5
x: M
om
entu
m
Content Expectations: (Content Statement Clarification)
P3.3b:
Pre
dict
how th
e change in velocity of
a sm
all m
ass com
pare
s to
th
e
change in v
elocity o
f a larg
e m
ass w
hen the o
bje
cts inte
ract (e
.g., collide).
Clarification:
Exclude m
om
entu
m in tw
o dim
ensions.
Stu
dents
having a
qualita
tive o
r sem
i-quantita
tive unders
tanding (e.g
., m
ath
em
atical re
lationships
such a
s p
roportionality
) is m
ore
im
portant th
an calculating p
articular quantities.
P3.3c: E
xplain the recoil o
f a p
roje
ctile launcher in term
s o
f fo
rces a
nd m
asses.
Clarification:
Explanation should include applications Newto
n’s Third Law fo
r fo
rces a
nd N
ewto
n’s S
econd Law for m
asses.
P3.3d: A
nalyze w
hy seat belts m
ay b
e m
ore
im
portant in a
uto
s than in b
uses.
Clarification: None
P3.4f: Calculate
th
e changes in velocity of a th
rown or
hit obje
ct
during and
after th
e tim
e it is a
cte
d o
n b
y the forc
e.
Clarification:
Apply th
e re
lationship betw
een variables described in Newto
n’s
Second Law, F
net = m
a, with a
ccelera
tion e
qual to
∆v/∆
t.
P3.4g: E
xplain h
ow the tim
e o
f im
pact can a
ffect th
e n
et fo
rce (e.g
., a
ir b
ags in
cars
, catc
hing a
ball).
Clarification:
Explanation
uses
the
relationships
described
in
the
P3.4
f
clarification.
HSSCE C
om
panio
n D
ocum
ent
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Physics 3
6
P3.5a: A
pply conserv
ation o
f m
om
entu
m to solve sim
ple collision p
roblem
s.
Clarification: Exclude m
om
entu
m a
nd collisions in two d
imensions.
Vocabulary
Accelera
tion
Avera
ge v
elocity
Change in v
elocity
Collision
Fnet=
ma
Invers
ely p
roportional
Law o
f Conserv
ation o
f Mom
entu
m
Mass
Mom
entu
m
Net Forc
e
Newto
n’s S
econd Law
Newto
n’s T
hird Law
Pro
jectile
Pro
portional
Vecto
r Velocity
Real World Context:
Collisions are
of
two m
ain ty
pes elastic and inelastic in which m
om
entu
m is
alw
ays conserv
ed. T
hey a
re d
iffe
rentiate
d b
y the convers
ion o
f kinetic e
nerg
y in
the inelastic collisions to o
ther ty
pes o
f energ
y such a
s h
eat, sound, defo
rmation
(work
).
In p
erfectly inelastic c
ollisions the o
bje
cts
stick togeth
er and tra
vel as
one m
ass.
The form
ula u
sed in N
ewto
n’s S
econd L
aw (F=m
a) is com
monly d
erived fro
m h
is
original
relationship betw
een fo
rce,
mass and changing velocity during an
inte
raction: F
∆t = m
∆v. T
his is c
om
monly refe
rred to in h
igh s
chool te
xtb
ooks
as th
e im
pulse given to
an obje
ct
(F∆t) th
at
causes a change in th
e obje
ct’s
mom
entu
m (p). Form
ula for change in m
om
entu
m (∆p =
m∆v).
There
are
num
ero
us exam
ples of how tim
e of im
pact
affects
th
e fo
rce on an
obje
ct in s
ports. F
or exam
ple, “following th
rough”
with a
swing length
ens the
tim
e o
f im
pact of th
e forc
e resulting in a
larg
er change in v
elocity o
f a m
ass a
nd
“rolling w
ith the p
unch” in b
oxing lessens the forc
e b
y incre
asing the tim
e that
velocity is changed o
n the b
oxer.
Tossing a
n e
gg into
a sheet or blanket illustrate
s h
ow forc
e can b
e m
inim
ized b
y
incre
asing the tim
e facto
r fo
r th
e e
gg, th
ere
fore
making the a
ccelera
tion less o
n
the m
ass. Contrast th
e thro
wing o
f th
e e
gg into
a s
heet with thro
wing the e
gg
with a
sim
ilar initial velocity into
a b
rick w
all.
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Physics 5
7
Analyze
gra
phs
of
waves
to
make
quantita
tive
measure
ments
of
wave
pro
perties: frequency, am
plitu
de, wavelength
, and speed.
Make w
ave d
iagra
ms (sketc
hes) showing the result o
f tw
o w
aves inte
rfering w
ith
each o
ther. Sketc
h a
n insta
nce in w
hich the a
mplitu
des c
ancel and a
n insta
nce
in w
hich the a
mplitu
des a
dd.
Use a
dem
onstration spring a
s a
model of a tra
nsvers
e w
ave.
Use a
wave table o
r aquarium
to show h
ow a
bobber does n
ot m
ove in the sam
e
direction a
s the flow o
f energ
y o
f th
e w
ate
r wave.
Units o
f wavelength
: m
ete
rs (m
), n
anom
ete
rs (nm
) Units o
f frequency: h
ertz (Hz) and m
egahertz (MHz)
Units o
f tim
e: h
ours
, m
inute
s, seconds
Instructional Examples:
i. In
quiry
CE: P
1.1
C, P4.4
A
Design a
n e
xperim
ent th
at dete
rmines the speed o
f sound in a
ir.
ii. R
eflection
CE: P
1.2
j, P
1.2
k, P4.4
C, P4.5
D
Relate
th
e pro
perties of
waves (s
peed,
frequency,
and wavelength
) to
th
e
meth
ods o
f earthquake d
ete
ction. H
ow a
re the d
ete
ction m
eth
ods b
ased o
r not
based on th
ese pro
perties? How have m
eth
ods im
pro
ved over
tim
e as our
knowledge b
ase h
as g
rown?
iii. Enrichm
ent
CE: P
4.8
d
Stu
dy the e
ffects
of inte
rfere
nce d
ue to thin film
inte
rfere
nce a
s found in s
oap
bubbles a
nd o
n a
rain slicked o
ily d
riveway.
iv. G
enera
l CE: P4.4
A, P4.4
C, P4.8
c
Using a slinky spring and a wave dem
onstration spring,
stu
dents
genera
te
transvers
e and longitudinal waves. Com
pare
and contrast
the am
plitu
de, th
e
speed of
the wave in both
m
edium
s,
and how frequency affects
wavelength
.
