# Physics 09 by J0vi4YEw

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```									   This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number             CONTENT STANDARD                                   Objective                           Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should be
integrated with appropriate content at the discretion of the instructor throughout the year.
Strand: Motion and Forces
Standard 1: Students shall understand one-dimensional motion.
MF.1.P.1   Compare and contrast scalar and  Compare and contrast scalar                              * Identify specific quantities as   scalar
vector quantities                and vector quantities                                    either scalar or vector             vector
* Justify reasoning behind          frame of reference
classification                      resultant
magnitude
MF.1.P.2     Solve problems involving constant           Solve problems involving       * Student can state difference                   velocity
and average velocity:                       constant and average velocity: between constant and average                     constant velocity
d                                           d                        velocity                                         average velocity
v                                          v                             * Solve problems involving                       instantaneous velocity
t                                           t                        constant and average velocity                    displacement
d                                    d                     applying the correct formula                     distance
v ave                                      v ave 
t                                    t                     * Design an experiment to                        speed
measure average velocity                         position

MF.1.P.3     Apply kinematic equations to                Apply kinematic equations to                * Define conditions of constant     acceleration
calculate distance, time, or velocity       calculate distance, time, or                acceleration                        average acceleration
under conditions of constant                velocity under conditions of                * Evaluate and apply the            position
acceleration:                               constant acceleration:                      appropriate equation for a given    velocity
v                              situation                           instantaneous
a 
v                            a                                                                              acceleration
t                                         t                                                                  time interval
v                                        v                                                                      change (Δ)
a ave                                    a ave                                                                          kinematic
t                                        t
 x  2 v i  v
1
f    t        x  2 v i  v
1
f    t
v   f        vi  at                    v   f        vi  at
x  vit                 a  t        x  vit                   a  t 
1              2                           1               2
2                                          2

v2      f     v i2  2 a  x             v2      f     v i2  2 a  x

Revised 5-09                                                                                                                                                      Page 1 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                           Objective                         Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential graphic
MF.1.P.4                                                                       Given 3 education of the axes
Compare graphic representations of Compare components to the*sciencedata sets, createall students. Additionally, they should be
motion:                                            of motion:
representations the instructor appropriate graph, for the given coordinate system
integrated with appropriate content at the discretion of                      throughout the year.
d-t                                d-t                            data set                          horizontal
v-t                                v-t                            * Create d-t, v-t, and a-t graphs vertical
a-t                                a-t                            given a single set of data        origin
* Given a pregenerated graph, independent variable
construct the remaining graphs. dependant variable
scale

MF.1.P.5     Calculate the components of a free Calculate the components of a * State the conditions of "free-                free-fall
falling object at various points in      free falling object at various     fall"                                force of gravity
motion:                                  points in motion:                  * Calculate an unknown               acceleration due to
variable, given a scenario           gravity
v f  vi  2ay
2      2
v f  vi  2ay
2     2
* Evaluate the problem solving
Where a  gravity ( g )                  Where a  gravity ( g )            process given a completed
example
MF.1.P.6     Compare and contrast contact force Compare and contrast contact * Define and give examples of                    force
(e.g., friction) and field forces (e.g., force (e.g., friction) and field   contact forces                       contact force
gravitational force)                     forces (e.g., gravitational force) * Define and give examples of        field force
field forces
* Predict if given force will be a
contact or field force
MF.1.P.7     Draw free body diagrams of all           Draw free body diagrams of all * Given a free body diagram,      force
forces acting upon an object             forces acting upon an object   label the forces.                 free-body diagram
* Construct a coordinate system net force
for a free body diagram
* Identify and analyze the forces
acting on an object
* Construct a free body diagram
for a given situation

MF.1.P.8     Calculate the applied forces       Calculate the net force in either * Given a labeled free body                 applied force
represented in a free body diagram the horizontal and/or vertical    diagram, determine the net
direction                         force in either the horizontal or
vertical direction

Revised 5-09                                                                                                                                           Page 2 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                        Objective                       Task Analysis                  Essential Vocabulary   Materials/Resources
Student Learning Expectations
Apply Newton’s frameworks are Apply Newton’s first law of
The "Nature of Science" first law of motion toessential components to the*science education law all students. Additionally, they should be
MF.1.P.9                                                                     Define Newton's first of     inertia
balanced and content at                                     Categorize balanced and
show appropriate unbalanced the motion to show balanced and *throughout the year.
integrated with                                discretion of the instructor                               balanced force
forces                              unbalanced forces            unbalanced forces in terms of unbalanced force
net force                     equilibrium
MF.1.P.10    Apply Newton’s second law of          Apply Newton’s second law of      * Define Newton's second law         force
motion to solve motion problems       motion to solve motion            * Given a scenario, analyze the      mass
that involve constant forces:         problems that involve constant    information needed to solve a        acceleration
F=ma                                  forces:                           problem involving Newton's           acceleration due to
F=ma                              second law                           gravity
weight
Newton (unit)
MF.1.P.11    Apply Newton’s third law of motion    Apply Newton’s third law of       * Define Newton's third law          action-reaction pair
to explain action-reaction pairs      motion to explain action-         * Given a scenario, distinguish      system
reaction pairs                    between system and                   environment
environment
* For a given force, identify the
reaction force
MF.1.P.12    Calculate frictional forces (i.e.,   Calculate frictional forces (i.e., * Define normal force                normal force
kinetic and static):                 kinetic and static):               * Differentiate between kinetic      friction
Fk                                  Fk                         and static friction                  coefficient of friction
k                                  k                               * Identify μk and μs as a            static friction
Fn                                  Fn                         property of surfaces in contact      kinetic friction
Fs                                  Fs                         * Recognize the magnitude of         drag force
s                                  s                               μk and μs for given real- world
Fn                                  Fn
problems
* Calculate for an unknown
variable
MF.1.P.13    Calculate the magnitude of the force Calculate the magnitude of the * Depict force of friction and           friction
of friction:                         force of friction:                 normal force in a free body          magnitude
F f  Fn                            F f  Fn                         diagram.
* Solve problems involving
magnitude of the force of friction

Revised 5-09                                                                                                                                        Page 3 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number             CONTENT STANDARD                        Objective                    Task Analysis              Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" understand two-dimensional motion.
Standard 2: Students shall frameworks are essential components to the science education of all students. Additionally, they should be
Calculate the resultant vector at the discretion resultant vector of Given the data for a horizontal components (x and y)
integrated with appropriate content of a Evaluate the of the instructor *throughout the year.
MF.2.P.1
moving object                         a moving object                and vertical vector graphically   resultant
determine the resultant vector    coordinate system
MF.2.P.2   Resolve two-dimensional vectors       Resolve two-dimensional        * Given a right triangle, analyze sine
into their components:                vectors into their components: trigonomic relationships (sine,   cosine
cosine, tangent)                  tangent
d x  d cos 
d x  d cos             * Given a resultant vector        theta
d y  d sin                                                       (magnitude and direction),        dimensions
d y  d sin             calculate its components

