Physics 2013-2014
| Kyle Dittmer
Month |
Standards |
Indicators |
Assessment |
August-September |
Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration. |
Objective 1: Describe the motion of an object in terms of position, time, and velocity. Objective 2: Analyze the motion of an object in terms of velocity, time, and acceleration. |
• What is the difference between distance and displacement? • What is the difference between speed and velocity? • How do you calculate the average and instantaneous velocity of an object from data given? • How do you determine the average acceleration of an object from given data? • Can you interpret data for position vs. time graphs and interpret data for velocity vs. time graphs in order to describe the motion involved? |
October |
Standard I: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration. Standard II: Students will understand the relation between force, mass, and acceleration. |
Objective 4: Use Newton's first law to explain the motion of an object. Objective 1: Analyze forces acting on an object |
• If the forces are balanced on a moving object, describe the motion of that object? • What is the difference between a stationary object on which balanced forces are acting and a moving object on which balanced forces are acting? • What are the types of forces commonly encountered on a moving object? • How can you tell the forces are balanced on an object? • What types of forces are encountered in everyday life? • Describe the forces acting on an object by drawing force diagrams. |
November |
Standard 2: Students will understand the relation between force, mass, and acceleration. Standard 2: Students will understand the relation between force, mass, and acceleration. |
Objective 2: Using Newton’s second law, relate the force, mass, and acceleration of an object. Objective 3: Explain that forces act in pairs as described by Newton’s third law. |
• What is the relationship between the net force on an object and the object’s acceleration? • How does mass affect acceleration when a constant unbalanced force is applied? • Measure the relationship between force, mass, and acceleration from experimental data and compare the results to Newton’s second law. • Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object’s motion. • What are some examples of action-reaction forces? • Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known. • What are some everyday applications of Newton’s third law? • How does the historical development of Newton’s laws of motion compare to our current understanding of the nature of science? |
December |
Standard III: Students will understand the factors determining the strength of gravitational and electric forces. Standard IV: Students will understand transfer and conservation of energy. |
Objective 1: Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton’s law of universal gravitation). Objective 1: Determine kinetic and potential energy in a system. |
• How does mass affect the gravitational force? • What is the difference between mass and weight? • How does the distance between two objects affect the gravitational force between them? • What is meant by zero gravity? • Identify various types of potential energy. • How do mass and velocity contribute to the kinetic energy of an object? • How do mass and height contribute to the gravitational potential energy of an object? • How do kinetic and potential energy contribute to the total energy of a given system? |
January |
Standard IV: Students will Understand transfer and conservation of energy. Standard 4 Students will understand transfer and conservation of energy. |
Objective 2: Describe conservation of energy in terms of systems. Objective 3: Describe common energy transformations and the effect on availability of energy each transformation |
• Describe a closed system in terms of its total energy. • How do potential energy and kinetic energy interrelate on a rollercoaster ride? • Gather data and calculate the gravitational potential energy and the kinetic energy of an object and relate this to the conservation of energy of a system. • Where does the loss of useful energy in energy transformations go? • What are the three major ways heat is transferred? • Describe the transformation of mechanical, electrical, and chemical energy in some everyday systems and how the transmission of thermal energy plays its role. |
February |
Standard V: Students will understand the properties and applications of waves. |
Objective 1: Demonstrate an understanding of mechanical waves in terms of general wave properties. |
• Define the following: period, frequency, wavelength, and amplitude of waves. • Give examples of reflection, refraction, and diffraction of waves commonly observed in nature. • How do you solve for the speed, wavelength, and frequency of a wave? • Compare the change in frequency you observe in a wave coming from a moving object as it approaches an observer to moving away from an observer. • What does the medium of a mechanical wave transfer? |
March |
Standard V: Students will understand the properties and applications of waves. Standard III: Students will understand the factors determining the strength of gravitational and electric forces. |
Objective 2: Describe the nature of electromagnetic radiation and visible light. Objective 2: Describe the factors that affect the electric force (i.e., Coulomb’s law). |
• What is the relationship between energy, wavelength and frequency for electromagnetic radiation? • How do the wavelengths and frequencies differ among parts of the electromagnetic spectrum? • Understand that all the different parts of the electromagnetic spectrum travel through empty space at the speed of light. • What are some examples of electromagnetic radiation in everyday life? • Show that the relationship between distance and electric force is the same as the relationship between distance and gravitational force. • Understand that like charges repel and unlike charges attract. • How does the amount of charge affect the electric force? • Give examples of electric forces found in everyday life. |
April |
Standard 1: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration. |
Objective 3: Relate the motion of objects to a frame of reference. |
• Compare the motion of an object relative to two frames of reference. • What is the rate of an object relative to a different frame of reference? (e.g., The rate of an object dropped from a moving vehicle being observed from the vehicle compared to being observed by a person standing on the sidewalk). • Simplify a problem by selecting a specific frame of reference to describe the motion of an object. |
May-June |
CRT Review |
CRT Review |
CRT |