Additionally,
stu
dents
genera
te waves from
each end to
investigate
what
happens w
hen they m
eet.
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Physics 5
6
Real World Context
A d
em
onstration s
pring o
r slinky is h
elpfu
l to
stu
dy the p
roperties o
f waves. It is
helpfu
l to
relate
work
done to p
roduce the w
ave to the e
nerg
y g
iven to the w
ave.
For
exam
ple,
applyin
g a fo
rce and m
oving th
e spring tw
ice th
e dista
nce gives
more
am
plitu
de and th
ere
fore
m
ore
energ
y to
th
e waves.
Changing th
e
frequency and its affect
on wavelength
can be visualized.
W
ave inte
rfere
nce
should b
e d
em
onstrate
d w
ith the s
pring o
r slinky. A
slinky c
an b
e u
sed to s
how
both
transvers
e and longitudinal waves, and to
show how th
e speed of a wave
changes in a
diffe
rent m
edium
.
Wave tanks o
r ripple tanks o
r wave tables can a
lso b
e u
sed to show the p
roperties
of waves. T
he fishing b
obber expecta
tion can b
e a
ddre
ssed u
sing these tools.
A re
cent
exam
ple of
wave energ
y transfe
r is th
e Asian Tsunam
i in th
e In
dian
Ocean. U
se this a
s a
n e
xam
ple o
f th
e tra
nsfe
r of energ
y v
ia w
aves fro
m d
eep in
the o
cean to the c
oastline o
f a c
ontinent, a
nd h
ow the e
nerg
y is tra
nsfe
rred n
ot
the m
edium
. In
tern
et sourc
e:
A Nova pro
gra
m about th
e physics of th
e Asian
Tsunam
i,W
ave T
hat Shook the W
orld, h
ttp:/
/www.p
bs.o
rg/w
gbh/n
ova/tsunam
i/.
Discuss th
e diffe
rence in sound transfe
r in solids, liquids and gases (tra
nsfe
r of
energ
y b
y longitudinal waves in d
iffe
rent m
edium
s). Discuss the rationale in o
ld
weste
rn m
ovies in which th
e “tra
cker” fo
r th
e posse uses th
e g
round to
te
ll th
e
location o
f th
e “outlaws”.
Inte
rfere
nce o
f waves involves a
dditive a
mplitu
des (
constructive inte
rfere
nce)
or
subtractive am
plitu
des (d
estructive inte
rfere
nce). This can be dem
onstrate
d
easily w
ith a
spring o
r string. It can a
lso b
e d
em
onstrate
d w
ith a
wave tank, tw
o
sound speakers
at th
e sam
e fre
quency o
r with laser light th
rough d
ouble slits
.
A discussion of th
e direction of particle vibra
tion vers
us th
e transfe
r of energ
y
when describing wave pro
perties is appro
priate
. For
exam
ple,
the transvers
e
wave p
articles a
nd the d
irection o
f energ
y flow h
ave a
perp
endicular re
lationship
and the com
pre
ssion w
ave h
as a
para
llel one.
A discussion of th
e lack of sound in space due to
th
e absence of a m
edium
to
transfe
r th
e e
nerg
y w
ould b
e a
ppro
priate
.
Instruments, Measurement, and Representations
Sketc
hes of
the tw
o ty
pes of
waves (tra
nsvers
e and longitudinal) with th
e
wavelength
and a
mplitu
de labeled s
hould b
e m
ade. Include a
rrows s
howing the
vibra
tion o
f th
e p
articles a
nd a
rrows showing the d
irection o
f energ
y tra
nsfe
r.
Use lists
or flow charts o
f th
e tra
nsfe
r of energ
y fro
m the sourc
e to the receiver in
a syste
m.
Use th
e wave fo
rmula (v
= λf) to
m
ake quantita
tive m
easure
ments
of
wave
pro
perties: fre
quency, wavelength
, and speed.
HSSCE C
om
panio
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ocum
ent
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epartm
ent of Education 0
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Physics 3
7
Instruments, Measurement, and Representations:
Forc
e is m
easure
d in N
ewto
ns, m
ass in k
ilogra
ms, length
in m
ete
rs, and tim
e in
seconds.
Use the v
elocity a
nd a
ccelera
tion a
s m
eans o
f describing the m
otion o
f obje
cts
as a
result o
f an inte
raction.
Use a
vera
ge v
elocity a
s “a v
ecto
r including m
agnitude a
nd d
irection”.
Dra
w fo
rce diagra
ms on each of tw
o inte
racting obje
cts
; fo
rce diagra
ms with
relative m
agnitudes can b
e u
sed to com
pare
the forc
es a
cting o
n e
ach obje
ct
of
the p
air.
Illustrate
conserv
ation of
mom
entu
m befo
re and after
a collision with vecto
r
diagra
ms o
f th
e m
om
entu
m (m
v). Show h
ow this relate
s to the v
elocities o
f th
e
obje
cts
befo
re a
nd a
fter th
e collision.
Use a=F
net/m
to
pre
dict or
com
pare
accelera
tions or
masses of obje
cts
, or
the
net fo
rce a
cting o
n o
bje
cts
Apply conserv
ation of
mom
entu
m (w
here
m
om
entu
m (p
) =m
v)
to pre
dict
relative m
otions or
relative m
asses of tw
o inte
racting obje
cts
along a straight
line.
Com
plete
calculations involving the form
ula F
net=
m(∆
v/∆
t).
Instructional Examples:
i.
Inquiry
CE: P
1.1
h, P3.3
c, P3.4
f, P
3.4
g
Design an experim
ent
that
would investigate
th
e fa
cto
rs th
at
affect
the
mom
entu
m o
f an a
ir p
owere
d p
roje
ctile.
ii.
Reflection
CE: P
1.2
j
Tra
ce the d
evelopm
ent of cra
sh p
rote
ction d
evices in a
uto
mobiles. T
his includes
driver, passenger
and side of
the vehicle air bags;
bum
per
design;
etc
.
Investigate
how th
ese safe
ty devices have affecte
d or
dete
rmined th
e design
para
mete
rs o
f th
e a
uto
mobile.
iii. Enrichm
ent
CE: P
1.2
k, P3.4
g, P3.5
a
Apply th
e principles of conserv
ation of m
om
entu
m and Newto
n’s Laws as th
ey
relate
to m
oto
r vehicle a
ccident re
construction.