MF.2.P.3     Calculate the magnitude and           Calculate the magnitude and      * Identify coordinate axis        magnitude
direction of a vector from its        direction of a vector from its   * Determine angle                 direction
components:                           components:                      * Given the data for a horizontal
d 2  x2  y2                         d 2  x2  y2                    and vertical vector
mathematically determine the
x                                     x
tan -1                              tan -1                         resultant vector (magnitude and
y                                     y                    direction)

MF.2.P.4     Solve two-dimensional problems        Solve two-dimensional          * Define equilibrium for a system weight
using balanced forces:                problems using balanced        * Design a free body diagram for tension
W  T sin                            forces:                        a given scenario                  equilibrium
* Apply the formula to analyze
Where W  weight ; T  tension        W  T sin                     the tension component of a
Where W  weight ; T  tension system

Revised 5-09                                                                                                                                 Page 4 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                         Objective                      Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components to the*science education of all students. Additionally, they should be
MF.2.P.5   Solve two-dimensional problems    * Solve two-dimensional            Given multiple vectors,  Pythagorean Theorem
the Pythagorean Theorem the discretion of the
using appropriate content at or problems using the instructor compute the resultant
integrated with                                                                throughout the year.      quadratic formula
the quadratic formula:            Pythagorean Theorem;             * Apply the Pythagorean
whereas, a is vector 1, b is     Theorem or the quadratic
vector 2, and c is the resultant formula to two dimensional
a2  b2  c2                                                     motion problems
a   2
 b   2
 c   2

b     b 2  4 ac
x 
2a                     * Solve two dimensional
formula; whereas ax2 + bx + c
=0

b       b 2  4 ac
x
2a

MF.2.P.6     Describe the path of a projectile as   Describe the path of a           * Define parabola and a            parabola
a parabola                             projectile as a parabola         quadratic equation                 projectile
* Recognize the equation           trajectory
representing the trajectory of a

Revised 5-09                                                                                                                                      Page 5 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                         Objective                       Task Analysis               Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" equations to solve essential components to the*science education of all students. Additionally, they should be
MF.2.P.7   Apply kinematic frameworks are Apply kinematic equations to               Differentiate between the x   kinematics
problems involving projectile motion solve problems involving           components and y components projectile
integrated with appropriate content at the discretion of the instructor throughout the year.
of an object launched at an angle: projectile motion of an object       of motion                       acceleration due to
launched at an angle:              * Deduce the role of gravity in gravity
projectile motion through       horizontal
v x  v i cos   constant                                            experimentation                 vertical
v x  v i cos   constant
x  v i cos  t                                                  * Incorporate the function of a
x  v i cos  t              resultant vector in projectile
v y , f  v i sin    gt
v y , f  v i sin    gt      problems
v y , f  v i sin    2 gy
2         2          2                                              * Recognize the appropriate
v y , f  v i2 sin    2 gy
2                    2
equation to resolve appropriate
y  v i sin  t  2 g t 
2
2 component of projectile motion
y  v i sin  t  1 g t  * Apply the correct formula to
1
2
solve a projectile motion
problem

MF.2.P.8     Apply kinematic equations to solve     Apply kinematic equations to       * Differentiate between the x     kinematic
problems involving projectile motion   solve problems involving           components and y components       projectile
of an object launched with initial     projectile motion of an object     of motion                         acceleration due to
horizontal velocity                    launched with initial horizontal   * Deduce the role of gravity in   gravity
velocity                           projectile motion through         horizontal
v y, f   g t                                                         experimentation
v y, f   g t                   * Recognize the appropriate
 v y, f  2 g y
2
equation to resolve appropriate
 v y, f  2 g y
2
component of projectile motion
 y               g  t 
2
g  t 
1
 y                             * Apply the correct formula to
1              2
2
2
solve a projectile motion
problem
v x  v x , i  constant              v x  v x , i  constant
 x  vxt                            x  vxt

Revised 5-09                                                                                                                                      Page 6 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                       Objective                  Task Analysis                Essential Vocabulary     Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components to the*science education of all students. circular motion they should be
MF.2.P.9   Calculate rotational motion with a   Calculate rotational motion with Define uniform circular motion uniform Additionally,
the discretion of directed             Identify acceleration as
constant force directed towardat the a constant forcethe instructor *throughout the year.
integrated with appropriate content                                                                             centripetal force
center:                              toward the center:              perpendicular to velocity
* Apply Newton's second law to
mv 2                                mv 2
Fc                                  Fc                            objects in uniform circular
r                                    r                       motion

MF.2.P.10    Solve problems in circular motion by Solve problems in circular    * Define uniform circular motion   uniform circular motion
using centripetal acceleration:      motion by using centripetal   * Identify acceleration as         centripetal acceleration
acceleration:                 perpendicular to velocity          circumference
* Interpret relationship between   period
v 2 4 2 r                   v 2 4 2 r
ac                         ac       
r   T2                       r   T2              period

Revised 5-09                                                                                                                                  Page 7 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                      Objective                   Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" understand the dynamics of rotational equilibrium.
Standard 3: Students shall frameworks are essential components to the science education of all students. Additionally, they should be
discretion of the instructor *throughout the year.
integrated with appropriate content at the Relate radians to degrees:
s
                                
s                           * Compare and contrast          Cartesian coordinates
r                                r                           Cartesian coordinates and polar polar coordinates
Where s  arc length; r  radius Where s  arc length; r  radius coordinates                     arc length
* Using the formula, convert    radius
MF.3.P.2   Calculate the magnitude of torque Calculate the magnitude of        * Define torque in terms of     torque
on an object:                     torque on an object:              rotational motion               lever
  Fd sin                      Fd sin                     * Relate length of lever arm to lever arm
Where   torque                  Where   torque                 * Relate force, radius, and
torque
* Explain the relationship
between the angle of applied
force and torque
* Calculate torque on an object
from a given data set