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Physics 3
8
iv. Genera
l:
CE: P3.4
f, P
3.4
g
List
five or
more
sports th
at
use th
e concepts
fo
und in conserv
ation of
mom
entu
m and Newto
n’s Second Law.
Deta
il specific exam
ples of
how th
e
sport is o
ptim
ized u
sing these p
hysics p
rinciples.
v.
Inte
rvention:
CE: P
3.5
a
Use the “Newto
n’s C
radle” device (5 m
eta
l balls o
f equal m
ass h
anging a
dja
cent
to each oth
er
by equal
length
strings)
visually illustrate
m
om
entu
m and
conserv
ation o
f m
om
entu
m.
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Physics 5
5
P4.8c:
Describe how tw
o wave pulses pro
pagate
d from
opposite ends of
a
dem
onstration spring inte
ract as they m
eet.
Clarification: W
ave inte
rfere
nce s
hould b
e u
sed d
escribe w
hat happens to the
individual
wave am
plitu
des when 2 waves of
the sam
e ty
pe (tra
nsvers
e or
com
pre
ssion) occupy the sam
e space a
t th
e sam
e tim
e.
P4.8d: List and analyze every
day exam
ples th
at dem
onstrate
the inte
rfere
nce
chara
cte
ristics o
f waves (e.g
., d
ead spots
in a
n a
uditorium
, whispering g
alleries,
colors
in a
CD, beetle w
ings).
Clarification: N
one.
Vocabulary
Com
pre
ssion (longitudinal) w
ave
Dem
onstration spring
Diffraction
Electrom
agnetic w
ave
Fre
quency
Hertz
Inte
rfere
nce
Invers
e square
law
Invers
ely P
roportional
Mechanical wave
Point sourc
e
Pro
portional
Refraction
Seism
ic w
ave
Sound w
ave
Superim
pose
Tra
nsporting m
atter and/o
r energ
y
Tra
nsvers
e w
ave
Vibra
tions
Wate
r wave
Wave a
mplitu
de
Wave m
edium
Wave p
ropagation
Wave p
ulse
Wave sourc
e
Wave speed
Wave v
elocity
Wavelength
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Physics 5
4
P4.4e:
Calcula
te
the
am
ount
of
energ
y
transfe
rred
by
transvers
e
or
com
pre
ssion waves of
diffe
rent
am
plitu
des and frequencies (e
.g., seism
ic
waves).
Clarification: T
he e
xpecta
tion is to c
om
pare
the e
nerg
y tra
nsfe
rred b
y w
aves
of
diffe
rent
am
plitu
des
and
frequencies,
not
to
calcula
te.
A
num
erical
com
parison can be done using th
e concept
given in th
e conte
nt
sta
tem
ent
“energ
y tra
nsfe
rred b
y a
wave is p
roportional to
the s
quare
of th
e a
mplitu
de o
f
vibra
tion a
nd its
fre
quency”.
P4.5A:
Identify
every
day exam
ples of
energ
y transfe
r by waves and th
eir
sourc
es.
Clarification: E
xam
ples include light energ
y fro
m the s
un resulting in therm
al
energ
y of th
e Earth surfaces th
at re
sults in wind, ocean currents
and sto
rms;
seism
ic w
aves in the o
cean c
reating w
ate
r waves o
r ts
unam
is o
n the s
hore
line
causing
motion
(destruction
of
coasta
l com
munities);
and
television
com
munication involving ra
dio waves,
sound energ
y,
light
energ
y,
electrical
energ
y, heat energ
y.
P4.5B: Explain w
hy a
n o
bje
ct (e
.g., fishing b
obber) d
oes n
ot m
ove forw
ard
as a
wave p
asses u
nder it.
Clarification: N
one.
P4.5C: Pro
vide e
vidence to s
upport the c
laim
that sound is e
nerg
y tra
nsfe
rred
by a
wave, not energ
y tra
nsfe
rred b
y p
articles.
Clarification:
The inte
nt
of th
e expecta
tion is to
instruct
that
sound waves
involve a
tra
nsfe
r of energ
y v
ia the p
article
s o
f th
e m
ediu
m a
nd that it is n
ot th
e
actu
al
particles th
at
are
being transfe
rred.
(S
ee conte
nt
sta
tem
ent
P4.5
, “W
aves tra
nsfe
r energ
y fro
m o
ne p
lace to a
noth
er without transfe
rring m
ass”)
Sound waves are
pre
ssure
waves due to
particles m
oving closer
and fa
rther
apart a
s a
“wave”
and in the p
rocess, fa
cilitating the tra
nsfe
r energ
y fro
m the
sourc
e to the receiver. It is n
ot th
e p
article
s that are
tra
nsfe
rred, but th
e w
ave
(energ
y).
P4.5D:
Explain how waves pro
pagate
from
vibra
ting sourc
es and why th
e
inte
nsity d
ecre
ases w
ith the square
of th
e d
ista
nce fro
m a
point sourc
e.
Clarification: T
his sta
tem
ent does n
ot call for calculations, but fo
r a q
ualita
tive
explanation o
f th
e d
ecre
ase in inte
nsity w
ith d
ista
nce.
P4.5E: E
xplain w
hy e
very
one in a
classro
om
can h
ear one p
ers
on speaking, but
why an am
plification syste
m is often used in th
e re
ar
of
a larg
e concert
auditorium
. Clarification: T
his is a
n a
pplication o
f conte
nt expecta
tion P
4.5
D.
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ent
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Physics 3
9
Units by Content Expectation
PHYSICS
Unit 5: Periodic Motion
Code
Content Expectation
P2.1
Positio
n-T
ime An o
bje
ct’s p
osition can b
e m
easure
d a
nd g
raphed
as a
function o
f tim
e. An o
bje
ct’s speed can b
e calculate
d a
nd
gra
phed a
s a
function o
f tim
e.
P2.1
E
Describe a
nd classify v
arious m
otions in a
plane a
s o
ne
dim
ensional, two d
imensional, circular, o
r periodic.
P2.1
F
Distinguish b
etw
een rota
tion a
nd revolution a
nd d
escribe a
nd
contrast th
e two speeds o
f an o
bje
ct like the E
arth.
P2.1
h
Identify
the changes in speed a
nd d
irection in e
very
day e
xam
ples
of circular (rota
tion a
nd revolution), p
eriodic, and p
roje
ctile
motions.
P2.2
Velo
city-T
ime T
he m
otion o
f an o
bje
ct can b
e d
escribed b
y its
position a
nd v
elocity a
s functions o
f tim
e a
nd b
y its
avera
ge speed
and a
vera
ge a
ccelera
tion d
uring inte
rvals o
f tim
e.