MF.3.P.3     Calculate angular speed and          Calculate angular speed and   * Compare and contrast linear      angular speed
angular acceleration:                angular acceleration:         quantities of motion and angular   angular acceleration
quantities of motion               linear motion
                                 
 ave                              ave                   * Calculate angular speed and      angular motion
t                                 t             acceleration from a given data
                                                  set
                                 
t                                t

Revised 5-09                                                                                                                                Page 8 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                         Objective                   Task Analysis               Essential Vocabulary    Materials/Resources
Student Learning Expectations
The "Nature of Science" using kinematicare essential components to the*science education of all students. Additionally, they should be
MF.3.P.4   Solve problems frameworks            Solve problems using             Compare and contrast linear
for
equations for angular motion: at the kinematic equations instructor kinematics and rotational
integrated with appropriate content             discretion of the               throughout the year.
angular motion:                kinematics
 f   i  t                                                    * Construct a modified t-chart
   i t  2  t                                             depicting the relationship
2
 f   i  t
1
between linear kinematics and
 2   i2  2  
f                                     i t  2  t 
1        2     rotational kinematics

  1  i   f t
2
                 2   i2  2  
f
* Solve problems using
equations from t-chart

    1
2
   i     f t

MF.3.P.5     Solve problems involving tangential Solve problems involving          * Define tangential speed        tangential
speed:                              tangential speed:                 * Relate linear to tangential    tangential speed
vt  r                               vt  r                         velocity
* Calculate an unknown quantity
from given data
MF.3.P.6     Solve problems involving tangential Solve problems involving          * Define tangential acceleration tangential acceleration
acceleration:                       tangential acceleration:          * Relate linear to tangential
at  r                               at  r                         acceleration
* Calculate an unknown quantity
from given data

MF.3.P.7     Calculate centripetal acceleration:   Calculate centripetal           * Differentiate between linear   centripetal acceleration
acceleration:                   and rotational acceleration      uniform circular motion
vt2                                             * Define uniform circular motion perpendicular
ac                                vt2
r                     ac                      * Identify acceleration as
r                 perpendicular to velocity
a c  r 2                   a c  r 2
* Calculate an unknown quantity
given a data set

Revised 5-09                                                                                                                                   Page 9 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number             CONTENT STANDARD                    Objective                     Task Analysis              Essential Vocabulary    Materials/Resources
Student Learning Expectations
Apply Newton’s frameworks              Apply Newton’s universal law
The "Nature of Science" universal law ofare essential components to the*science education of all students. gravity
MF.3.P.8                                                                               Define gravitational force     force of Additionally, they should be
gravitation to find the gravitational                 to find instructor *throughout the year.
of gravitationof the the
integrated with appropriate content at the discretion                                  Determine the role of mass in radius
force between two masses:              gravitational force between two gravitational force                 Newton's law of
masses:                            * Determine the role of distance universal gravitation
m1 m2                                m1 m2                     between masses in gravitational
Fg  G 2 ,                           Fg  G 2 ,                         force
r                                    r
2 * Given astronomical data, solve
N  m 2 Where G  6.673  10 11 N  m problems involving Newton's
Where G  6.673  10 11                                         kg 2
kg 2                                     universal law of gravitational
force

Revised 5-09                                                                                                                              Page 10 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number             CONTENT STANDARD                        Objective                      Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" understand the relationship between work and energy.
Standard 4: Students shall frameworks are essential components to the science education of all students. Additionally, they should be
integrated with appropriatedone by a at the Calculate netof thedone by a *throughout the year.
MF.4.P.1   Calculate net work content       discretion work instructor Define work                        work
constant net force:              constant net force:          * Distinguish between distance displacement
and displacement                 distance
Wnet  Fnet d cos            Wnet  Fnet d cos         * Calculate work by applying the net force
Where W  worknet                     Where Wnet  work appropriate equation

MF.4.P.2     Solve problems relating kinetic       Solve problems relating kinetic * Define work in terms of energy      energy
energy and potential energy to the    energy and potential energy to * Distinguish between potential        potential energy
work-energy theorem:                  the work-energy theorem:        and kinetic energy                    kinetic energy
Wnet  KE                                                            * Define the Joule in terms of        work-energy theorem
the work-energy theorem               Joule
Wnet  KE                     * Solve for an unknown from a
given set of data

MF.4.P.3     Solve problems through the            Solve problems through the         * Establish the relationship     mechanical energy
application of conservation of        application of conservation of     between potential and kinetic    law of conservation of
mechanical energy:                    mechanical energy:                 energy                           energy
* Define the law of conservation
ME i  ME f                           ME i  ME f                        of mechanical energy
1
mvi2  mghi  1 mv 2  mgh f      1
mvi2  mghi  1 mv 2  mgh f   * Solve problems using the
2                 2    f              2                 2    f
conservation of mechanical
energy
MF.4.P.4     Relate the concepts of time and       Relate the concepts of time        * Establish relationship between   Power
energy to power                       and energy to power                mechanical energy and work         time
* Define power as a rate at        work
which work is performed            Watt

Revised 5-09                                                                                                                                     Page 11 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                 Objective              Task Analysis      Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components thethe*science education of all students. Additionally, they should be
MF.4.P.5   Prove the relationship of time,  Solve problems involving to         Derive the relationship
time,
energy and power through problem relationship betweeninstructor between power, force and
integrated with appropriate content at the discretion of the                   throughout the year.
solving:                         energy and power.                 velocity from the relationship
W                                W                            between power, work and time.
P                               P                                * Calculate power given a set of
t                              t
data.
P  Fv                           P  Fv
Where P  power; W  work;
Where P  power; W  work;
F  force; V  velocity; T  time
F  force; V  velocity; T  time

Revised 5-09                                                                                                           Page 12 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                          Objective                        Task Analysis                 Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" understand the law of conservation of momentum.
Standard 5: Students shall frameworks are essential components to the science education of all students. Additionally, they should be
Describe changes in momentum in discretion of the
integrated with appropriate content at the Describe changes ininstructor *throughout the year.
MF.5.P.1                                                                      Research the relationship                      impulse
terms of force and time           momentum in terms of force     between impulse and                              momentum
and time                       momentum
impulse and momentum
graphically
MF.5.P.2   Solve problems using the impulse- Solve problems using the       * Recognize the effect of                        impulse-momentum
momentum theorem:                 impulse-momentum theorem: impulse on an object                                  theorem
Ft  p                                                        * Formulate a realistic example
Ft  p                      of impulse in action
or
or                            * Given impulse, calculate the
F  t  mv f  mv i               F  t  mv f  mv i           final velocity of a given mass
Where  p  change in momentum; Where  p  change in momentum;
F  t  impulse                        F  t  impulse

MF.5.P.3     Compare total momentum of two         Compare total momentum of             * Establish a coordinate system system
objects before and after they         two objects before and after          * Show that the total momentum environment
interact:                             they interact:                        of a system is conserved in any interaction
interaction (law of conservation
m1v1i  m2 v 2i  m1v1 f  m2 v 2 f    m 1 v 1i  m 2 v 2 i                of momentum)
m 1 v1 f  m 2 v 2 f                 * Predict the effects of an
interaction between objects