P2.2
D
Sta
te that uniform
circular m
otion involves a
ccelera
tion w
ithout a
change in speed.
P2.2
f Describe the relationship b
etw
een changes in p
osition, velocity,
and a
ccelera
tion d
uring p
eriodic m
otion.
P3.4
Forc
es a
nd A
ccele
ration T
he change o
f speed a
nd/o
r direction
(accelera
tion) of an o
bje
ct is p
roportional to
the n
et fo
rce a
nd
invers
ely p
roportional to
the m
ass o
f th
e o
bje
ct. T
he a
ccelera
tion
and n
et fo
rce a
re a
lways in the sam
e d
irection.
P3.4
D
Identify
the forc
e(s
) acting o
n o
bje
cts
moving w
ith u
niform
circular m
otion (e.g
., a
car on a
circular track, sate
llites in o
rbit).
P3.6
Gra
vitational In
tera
ctions G
ravitation is a
n a
ttra
ctive forc
e that a
mass e
xerts o
n e
very
oth
er m
ass. The strength
of th
e
gra
vitational fo
rce b
etw
een two m
asses is p
roportional to
the
masses a
nd invers
ely p
roportional to
the square
of th
e d
ista
nce
betw
een them
.
P3.6
A
Explain e
arth-m
oon inte
ractions (orb
ital m
otion) in term
s o
f
forc
es.
P3.6
B
Pre
dict how the g
ravitational fo
rce b
etw
een o
bje
cts
changes w
hen
the d
ista
nce b
etw
een them
changes.
P3.6
d
Calculate
forc
e, m
asses, or dista
nce, given a
ny thre
e o
f th
ese
quantities, by a
pplying the Law o
f Univers
al Gra
vitation, given the
value o
f G.
P3.6
e
Dra
w a
rrows (vecto
rs) to
repre
sent how the d
irection a
nd
magnitude o
f a forc
e changes o
n a
n o
bje
ct in a
n e
lliptical orb
it.
HSSCE C
om
panio
n D
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ent
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an D
epartm
ent of Education 0
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7
Physics 4
0
PHYSICS
Unit 5: Periodic Motion
Big Idea (Core Concept):
Periodic m
otion is th
e cyclic,
repeating m
otion of an obje
ct
moving back and
forth a
long a
straight line o
r in a
cyclic type o
f m
otion.
Standard(s):
P2: Motion o
f Obje
cts
P3: Forc
es a
nd M
otion
Content Statement(s):
P2.1
: P
osition-T
ime
P2.2
: V
elocity-T
ime
P3.4
: F
orc
es a
nd A
ccelera
tion
P3.6
: G
ravitational In
tera
ctions
Content Expectations: (Content Statement Clarification)
P2.1E:
Describe and classify various m
otions in a plane as one dim
ensional,
two d
imensional, circular, o
r periodic.
Clarification: N
one
P2.1F:
Distinguish betw
een ro
tation and re
volution and describe and contrast
the two speeds o
f an o
bje
ct like the E
arth.
Clarification:
Exam
ples include th
e earth ro
tating on its axis and re
volving
aro
und the sun.
P2.1h:
Identify
th
e changes in speed and direction in every
day exam
ples of
circular (rota
tion a
nd revolution), p
eriodic, and p
roje
ctile m
otions.
Clarification:
Circular exam
ples include a
car tu
rning a
curv
e o
n a
horizonta
l
road, th
e e
arth rota
ting o
n its
axis a
nd revolving a
round the s
un, a c
hild o
n a
m
erry-g
o-round. P
eriodic e
xam
ples include the p
endulum
of a clock a
nd a
wave
on a
string. P
roje
ctile m
otions include the s
hooting o
f a c
annon a
nd the h
itting
of a b
aseball. Independence o
f horizonta
l and v
ertical m
otion for pro
jectiles w
ill
be e
xcluded.
P2.2D:
Sta
te th
at
uniform
circular
motion involves accelera
tion without
a
change in speed.
Clarification:
Obje
cts
in
uniform
circular
motion
experience
consta
nt
accelera
tion toward
the cente
r of th
e circular path
.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 5
3
PHYSICS
Unit 7: Mechanical Waves
Big Idea (Core Concept)
:
Mechanical waves a
re v
ibra
tions in a
medium
that m
ove fro
m sourc
e to receiver,
conveying e
nerg
y.
Standard:
P4: F
orm
s o
f Energ
y a
nd E
nerg
y T
ransfo
rmations
Content Statement(s):
P4.4
: W
ave chara
cte
ristics.
P4.4
x: W
ave C
hara
cte
ristics-C
alculations.
P4.5
: M
echanical W
ave P
ropagation.
P4.8
x: W
ave B
ehavior—
Diffraction, In
terfere
nce, and R
efraction
Content Expectations: (Content Statement Clarification)
P4.4A: Describe specific m
echanical waves (e.g
., o
n a
dem
onstration spring, on
the o
cean) in term
s o
f wavelength
, am
plitu
de, frequency, and speed.
Clarification: N
one.
P4.4B:
Identify
every
day
exam
ples
of
transvers
e
and
com
pre
ssion
(longitudinal) w
aves.
Clarification:
Exam
ples of
transvers
e waves:
wate
r waves,
dem
onstration
spring w
aves, seism
ic w
aves (S-w
ave). Exam
ples o
f com
pre
ssion w
aves: sound
waves a
nd seism
ic w
aves (P-w
ave).
P4.4C: C
om
pare
and contrast transvers
e a
nd com
pre
ssion (longitudinal) w
aves
in term
s o
f wavelength
, am
plitu
de, and fre
quency.
Clarification: C
ontrast and c
om
parisons b
etw
een tra
nsvers
e a
nd c
om
pre
ssion
(longitudinal) w
aves is N
OT e
xpecte
d. Com
paring a
nd contrasting d
iffe
rent ty
pes
of
transvers
e
waves
and
com
paring
and
contrasting
diffe
rent
types
of
com
pre
ssional waves is the e
xpecta
tion for th
is sta
tem
ent.
P4.4d:
Dem
onstrate
th
at
frequency and wavelength
of
a wave are
invers
ely
pro
portional in a
given m
edium
.