MF.5.P.4     Solve problems for perfectly          Solve problems for perfectly          * Differentiate between elastic     elastic collision
inelastic and elastic collisions:     inelastic and elastic collisions:     and inelastic collisions            inelastic collision
m1v1i  m2 v 2i  m1  m2 v f
* Describe the flow of energy in    conservation of energy
m1v1i  m2 v 2i  m1  m2 v f       a collision                         conservation of
m1v1i  m2 v 2i  m1v1 f  m2 v 2 f   m1v1i  m2 v 2i  m1v1 f  m2 v 2 f
* Mathematically predict the        momentum
effects of an interaction between
Where v f is the final velocity       Where v f is the final velocity       objects

Revised 5-09                                                                                                                                         Page 13 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number             CONTENT STANDARD                          Objective                       Task Analysis               Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" understand the concepts of components to
Standard 6: Students shall frameworks are essential fluid mechanics. the science education of all students. Additionally, they should be
Calibrate the applied buoyant at the discretion of the instructor Define buoyancy year.
integrated with appropriate content force Apply Archimedes' Principle in *throughout the in terms of
MF.6.P.1                                                                                                                   buoyancy
to determine if the object will sink or determining whether an object Archimedes' Principle                     Archimedes principle
float:                                  will sink or float                  * Mathematically predict if an      density
object will sink or float given a   fluid
FB  Fg displacedfluid   m f g        FB  Fg displacedfluid   m f g set of objects
* Test your prediction that an
object will sink or float
MF.6.P.2     Apply Pascal’s principle to an          Apply Pascal’s principle to an     * Define pressure in terms of      Pascal's principle
enclosed fluid system                   enclosed fluid system              Pascal's principle                 area
F1 F2                                   F1 F2                        * Formulate a realistic example    pressure
P                                     P                               of how Pascal's principle is       fluid
A1 A2                                   A1 A2                        applied
Where P  pressure                      Where P  pressure                * Calculate an unknown quantity
for a realistic example

MF.6.P.3     Apply Bernoulli’s equation to solve     Apply Bernoulli’s equation to      * Recognize that an increase in Bernoulli's principle
fluid-flow problems:                    solve fluid-flow problems:         velocity of a fluid corresponds to density
a decrease in pressure
p  1 v2  gh  constant               p  1 v2  gh  constant
2                           * Calculate an unknown for a
2

Where   density                       Where   density                given data set

Revised 5-09                                                                                                                                      Page 14 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                         Objective                   Task Analysis   Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of the ideal gas law to predictare essential componentspredict *science education of all students. Additionally, they should be
MF.6.P.4   Use Science" frameworks the Use the ideal gas law to to the Define an ideal gas                     ideal gas
an instructor Recognize the relationship
properties of an ideal gas under the the properties ofthe ideal gas *throughout the year.
integrated with appropriate content at          discretion of                                                  mole
different conditions                 under different conditions     between Boltzmann's constant kelvin
PHYSICS
multiplied by Avogadro's number Boltzmann's constant
PV  Nk bT                           PHYSICS                       gives R)                        Avogadro's number
N  number of gas particles          PV  Nk bT                    * Apply the appropriate formula temperature
given a set of conditions in an
N  number of gas particles
k b  Boltzmann' s constant                                        ideal gas
k b  Boltzmann' s constant
(1.38  10 - 23 J/K)
(1.38  10 - 23 J/K)
T  temperatur e
T  temperatur e
CHEMISTRY
PV  nRT                               CHEMISTRY
n  number of moles                    PV  nRT
n  number of moles
(1mole  6.022  10 23 particles)
(1mole  6.022  10 23 particles)
R  Molar gas constant
R  Molar gas constant
(8.31 J/moleK)                         (8.31 J/moleK)
T  temperatur e                       T  temperatur e

Revised 5-09                                                                                                                     Page 15 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                       Objective                      Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should be
Strand: Heat and Thermodynamics
integrated Students shall understand at effects of thermal energy on particles and systems.
Standard 7: with appropriate content thethe discretion of the instructor throughout the year.
HT.7.P.1     Perform specific heat capacity        Perform specific heat capacity * Define specific heat            specific heat
calculations:                         calculations:                  * Recognize internal properties heat
Q                                      Q                    that affect specific heat         temperature
Cp                                   Cp                           * Show that the specific heat of
m T                                  m T                   a substance is constant for a
CP - specific heat capacity    state of matter of that substance
Q - heat energy                * Identify an unknown substance
m - mass                       through specific heat
T - temperature                calculations

HT.7.P.2     Perform calculations involving latent Perform calculations involving   * Define latent heat in terms of   latent heat
heat:                                 latent heat:                     changes in state not changes in    phase (state)
Q  mL                                Q  mL                           temperature                        vaporization
* Calculate amount of energy       fusion
needed in various changes of
state (vaporization and fusion)

HT.7.P.3     Interpret the various sections of a   Interpret the various sections   * Define heating curve (Heat vs. heating curve
heating curve diagram                 of a heating curve diagram       Temperature)
* Interpret a preconstructed
heating curve
* Construct and analyze a
diagram based on a given set of
data

Revised 5-09                                                                                                                                   Page 16 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                 Objective                  Task Analysis            Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components the the*science educationshowing phase (state) change they should be
HT.7.P.4   Calculate heat energy of the             Calculate heat energy of to              Construct a diagram of all students. Additionally,
discretion of the instructor throughout phase change
different phase changes of a at the different phase changes of a
integrated with appropriate content                                                        latent heat andthe year.        latent heat
substance:                               substance:                             * Identify the appropriate      heat
equation for changes in         temperature
Q  mC p T                              Q  mC p T
temperature and changes in
Q  mL f                                 Q  mL f                               state
Q  mLv                                  Q  mLv                                * Calculate the heat energy
Where L f  Latent heat of fusion;       Where L f  Latent heat of fusion;     added or released to change the
Lv  Latent heat of vaporizat ion temperature of a given object
Lv  Latent heat of vaporizat ion
through more than one phase
change

Revised 5-09                                                                                                                     Page 17 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                          Objective                         Task Analysis                 Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" apply the two laws of thermodynamics.
Standard 8: Students shall frameworks are essential components to the science education of all students. Additionally, they should be
integrated with appropriate content at the Describe how the first law of
HT.8.P.1   Describe how the first law of                                    Paraphrase the year.
discretion of the instructor *throughoutthe first law of        thermodynamics
thermodynamics is a statement of thermodynamics is a statement thermodynamics including          first law of
energy conversion                of energy conversion          specific examples of energy       thermodynamics
conversion                        energy
HT.8.P.2   Calculate heat, work, and the    Calculate heat, work, and the * Differentiate system from       system
change in internal energy by     change in internal energy by  environment                       environment
applying the first law of        applying the first law of     * Establish a sign convention for heat
thermodynamics:                  thermodynamics:               work done by and on a system work
* Calculate heat, work and the internal energy
U  Q  W                       U  Q  W                   change in internal energy
Where U  change in system' s Where U  change in system' s
internal energy                       internal energy