Clarification: N
one.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 5
2
P4.8
x
Wave B
ehavio
r —
Diffraction, In
terfere
nce, and R
efraction W
aves
can b
end a
round o
bje
cts
(diffraction). T
hey a
lso superim
pose o
n
each o
ther and continue their p
ropagation w
ithout a change in
their o
riginal pro
perties (inte
rfere
nce). W
hen refracte
d, light
follows a
defined p
ath
.
P4.8
c
Describe h
ow two w
ave p
ulses p
ropagate
d fro
m o
pposite e
nds o
f a
dem
onstration spring inte
ract as they m
eet.
P4.8
d
List and a
nalyze e
very
day e
xam
ples that dem
onstrate
the
inte
rfere
nce chara
cte
ristics o
f waves (e.g
., d
ead spots
in a
n
auditorium
, whispering g
alleries, colors
in a
CD, beetle w
ings).
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
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7
Physics 4
1
P2.2f: Describe th
e re
lationship betw
een changes in position,
velocity,
and
accelera
tion d
uring p
eriodic m
otion.
Clarification: N
one.
P3.4D:
Identify
th
e fo
rce(s
) acting on obje
cts
m
oving with uniform
circular
motion (e.g
., a
car on a
circular track, sate
llites in o
rbit).
Clarification: O
bje
cts
in u
niform
circular m
otion e
xperience a
net fo
rce toward
the c
ente
r of th
e c
ircular path
. T
he m
agnitude o
f th
is forc
e is c
onsta
nt during
uniform
circular m
otion.
P3.6A: Explain e
arth-m
oon inte
ractions (orb
ital m
otion) in term
s o
f fo
rces.
Clarification: T
he o
rbit o
f th
e m
oon a
bout th
e e
arth is n
early circular and m
ay
be a
ppro
xim
ate
d a
s c
ircular m
otion in this c
onte
xt. The forc
e that accounts
for
the circular m
otion is the forc
e o
f gra
vitational attra
ction b
etw
een the m
asses.
P3.6B: Pre
dict how th
e gra
vitational fo
rce betw
een obje
cts
changes when th
e
dista
nce b
etw
een them
changes.
Clarification:
The gra
vitational fo
rce is an “invers
e r-square
d”
forc
e.
This
means th
at
the fo
rce of
gra
vity betw
een tw
o obje
cts dim
inishes such th
at
doubling the d
ista
nce results in o
ne-forth the o
riginal fo
rce, tripling the d
ista
nce
results in one-n
inth
th
e original fo
rce and so on.
Unders
tanding th
is basic
relationship is m
ore
vital th
an b
eing a
ble to u
se the e
quation.
P3.6d: Calculate
forc
e, m
asses, or dista
nce, given a
ny thre
e o
f th
ese q
uantities,
by a
pplying the Law o
f Univers
al Gra
vitation, given the v
alue o
f G.
Clarification: N
one.
P3.6e: Dra
w a
rrows (vecto
rs) to
repre
sent how the d
irection a
nd m
agnitude o
f
a forc
e changes o
n a
n o
bje
ct in a
n e
lliptical orb
it.
Clarification: N
one.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
2
Vocabulary
Accelera
tion
Avera
ge a
ccelera
tion
Avera
ge speed
Circular m
otion
Direction
Elliptical orb
it
Forc
e
Gra
vitation
Invers
e S
quare
Law
Law o
f Univers
al Gra
vitation
Magnitude
Mass
Motion
Net fo
rce
Orb
ital m
otion
Periodic m
otion
Position
Pro
jectile
Revolution
Rota
tion
Speed
Tim
e
Uniform
circular m
otion
Vecto
r Velocity
Real World Context
Unders
tanding the ideal m
otion o
f a s
imple h
arm
onic o
scillato
r pro
vides a
basis
for
unders
tanding m
ore
com
plex vibra
tory
m
otion such as th
e vibra
tion of
a
piano s
tring, th
e v
ibra
tion o
f th
e p
rongs o
f a tuning fork
, th
e v
ibra
tion o
f a tall
building during an earthquake,
the vibra
tion of
a speaker
mem
bra
ne as it
pro
duces
sound,
the
oscillation
of
altern
ating
household
current,
etc
.
Unders
tanding th
is ty
pe of periodic m
otion opens th
e door
to unders
tanding a
wide v
ariety
of dispara
te p
henom
ena.
Uniform
circular m
otion o
ccurs
all a
round u
s. T
he m
otion o
f a m
erry-g
o-round,
a c
ar ta
king a
curv
e, th
e o
rbit o
f a p
lanet (m
ost are
nearly c
ircular), th
e turn
ing
of a cra
nk shaft, th
e rota
tion o
f a sto
rm cell e
tc., a
ll require a
n u
nders
tanding o
f th
e b
asic ideas o
f centripeta
l fo
rce a
nd c
entripeta
l accelera
tion. U
nders
tanding
these concepts
allows a
n u
nders
tanding o
f a w
ide range o
f phenom
ena.
The fo
rce of
gra
vity changes with th
e square
of
the dista
nce betw
een th
e
obje
cts
. This m
eans th
at
if th
e dista
nce betw
een tw
o obje
cts
is doubled
(multiplied b
y 2
), the forc
e b
etw
een the o
bje
cts
is o
ne q
uarter (d
ivided b
y 2
2) of
its o
riginal value. If th
e d
ista
nce b
etw
een two o
bje
cts
is tripled (
multiplied b
y
3), the forc
e b
etw
een them
is o
ne-n
inth
(divided b
y 3
2) its o
riginal value.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 5
1
Units by Content Expectation
PHYSICS
Unit 7: Mechanical Waves
Code
Content Expectation
P4.4
W
ave C
hara
cte
ristics W
aves (m
echanical and e
lectrom
agnetic) are
described b
y their w
avelength
, am
plitu
de, frequency, and speed.
P4.4
A
Describe specific m
echanical waves (e.g
., o
n a
dem
onstration
spring, on the o
cean) in term
s o
f wavelength
, am
plitu
de,
frequency, and speed.
P4.4
B
Identify
every
day e
xam
ples o
f transvers
e a
nd com
pre
ssion
(longitudinal) w
aves.
P4.4
C
Com
pare
and contrast transvers
e a
nd com
pre
ssion (longitudinal)
waves in term
s o
f wavelength
, am
plitu
de, and fre
quency.
P4.4
x
Wave C
hara
cte
ristics-C
alcula
tions W
ave v
elocity, wavelength
, and
frequency a
re relate
d b
y v
= lf. T
he e
nerg
y tra
nsfe
rred b
y a
wave
is p
roportional to
the square
of th
e a
mplitu
de o
f vibra
tion a
nd its
frequency.
P4.4
d
Dem
onstrate
that frequency a
nd w
avelength
of a w
ave a
re
invers
ely p
roportional in a
given m
edium
.
P4.4
e
Calculate
the a
mount of energ
y tra
nsfe
rred b
y tra
nsvers
e o
r
com
pre
ssion w
aves o
f diffe
rent am
plitu
des a
nd fre
quencies (e.g
.,
seism
ic w
aves).
P4.5
M
echanical W
ave P
ropagation V
ibra
tions in m
atter initiate
m
echanical waves (e.g
., w
ate
r waves, sound w
aves, seism
ic
waves), w
hich m
ay p
ropagate
in a
ll d
irections a
nd d
ecre
ase in
inte
nsity in p
roportion to the d
ista
nce square
d for a p
oint sourc
e.
Waves tra
nsfe
r energ
y fro
m o
ne p
lace to a
noth
er without
transfe
rring m
ass.
P4.5
A
Identify
every
day e
xam
ples o
f energ
y tra
nsfe
r by w
aves a
nd their
sourc
es.
P4.5
B
Explain w
hy a
n o
bje
ct (e
.g., fishing b
obber) d
oes n
ot m
ove
forw
ard
as a
wave p
asses u
nder it.
P4.5
C
Pro
vide e
vidence to support the claim
that sound is e
nerg
y
transfe
rred b
y a
wave, not energ
y tra
nsfe
rred b
y p
articles.
P4.5
D
Explain h
ow w
aves p
ropagate
fro
m v
ibra
ting sourc
es a
nd w
hy the
inte
nsity d
ecre
ases w
ith the square
of th
e d
ista
nce fro
m a
point
sourc
e.
P4.5
E
Explain w
hy e
very
one in a
classro
om
can h
ear one p
ers
on
speaking, but why a
n a
mplification syste
m is o
ften u
sed in the
rear of a larg
e concert a
uditorium
.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 5
0
Instruments, Measurement, and Representations
Measure
s o
f tim
e: hours
, m
inute
s, seconds
Measure
s o
f dista
nce: cm
, m
, km
Measure
s o
f fo
rce a
nd w
eight: N
ewto
ns
Measure
s o
f m
ass: kg, gra
ms
Measure
s o
f energ
y: jo
ules
All m
easure
ments
of
gra
vitational pote
ntial energ
ies are
based on an obje
ct-
earth syste
m.
Math
em
atical re
asoning a
nd repre
senta
tions:
• Qualita
tive com
parisons of changes in pote
ntial energ
y with corresponding
changes in k
inetic e
nerg
y
• Calculations o
f gra
vitational pote
ntial energ
y (GPE) of an o
bje
ct very
close to
Earth’s s
urface a
nd the c
hange in G
PE w
hen the d
ista
nce o
f th
e o
bje
ct from
Earth’s surface is incre
ased (GPE=m
g∆h)
• Calculations of
kinetic energ
y and speed of
a fa
lling obje
ct
very
close to
Earth’s surface a
s the o
bje
ct’s G
PE d
ecre
ases (m
g∆h+∆ ½
mv
2=0)
Instructional Examples:
i. In
quiry
CE: P
1.1
C, P1.1
h, P4.3
e, P4.3
f
Design an experim
ent
to dete
rmine th
e changes in th
e kinetic and pote
ntial
energ
y o
f a b
ouncing b
all b
efo
re a
nd a
fter each b
ounce.
ii. R
eflection
CE: P
1.2
k, P4.3
A, P4.3
C
Discuss the reason w
hy lowering the speed lim
it saves e
nerg
y
iii. Enrichm
ent
CE: P
4.3
d, P4.3
e, P4.3
f
Calculate
the g
ravitational pote
ntial energ
y, kinetic e
nerg
y a
nd e
lastic p
ote
ntial
energ
y o
f a b
ungee jum
per at one second inte
rvals fro
m the sta
rt o
f th
e jum
p
iv. G
enera
l CE: P
4.3
d
Develop a
list of com
mon o
bje
cts in m
otion a
nd h
ave s
tudents
use reasonable
estim
ation to d
ete
rmine their K
E’s.
v. Inte
rvention
CE: P3.2
A, P3.2
c, P3.2
d
Have stu
dents
use a s
pring scale to
pull obje
cts
with a consta
nt fo
rce a given
dista
nce a
t a c
onsta
nt speed a
nd u
se the m
easure
d forc
e to c
alculate
the w
ork
done.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
3
Instruments, Measurement, and Representations
Tim
e is m
easure
d in h
ours
, m
inute
s, and seconds
Dista
nce is m
easure
d in centim
ete
rs, m
ete
rs a
nd k
ilom
ete
rs.
Mass is m
easure
d in g
ram
s a
nd k
ilogra
ms.
Fre
quency is m
easure
d in o
scillations/s
econd.
Forc
e is m
easure
d in n
ewto
ns.
Arrows (vecto
rs) are
used to d
escribe the v
elocity a
nd a
ccelera
tion o
f an o
bje
ct
moving in a
curv
ed p
ath
. Arrows (v
ecto
rs)
are
used to
describe th
e fo
rces affecting th
e m
otion of
an
obje
ct m
oving in a
curv
ed p
ath
.
Calculations o
f avera
ge v
elocity a
nd a
vera
ge a
ccelera
tions for diffe
rent parts o
f a journ
ey a
re m
ade.
Fre
e-b
ody diagra
ms on each of
two inte
racting obje
cts
; fo
rce diagra
ms with
relative m
agnitudes c
an b
e u
sed to c
om
pare
the forc
es a
cting o
n e
ach o
bje
ct of
the p
air
Instructional Examples:
i. In
quiry
CE: P
1.1
C, P1.1
D
An o
bje
ct (a
sm
all w
ooden b
lock o
r coin)
is p
laced o
n a
sm
all, ro
und turn
table
with low friction bearings. In
vestigate
at
what
minim
um
speed th
e tu
rnta
ble
must be turn
ed in o
rder fo
r th
e o
bje
ct to
fly o
ff the turn
table. (A sto
pwatc
h m
ay
be used to
tim
e th
e ro
tations of th
e ta
ble). By changing th
e dista
nce of th
e
obje
ct from
th
e cente
r of th
e tu
rnta
ble, th
e effect of ra
dius on th
e am
ount of
forc
e (in this c
ase friction) re
quired to k
eep the o
bje
ct on the turn
table m
ay b
e
investigate
d.