HT.8.P.3     Calculate the efficiency of a heat    Calculate the efficiency of a         * Define and explain efficiency in   efficiency
engine by using the second law of     heat engine by using the              terms of the second law of           heat engine
thermodynamics:                       second law of                         thermodynamics                       second law of
thermodynamics:                       * Compare and contrast a heat        thermodynamics
engine and a refrigerator            refrigerator
Wnet Qh  Qc                          Wnet Qh  Qc
Eff                 1  Qc         Eff                 1  Qc         * Calculate efficiency using the
Qh     Qh                             Qh     Qh                     second law of thermodynamics
Where Qh  energy added as heat;      Where Qh  energy added as heat;
Qc  energy removed as heat           Qc  energy removed as heat

HT.8.P.4     Distinguish between entropy           Distinguish between entropy           * Differentiate system from          entropy
changes within systems and the        changes within systems and            environment                          system
entropy change for the universe as    the entropy change for the            * Evaluate scenarios in which        environment
a whole                               universe as a whole                   entropy is increasing or             second law of
decreasing within a system but       thermodynamics
does not violate the second law
of thermodynamics

Revised 5-09                                                                                                                                          Page 18 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                      Objective                   Task Analysis             Essential Vocabulary   Materials/Resources
Student Learning Expectations
Strand: Waves and Optics frameworks are essential components to the science education of all students. Additionally, they should be
The "Nature of Science"
integrated Students shall distinguish at the discretion of the motion and waves.
Standard 9: with appropriate content between simple harmonic instructor throughout the year.
WO.9.P.1 Explain how force, velocity, and    Explain how force, velocity,  * Contrast simple harmonic        simple harmonic
acceleration change as an object and acceleration change as an motion (SHM) and linear motion motion
vibrates with simple harmonic    object vibrates with simple   * Define cycle, period and        linear motion
motion                           harmonic motion               amplitude for SHM                 cycle
* Construct a free-body diagram period
showing forces, velocity and      amplitude
acceleration for an oscillator at frequency
different points in a cycle       Hertz
(positive or negative amplitude oscillator
and equilibrium)                  equilibrium
free-body diagram

WO.9.P.2     Calculate the spring force using     Calculate the spring force    * Define a spring                  spring
Hooke’s law:                         using Hooke’s law:            * Construct a graph using data spring constant
showing that Hooke's Law is a Hooke's law
Felastic  kx                       Felastic  kx                linear function
Where  k  spring constant          Where  k  spring constant   * Explain the role of the negative
equation
* Given information, calculate
the force of a spring at different
lengths

Revised 5-09                                                                                                                            Page 19 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                      Objective                    Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are Calculate the period and                    Show the relationship between period
WO.9.P.3 Calculate the period and frequency essential components to the*science education of all students. Additionally, they should be
an object vibrating throughout the year.
of an object vibrating with a simple frequency of of the instructor period and frequency
integrated with appropriate content at the discretion                                                              frequency
harmonic motion:                     with a simple harmonic motion: * Construct a paragraph             oscillator
analyzing how the length of a     pendulum
L                                                         pendulum affects its period       uniform circular motion
T  2                                       L
g                          T  2                         * Develop and assess graphs       simple harmonic
g
1                                                              depicting the vertical component motion
f                                       1                         of an object in uniform circular
T                                f 
T                         motion over time and the motion
Where T  period
Where T  period               of an object in SHM over time
* Calculate the period of several
different kinds of oscillators

WO.9.P.4     Differentiate between pulse and      Differentiate between pulse   * Construct individual graphs of    wave
periodic waves                       and periodic waves            motion for the following kinds of   pulse wave
waves:                              periodic wave
- a pulse wave that is          transverse wave
transverse                          longitudinal wave
- a periodic wave that is       motion
transverse
- a pulse wave that is
longitudinal
- a periodic wave that is
longitudinal
* Decide what the difference is
in each graph

WO.9.P.5     Relate energy and amplitude          Relate energy and amplitude   * Describe the relationship    energy
between energy, amplitude, and amplitude
frequency for a wave           frequency
wave

Revised 5-09                                                                                                                                Page 20 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number             CONTENT STANDARD                       Objective                       Task Analysis           Essential Vocabulary   Materials/Resources
Student Learning Expectations
Standard 10: Students shall compare and contrast the law of reflection and the law of refraction. of all students. Additionally, they should be
The "Nature of Science" frameworks are essential components to the science education
integrated Calculate the frequency and      discretion frequency and          Define electromagnetic
WO.10.P.1 with appropriate content at the Calculate theof the instructor *throughout the year.               electromagnetic
and speed of light               spectrum
c  f                        light
speed of light
* Construct electromagnetic      frequency
spectrum based on wavelength wavelength
and frequency
* Calculate frequency and
wavelength for several different
forms of electromagnetic
WO.10.P.2 Apply the law of reflection for flat     Apply the law of reflection for   * Define the normal          normal
mirrors:                                 flat mirrors:                     * Construct a ray diagram    ray diagram
depicting regular reflection reflection
 in   out                            in   out                                                 regular reflection
principal axis
WO.10.P.3 Describe the images formed by flat       Describe the images formed by * Define image                   image
mirrors                                  flat mirrors                  * Classify the image formed by a real image
flat mirror as real or virtual   virtual image
* Describe the image in a flat   flat mirror
mirror

Revised 5-09                                                                                                                               Page 21 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                           Objective                             Task Analysis               Essential Vocabulary   Materials/Resources
Student Learning Expectations
Calculate distances and to the Define concave mirror             concave
WO.10.P.4 Calculate distances and focal are essential componentsfocal *science education of all students. Additionally, they should be
The "Nature of Science" frameworks
lengths for curved mirrors:       lengths for curved mirrors:
integrated with appropriate content at the discretion of the instructor       Define convex mirror
*throughout the year.             convex
* Differentiate between focal     focal length
1 1 2
1 1 2
                                                         length and radius of curvature    radius of curvature
p q R                            p q R                         * Construct an experiment to      principal axis
Where p  object distance;     test the focal length of a mirror image
Where p  object distance;                                      * Given an arc and principal      object
q  image distance;
q  image distance;                                     axis, decide what focal length    arc
R  radius of curvature would be
R  radius of curvature                                 * Calculate object and image
curvature

WO.10.P.5 Draw ray diagrams to find the image Draw ray diagrams to find the                   * Contrast the path light takes as magnification
distance and magnification for      image distance and                              it strikes a curved mirror and as
curved mirrors                      magnification for curved                        it strikes a flat mirror
mirrors                                         * Draw ray diagrams to illustrate
the images created by a curved
mirror
* Analyze the magnification from
a ray diagram

WO.10.P.6 Solve problems using Snell’s law:           Solve problems using Snell’s            * Define index of refraction (n)   refraction
law:                                    * Distinguish between incident     index of refraction
n i  sin  i      n r  sin  r      n i  sin  i      n r sin  r      rays and refracted rays            incident ray/angle
* Solve problems using Snell's     refracted ray/angle
law                                Snell's law

Revised 5-09                                                                                                                                             Page 22 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number             CONTENT STANDARD                      Objective                     Task Analysis              Essential Vocabulary   Materials/Resources
Student Learning Expectations
Calculate the index of                Define index of refraction (n)  index of Additionally, they should be
WO.10.P.7 Calculate the index of refractionare essential components to the*science education of all students. refraction
The "Nature of Science" frameworks
through various media using the the refraction through various
integrated with appropriate content at          discretion of the instructor          Identify materials by index
*throughout the year. of          wave property
following equation:                  media using the following           refraction given a set of data
equation:                           * Organize materials in order of
c
n                                     c
index of refraction
v                               n                                  * Analyze index of refraction and
Where n  index of refraction ;        v
wave properties of light
Where n  index of refraction ;
c  speed of light in vacuum;
c  speed of light in vacuum; * Calculate index of refraction
v  speed of light in medium        v  speed of light in medium

WO.10.P.8 Use a ray diagram to find the      Use a ray diagram to find the * Define converging and           converging
position of an image produced by a position of an image produced diverging lenses                  diverging
lens                               by a lens                     * Draw ray diagrams to illustrate lens
the images created by lenses
* Analyze the images from a ray
diagram

WO.10.P.9 Solve problems using the thin-lens       Solve problems using the thin- * Define converging lens          focal length
equation:                                lens equation:                 * Define diverging lens
* Construct an experiment to
1 1 1
                                     1 1 1
                         test the focal length of a lens
p q f                                   p q      f                   * Given a lens and central ray,
Where q  image distance;               Where q  image distance; decide what focal length would
be
p  object distance;                    p  object distance; * Calculate object and image
f  focal length                    f  focal length      distances given a focal length

Revised 5-09                                                                                                                               Page 23 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                    Objective            Task Analysis      Essential Vocabulary   Materials/Resources
Student Learning Expectations
WO.10.P.10 Calculate the magnification of
The "Nature of Science" frameworks         Calculate the magnification the Recognize the relationship    magnification
are essential components toof *science education of all students. Additionally, they should be
lenses:                         lenses:                        between image height and
integrated with appropriate content at the discretion of the instructor throughout the year.             image
object height as a ratio       object
h'    q                       h'      q
M                           M                          * Given various ray diagrams,
h     p                       h       p                calculate the magnification of
several different lenses
Where M  magnificat ion;            Where M  magnificat ion;
h'  image height;                h'  image height;
h  object height;                h  object height;
q  image distance                q  image distance
p  object distance               p  object distance

Revised 5-09                                                                                                            Page 24 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                           Objective                      Task Analysis                  Essential Vocabulary   Materials/Resources
Student Learning Expectations
Strand: Electricity and Magnetism
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should be
integrated with appropriate content at the discretion of the electric forces and electric fields.
Standard 11: Students shall understand the relationship betweeninstructor throughout the year.
EM.11.P.1 Calculate electric force using     Calculate electric force using * Define electrostatic force         electrostatic force
Coulomb’s law:                    Coulomb’s law:                    * Determine the role of charge in charge
 q1  q 2              electrostatic force               Coulomb
 q1  q 2                F  kc                        * Determine the role of distance Coulomb's law
F  kc                                     r2 
 r
2
               Where k c  Coulomb' s constant between charges in electrostatic
force
Where k c  Coulomb' s constant                                m
8.99  10 9 N  2
2
* Given a data set, solve
c
m2                                    problems involving Coulomb's
8.99  10 9 N  2  whereas q is charge and r is      Law
c
the distance between them

EM.11.P.2    Calculate electric field strength:     Calculate electric field strength: * Define electric field             electric field
* Relate Coulomb's law to field
Felectric
E                                          F                            strength
q0                              E  electric                      * Calculate electric field strength
q0

EM.11.P.3    Draw and interpret electric field lines Draw and interpret electric field * Define electric force and         electric field line
lines                             electric field as vectors           electric field diagram
* Draw a electric field diagram     electric force
depicting the electric field
between several different
charges
* Predict where a given charge
will move in an electric field

Revised 5-09                                                                                                                                         Page 25 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                        Objective                       Task Analysis               Essential Vocabulary      Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components to energy and education
Standard 12: Students shall understand the relationship between electricthe sciencecapacitance.of all students. Additionally, they should be
integrated Calculate electrical content at the discretion of the instructor *throughout the year.
EM.12.P.1 with appropriatepotential energy: Calculate electrical potential    Using prior knowledge,         electric potential energy
energy:                      generalize the work equation,    (joules)
field strength and electrical    charge
PEelectric  qEd                   PEelectric  qEd           potential energy                 Coulombs
* Calculate electrical potential electric field
energy                           work

whereas: PE is potential
energy, q is charge, E is
electric field, and d is distance

EM.12.P.2    Compute the electric potential for   Compute the electric potential * Define electric potential (V)       electric potential (volts)
various charge distributions:        for various charge distributions: * Describe the effect of voltage
on displacement of a charge
PEelectric                           PE                      * Calculate electric potential
V                                  V          electric
q                                      q
EM.12.P.3    Calculate the capacitance of various Calculate the capacitance of        * Define capacitance             capacitor
devices:                             various devices:                    * Recognize voltage as being     capacitance
between the two plates of the    Farad
Q                                    Q                            capacitor                        conductor
C                                   C
V                                   V                           * Calculate capacitance          insulator
dielectric
whereas: Q is the charge on
the plates and V is the voltage
between the plates

Revised 5-09                                                                                                                                       Page 26 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                 Objective               Task Analysis          Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks pre- Construct a circuit to produce a Define current                    current
EM.12.P.4 Construct a circuit to produce aare essential components to the*science education of all students. Additionally, they should be
an Ohm’s law discretion of value of an
determined value of content at the pre-determined the instructor *throughout the year.
integrated with appropriate                                                   Define resistance            Ampere
variable                            Ohm’s law variable           * Define Ohm's Law             resistance
* Relate current, voltage, and Ohm
resistance                     Ohm's law
* Compare and contrast series series circuit
and parallel circuits          parallel circuit
* Given components, construct voltage
a circuit to produce a pre-    resistor
determined value of an Ohm's cell
Law variable                   battery