ii. R
eflection
CE: P
1.2
i, P
1.2
k
Researc
h th
e histo
rical scientific and social pro
blem
s encounte
red as science
moved fro
m a
geocentric to a
heliocentric m
odel fo
r th
e s
olar syste
m. F
urther,
investigate
th
e pro
blem
s encounte
red in th
e shift
from
circular
to elliptical
orb
its.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
4
iii. Enrichm
ent
CE: P
1.2
C, P1.2
g, P3.4
D, P3.6
B, P3.6
d, P3.6
e
Researc
h the c
oncept of th
e g
eosynchro
nous o
rbit. Investigate
its
physical and
technological uses. F
ind o
ut what fa
cto
rs d
ete
rmine w
heth
er or not an o
bje
ct is
in a
geosynchro
nous o
rbit. D
ete
rmine the a
mount of energ
y required to p
lace
an o
bje
ct in such a
n o
rbit.
iv. G
enera
l
CE: P
1.1
C, P1.1
D, P2.1
h
Suspend a
spring v
ertically a
nd p
lace a
sm
all m
ass o
n its
end. U
se c
alculato
r-
based (C
BL)
sensors
or
com
pute
r-based sensors
to
dete
rmine th
e points
of
maxim
um
and m
inim
um
velocity and accelera
tion.
Use sto
pwatc
hes or
com
pute
r-based m
otion sensors
to
dete
rmine th
e period of
the oscillato
r.
Investigate
(qualita
tively o
r quantita
tively) th
e e
ffect on the p
eriod o
f changing
the m
ass, am
plitu
de o
r th
e spring its
elf.
v. Inte
rvention
CE: P
3.4
D
Attach a
string to a
consta
nt-velocity, m
oto
rized c
ar.
Sta
rt the c
ar m
oving o
n
the floor, a
nd, using o
nly the s
tring, m
ake the c
ar m
ove in a
circular path
. It
soon becom
es clear
that th
e fo
rce applied to
th
e car
must be directe
d to
ward
th
e cente
r of its p
ath
.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
9
Vocabulary
∆PE=m
g∆h
air resista
nce
change in d
irection
change in speed
direction o
f a forc
e
dra
g
energ
y tra
nsfe
r fo
rce
gra
vitational energ
y
gra
vitational pote
ntial energ
y
impact speed
KE= ½
mv
2
kinetic e
nerg
y
magnitude o
f a forc
e
mechanical syste
ms
net fo
rce
Newto
n’s F
irst Law
Newto
nian m
echanics
pendulum
pote
ntial energ
y
speed
velocity
W=Fd
waves
work
Real World Context
Use p
endulum
s, ro
ller coaste
rs, ski lifts to e
xplain P
E a
nd K
E
Use e
xam
ples o
f various form
s o
f PE s
uch a
s s
tretc
hed o
r com
pre
ssed s
prings
and ru
bber
bands;
energ
y sto
red in th
e chem
ical bonds of fo
od, gasoline and
oth
er fu
els; obje
cts
elevate
d a
bove the E
arth’s surface
The a
mount of work
done lifting a
box, holding a
box o
ver your head, stu
dying
for a test are
good w
ays to e
xplain the d
iffe
rence b
etw
een the scientific m
eaning
and the e
very
day m
eaning o
f th
e term
work
.
Discuss th
e am
ount
of
KE and PE pre
sent
at
various points
when bungee
jum
ping a
nd sky d
iving
Com
pare
the K
E o
f a m
oving c
ar, a
bullet fire
d fro
m a
gun a
nd a
fre
ight train a
t
rest and then m
oving a
t a speed o
f (for exam
ple) 40 m
/s.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
8
P4.3A:
Identify
th
e fo
rm of energ
y in given situations (e
.g., m
oving obje
cts
, stretc
hed springs, ro
cks o
n cliffs, energ
y in food).
Clarification: T
he focus h
ere
is o
n recognizing the p
resence o
f kinetic e
nerg
y
and various fo
rms of
pote
ntial
energ
y (e
lastic,
chem
ical, and gra
vitational).
Lim
it to the e
xam
ples liste
d in the e
xpecta
tion.
P4.3B:
Describe th
e transfo
rmation betw
een pote
ntial and kinetic energ
y in
sim
ple m
echanical syste
ms (e.g
., p
endulum
s, ro
ller coaste
rs, ski lifts).
Clarification: T
hese should b
e q
ualita
tive d
escriptions com
paring p
ote
ntial and
kinetic e
nerg
ies a
t various p
oints
in tim
e u
sing term
s like incre
asing, decre
asing,
zero
, m
axim
um
, m
inim
um
. L
imit to the e
xam
ples liste
d in the e
xpecta
tion. S
ki
lift energ
ies include th
e work
done by th
e m
achine lifting to
a height, th
e
gra
vitational PE, and then the k
inetic e
nerg
y o
f th
e m
oving skier.
P4.3C: Explain w
hy a
ll m
echanical syste
ms require a
n e
xte
rnal energ
y sourc
e to
mainta
in their m
otion.
Clarification: N
one.
P4.3d: Rank the a
mount of kinetic e
nerg
y fro
m h
ighest to
lowest of every
day
exam
ples o
f m
oving o
bje
cts
. Clarification:
This will
require th
e use of
the kinetic energ
y fo
rmula,
KE=
½m
v2, in sym
bolic o
r num
erical fo
rms.
P4.3e:
Calculate
th
e changes in kinetic and pote
ntial
energ
y in sim
ple
mechanical
syste
ms (e
.g., pendulum
s,
roller
coaste
rs,
ski
lifts)
using th
e
form
ulas for kinetic e
nerg
y a
nd p
ote
ntial energ
y.
Clarification: Based o
n the e
xam
ples liste
d in the e
xpecta
tion, th
is w
ill re
quire
only th
e use of
the kinetic energ
y fo
rmula,
KE= ½
mv
2,
the fo
rmula fo
r
gra
vitational pote
ntial energ
y, ∆PE=m
g∆h.
P4.3f: C
alculate
the im
pact speed (ignoring a
ir resista
nce) of an o
bje
ct dro
pped
from
a specific h
eight or th
e m
axim
um
height re
ached b
y a
n o
bje
ct (ignoring a
ir
resista
nce), g
iven the initial vertical velocity.