Revised 5-09                                                                                                                Page 27 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                          Objective                       Task Analysis                 Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are magnetism relates to induced and alternating currents.
Standard 13: Students shall understand how essential components to the science education of all students. Additionally, they should be
integrated Determine the strength of a      discretion of the instructor *throughouteffectyear.
EM.13.P.1 with appropriate content at the Determine the strength of a       Explore the the of a bar    magnet
magnetic field                   magnetic field               magnet on a compass or iron    magnetic field
filings                        magnetism
* Construct a magnetic field   electromagnet
diagram                        permanent magnet
* Analyze different forms of   induced magnet
magnets (e.g.. electromagnets magnetic field diagram
vs. permanent magnets)
* Compare strength of magnetic
fields of different forms of
magnets

EM.13.P.2    Use the first right-hand rule to find   Use the first right-hand rule to   * Describe the first right-hand    first right hand rule
the direction of the force on the       find the direction of the force    rule (thumb in direction of        magnetic force
charge moving through a magnetic        on the charge moving through       current, fingers in direction of   charge
field                                   a magnetic field                   magnetic field, force              current
perpendicular to palm)             magnetic field
* Given different scenarios, use
right-hand rule to find the
direction of magnetic force on a
charge
EM.13.P.3    Determine the magnitude and             Determine the magnitude and        * Describe the second right-     second right hand rule
direction of the force on a current-    direction of the magnetic field    hand rule (thumb in direction of
carrying wire in a magnetic field       of a current carrying wire         current, fingers curled in
direction of magnetic field)
* Given different scenarios, use
right-hand rule to find the
direction of magnetic field of a
wire

Revised 5-09                                                                                                                                        Page 28 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                        Objective                      Task Analysis                Essential Vocabulary   Materials/Resources
Student Learning Expectations
Describe components in             Define magnetic flux           magnetic flux
EM.13.P.4 Describe how the change in theare essential how the change to the*science education of all students. Additionally, they should be
The "Nature of Science" frameworks
field lines
number of magnetic content at the the number of magnetic field
integrated with appropriate                   discretion of the instructor       Describe how electricity
*throughout the year. is         induction
through a circuit loop affects the lines through a circuit loop     generated through induction      coil
magnitude and direction of the     affects the magnitude and        * Describe how the number of     magnetic field line
induced current                    direction of the induced current coils affects the magnetic field
lines
* Describe how a changing
magnetic field affects current
flow

EM.13.P.5    Calculate the induced                Calculate the induced              * Distinguish between emf and      electromagnetic field
electromagnetic field (emf) and      electromagnetic field (emf) and    current                            (emf)
current using Faraday’s law of       current using Faraday’s law of     * Given a data set, solve an emf   Faraday's law of
induction:                           induction:                         problem using Faraday's law of     induction
induction
  AB cos              emf   N
  AB cos  
emf   N
t                                   t
Where N  number of loops            Where N  number of loops
in the circuit
in the circuit

A is area of loop, B is magnetic
field
I  emf / R

Revised 5-09                                                                                                                                    Page 29 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                     Objective                      Task Analysis                 Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Physics
Strand: Nuclear Science" frameworks are essential components to the science education of all students. Additionally, they should be
integrated with appropriate content at the discretion of the mechanics as they apply to the atomic spectrum.
Standard 14: Students shall understand the concepts of quantuminstructor throughout the year.
NP.14.P.1 Calculate energy quanta using      Calculate energy quanta using * Define quantum/quanta      quantum/quanta
Planck’s equation:                Planck’s equation:            * Relate energy to frequency photon
* Calculate energy using     energy
E  hf                            E  hf                      Planck's equation            frequency
Planck's equation
h  6.63*1034 J * s                                     Planck's constant
Joule
Electron Volt

NP.14.P.2    Calculate the de Broglie wavelength Calculate the de Broglie        * Compare and contrast particle      de Broglie wavelength
of matter:                          wavelength of matter:           nature to wave nature (e.g..         wavelength
diffraction patterns)                momentum
h   h                               h   h                    * Calculate de Broglie               electron
                                                            wavelength of an electron and
p mv                                p mv
compare it to the de Broglie
wavelength of everyday objects

NP.14.P.3    Distinguish between classical ideas Distinguish between classical   * Explain how particles can be       position
of measurement and Heisenberg’s ideas of measurement and            detected and measured                momentum
uncertainty principle               Heisenberg’s uncertainty        * Recognize that a particle must     photon
principle                       interact with a photon in order to   Heisenberg's
be measured                          uncertainty principle
* Show that the act of measuring
the position of a particle
changes its momentum and that
the opposite is also true
* Illustrate Heisenberg's
uncertainty principle and how it
affects the measurement of a
particle

Revised 5-09                                                                                                                                  Page 30 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                 Objective               Task Analysis          Essential Vocabulary   Materials/Resources
Student Learning Expectations
Research emerging theories in Discuss education of            quantum mechanics
NP.14.P.4 Research emerging theories in are essential components to the*scienceapplications of all students. Additionally, they should be
The "Nature of Science" frameworks
physics, such as string theory at the physics, such as string theory quantum mechanics in
integrated with appropriate content              discretion of the instructor throughout the year.
technology
* Research emerging ideas in
physics to prepare and present
to the class

Revised 5-09                                                                                                                Page 31 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                        Objective                       Task Analysis                 Essential Vocabulary   Materials/Resources
Student Learning Expectations
Standard 15: Students shall understand the process of nuclear decay.to the science education of all students. Additionally, they should be
The "Nature of Science" frameworks are essential components
integrated Calculate the binding energy at   discretion binding energy of Define binding energy
NP.15.P.1 with appropriate contentof the Calculate theof the instructor *throughout the year.              binding energy
various nuclei                    various nuclei               * Calculate binding energy using rest energy
e  mc 2                 mass defect

NP.15.P.2    Predict the products of nuclear      Predict the products of nuclear * Define alpha and beta decay           alpha particle/decay
decay                                decay                           * Discuss the process of nuclear        beta particle/decay
decay                                   nuclear decay
* For a given nuclear equation,         nuclear equation
predict the products of nuclear
decay

NP.15.P.3    Calculate the decay constant and     Calculate the decay constant * Define half-life                         half-life
the half-life of a radioactive       and the half-life of a radioactive * Calculate the decay constant       decay constant
substance                            Geiger counter
t1 / 2  .693 / k

Revised 5-09                                                                                                                                      Page 32 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                        Objective                      Task Analysis              Essential Vocabulary   Materials/Resources
Student Learning Expectations
Strand: Nature of Science frameworks are essential components to the science education of all students. Additionally, they should be
The "Nature of Science"
integrated with appropriate content at an discretion of that science is throughout the
Standards 16: Students shall demonstratethe understanding the instructor a way of knowing.year.
NS.16.P.1 Describe why science is limited to Describe why science is limited * Discuss natural phenomena
natural explanations of how the   to natural explanations of how and its limits through assessing
world works                       the world works                 scientific observations
* Discuss science as a way of
interpreting physical evidence

NS.16.P.2    Compare and contrast the criteria      Compare and contrast the      * Compare and contrast a
for the formation of hypotheses,       criteria for the formation of hypothesis, theory, and law in
theories and laws                      hypotheses, theories and laws science
* Recognize that explanations in
science can change

NS.16.P.3    Summarize the guidelines of            Summarize the guidelines of      * Explore and justify the
science:                               science:                         scientific process through peer-
• results are based on observations,   • results are based on           reviewed scientific journals
evidence, and testing                  observations, evidence, and      * Compose a definition of
• hypotheses must be testable          testing                          science guidelines
• understandings and/or conclusions    • hypotheses must be testable
may change as new data are             • understandings and/or
generated                              conclusions may change as
• empirical knowledge must have        new data are generated
peer review and verification before    • empirical knowledge must
acceptance                             have peer review and
verification before acceptance

Revised 5-09                                                                                                                                  Page 33 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                        Objective                      Task Analysis              Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks are essential components to the solve valid problems.
Standard 17: Students shall safely design and conduct a scientific inquiry to science education of all students. Additionally, they should be
integrated Develop the appropriate procedures discretion of the instructor *throughout the year.
NS.17.P.1 with appropriate content at the Develop the appropriate               Design a controlled scientific
using controls and variables        procedures using controls and experiment using appropriate
(dependent and independent) in      variables (dependent and       procedures
scientific experimentation          independent) in scientific
experimentation
NS.17.P.2 Research and apply appropriate       Research and apply             * Demonstrate safety
safety precautions (ADE Guidelines) appropriate safety precautions precautions before, during, and
when designing and/or conducting (ADE Guidelines) when             after experimentation
scientific investigations           designing and/or conducting
scientific investigations

NS.17.P.3    Identify sources of bias that could    Identify sources of bias that    * Evaluate sources of bias in an
affect experimental outcome            could affect experimental        experiment
outcome
NS.17.P.4    Gather and analyze data using          Gather and analyze data using    * Design a controlled scientific
appropriate summary statistics         appropriate summary statistics   experiment using appropriate
(e.g., percent yield, percent error)   (e.g., percent yield, percent    procedures
error)                           * Gather data in an appropriate
manner
* Analyze data using basic
statistics
NS.17.P.5    Formulate valid conclusions without Formulate valid conclusions         * Construct a valid conclusion
bias                                without bias                        based on observations and data

Revised 5-09                                                                                                                                  Page 34 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                       Objective                      Task Analysis              Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks an essential components to the science education of all students. Additionally, they should be
Standard 18: Students shall demonstrateare understanding of historical trends in physics.
integrated Recognize that theories are           discretion of the instructor *throughout the year.
NS.18.P.1 with appropriate content at the Recognize that theories are           Research historical theories in
scientific explanations that require scientific explanations that  physics and how they have
empirical data, verification and peer require empirical data,      changed due to experimental
review                                verification and peer review evidence

NS.18.P.2    Research historical and current      Research historical and current * Compare articles from
events in physics                    events in physics               scientific journals from different
time periods of scientific
development
* Prepare and present findings
to the class

Standard 19: Students shall use mathematics, science equipment, and technology as tools to communicate and solve physics problems.
NS.19.P.1    Use appropriate equipment and        Use appropriate equipment        * Set up an experiment available
technology as tools for solving      and technology as tools for      for peer review to determine any
problems (e.g., balances, scales,    solving problems (e.g.,          procedural errors
calculators, probes, glassware,      balances, scales, calculators,
burners, computer software and       probes, glassware, burners,
hardware)                            computer software and
hardware)

NS.19.P.2    Manipulate scientific data using     Manipulate scientific data using * Visually represent the findings
appropriate mathematical             appropriate mathematical         of an experiment in several
calculations, charts, tables, and    calculations, charts, tables,    different formats
graphs                               and graphs
NS.19.P.3    Utilize technology to communicate    Utilize technology to         * Use current software to display
research findings                    communicate research findings findings of an experiment in a
presentation or report

Revised 5-09                                                                                                                                 Page 35 of 36
This course is not paced by nineweeks.

Northwest Arkansas Instructional Alignment
Physics
AR Department of Education
SLE Number            CONTENT STANDARD                         Objective                       Task Analysis          Essential Vocabulary   Materials/Resources
Student Learning Expectations
The "Nature of Science" frameworks connections between pure and applied science.
Standard 20: Students shall describe theare essential components to the science education of all students. Additionally, they should be
integrated Compare and contrast the             discretion of the instructor *throughoutscience
NS.20.P.1 with appropriate content at the Compare and contrast the             Define pure the year.
connections between pure science connections between pure         * Define applied science
and applied science as it relates to science and applied science  * Give examples of both pure
physics                              as it relates to physics     and applied science
* Compare and contrast pure
and applied science in physics
NS.20.P.2    Give examples of scientific bias that Give examples of scientific  * Evaluate sources of bias in an
affect outcomes of experimental       bias that affect outcomes of experiment
results                               experimental results         * Show how an experiment will
change with different sources of
bias
NS.20.P.3    Discuss why scientists should work Discuss why scientists should * Define ethical behavior as it
within ethical parameters           work within ethical parameters relates to science
* Compare and contrast ethical
and unethical scientific
experiments
NS.20.P.4    Evaluate long-range plans           Evaluate long-range plans      * Give examples of both
concerning resource use and by-     concerning resource use and effective and ineffective plans
product disposal for environmental, by-product disposal for        for the disposal of waste
economic, and political impact.     environmental, economic, and
political impact.
NS.20.P.5    Explain how the cyclical relationship Explain the cyclical relationship   * Research how science has
between science and technology        between science and                 affected technology and how
results in reciprocal advancements technology                             technology has been used in
in science and technology                                                 science historically

Standard 21: Students shall describe various physics careers and the training required for the selected career.
NS.21.P.1    Research and evaluate careers in        Research and evaluate careers * Using available resources,
physics using the following criteria:   in physics using the following research how physics is used in
• educational requirements              criteria:                      several different careers
• salary                                • educational requirements
• availability of jobs                  • salary
• working conditions                    • availability of jobs
• working conditions

Revised 5-09                                                                                                                                Page 36 of 36

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