Clarification: Based o
n the e
xam
ples liste
d in the e
xpecta
tion, th
is w
ill re
quire
only th
e use of
the kinetic energ
y fo
rmula,
KE= ½
mv
2,
the fo
rmula fo
r
gra
vitational pote
ntial energ
y, ∆PE=m
g∆h.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
5
Units by Content Expectation
PHYSICS
Unit 6: Mechanical Energy
Code
Content Expectation
P3.2
Net Forc
e - F
orc
es h
ave m
agnitude a
nd d
irection. The n
et fo
rce o
n
an o
bje
ct is the sum
of all the forc
es a
cting o
n the o
bje
ct. O
bje
cts
change their speed a
nd/o
r direction o
nly w
hen a
net fo
rce is
applied. If the n
et fo
rce o
n a
n o
bje
ct is zero
, th
ere
is n
o change in
motion (Newto
n’s F
irst Law).
P3.2
B
Com
pare
work
done in d
iffe
rent situations.
P4.1
x
Energ
y T
ransfe
r-W
ork
Moving o
bje
cts
and w
aves tra
nsfe
r energ
y
from
one location to a
noth
er. T
hey a
lso tra
nsfe
r energ
y to o
bje
cts
during inte
ractions (e.g
., sunlight transfe
rs e
nerg
y to the g
round
when it warm
s the g
round; sunlight also tra
nsfe
rs e
nerg
y fro
m the
sun to the E
arth).
P4.1
c
Explain w
hy w
ork
has a
more
pre
cise scientific m
eaning than the
meaning o
f work
in e
very
day language.
P4.1
d
Calculate
the a
mount of work
done o
n a
n o
bje
ct th
at is m
oved
from
one p
osition to a
noth
er.
P4.1
e
Using the form
ula for work
, derive a
form
ula for change in
pote
ntial energ
y o
f an o
bje
ct lifted a
dista
nce h
.
P4.3
Kin
etic a
nd P
ote
ntial Energ
y M
oving o
bje
cts
have k
inetic e
nerg
y.
Obje
cts
experiencing a
forc
e m
ay h
ave p
ote
ntial energ
y d
ue to
their relative p
ositions (e.g
., lifting a
n o
bje
ct or stretc
hing a
spring, energ
y sto
red in chem
ical bonds). C
onvers
ions b
etw
een
kinetic a
nd g
ravitational pote
ntial energ
y a
re com
mon in m
oving
obje
cts
. In
frictionless syste
ms, th
e d
ecre
ase in g
ravitational
pote
ntial energ
y is e
qual to
the incre
ase in k
inetic e
nerg
y o
r vice
vers
a.
P4.3
A
Identify
the form
of energ
y in g
iven situations (e.g
., m
oving
obje
cts
, stretc
hed springs, ro
cks o
n cliffs, energ
y in food).
P4.3
B
Describe the tra
nsfo
rmation b
etw
een p
ote
ntial and k
inetic e
nerg
y
in sim
ple m
echanical syste
ms (e.g
., p
endulum
s, ro
ller coaste
rs,
ski lifts).
P4.3
C
Explain w
hy a
ll m
echanical syste
ms require a
n e
xte
rnal energ
y
sourc
e to m
ainta
in their m
otion.
P4.3
x
Kin
etic a
nd P
ote
ntial Energ
y-C
alcula
tions T
he k
inetic e
nerg
y o
f an
obje
ct is relate
d to the m
ass o
f an o
bje
ct and its
speed: KE =
1/ 2
mv2.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
6
P4.3
d
Rank the a
mount of kinetic e
nerg
y fro
m h
ighest to
lowest of
every
day e
xam
ples o
f m
oving o
bje
cts
.
P4.3
e
Calculate
the changes in k
inetic a
nd p
ote
ntial energ
y in sim
ple
mechanical syste
ms (e.g
., p
endulum
s, ro
ller coaste
rs, ski lifts)
using the form
ulas for kinetic e
nerg
y a
nd p
ote
ntial energ
y.
P4.3
f Calculate
the im
pact speed (ignoring a
ir resista
nce) of an o
bje
ct
dro
pped fro
m a
specific h
eight or th
e m
axim
um
height re
ached b
y
an o
bje
ct (ignoring a
ir resista
nce), g
iven the initial vertical
velocity.
HSSCE C
om
panio
n D
ocum
ent
Michig
an D
epartm
ent of Education 0
9/0
7
Physics 4
7
PHYSICS
Unit 6: Mechanical Energy
Big Idea (Core Concept):
Doing w
ork
on a
n o
bje
ct re
quires tra
nsfe
rring e
nerg
y to the o
bje
ct re
sulting in a
change o
f position a
nd p
ossibly a
change in speed.
Standard(s):
P3: F
orc
es a
nd M
otion
P4: F
orm
s o
f Energ
y a
nd E
nerg
y T
ransfo
rmations
Content Statement(s):
P3.2
: N
et Forc
es
P4.1
x: E
nerg
y T
ransfe
r-W
ork
P4.3
: K
inetic a
nd P
ote
ntial Energ
y
P4.3
x: K
inetic a
nd P
ote
ntial Energ
y-C
alculations
Content Expectations: (Content Statement Clarification)
P3.2B: Com
pare
work
done in d
iffe
rent situations.
Clarification:
Lim
it to
situations involving a consta
nt
forc
e using th
e fo
rmula
W=Fd, where
“d” is the d
ista
nce a
n o
bje
ct m
oves in the d
irection p
ara
llel to
the
forc
e. In s
ituations where
the forc
e is n
ot perp
endicular or not para
llel to
the
dista
nce m
oved, th
e w
ork
done should b
e q
ualita
tive com
parisons.
P4.1c:
Explain why work
has a m
ore
pre
cise scientific m
eaning th
an th
e
meaning o
f work
in e
very
day language.
Clarifications: N
one.
P4.1d: Calculate
the a
mount of work
done o
n a
n o
bje
ct th
at is m
oved fro
m o
ne
position to a
noth
er.
Clarification:
In
clude analysis a fo
rce vs.
dista
nce gra
ph fo
r variable or
consta
nt
forc
e situations,
in addition to
W
= Fd calculations.
W
ork
done by
forc
es a
pplied a
t com
mon a
ngles (such a
s 3
0, 45, and 6
0 d
egre
es) should a
lso
be a
ddre
ssed.
P4.1e:
Using th
e fo
rmula fo
r work
, derive a fo
rmula fo
r change in pote
ntial
energ
y o
f an o
bje
ct lifted a
dista
nce h
. Clarification:
Specifically show how th
e fo
rmulas W
=Fd and ∆PE=m
g∆h are
re
late
d to e
ach o
ther.