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Projectile Motion Presentation document sample
This course is not paced by nineweeks. Arch Ford/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 Δ t t time interval v v change ( ) 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 at v f vi at x vit a t x vit 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. Arch Ford/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 2ay 2 2 v f vi 2ay 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. Arch Ford/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 μ μ friction Fk Fk and static friction coefficient of friction k k * Identify k and s as a μ static friction Fn Fn property of surfaces in contact kinetic friction μ F F * Recognize the magnitude of k drag force s s s s and s 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. Arch Ford/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 vector (head and tail) 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. Arch Ford/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 problems using the quadratic 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 projectile as quadratic. Revised 5-09 Page 5 of 36 This course is not paced by nineweeks. Arch Ford/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 gt v y , f v i sin gt problems v y , f v i sin 2 gy 2 2 2 * Recognize the appropriate v y , f v i2 sin 2 gy 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 vxt x vxt Revised 5-09 Page 6 of 36 This course is not paced by nineweeks. Arch Ford/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 velocity, circumference, and radius r T2 r T2 period Revised 5-09 Page 7 of 36 This course is not paced by nineweeks. Arch Ford/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: MF.3.P.1 Relate radians to degrees: Identify the relationship radians between radians and degrees 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 between radians and degrees. 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 radius applied force 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. Arch Ford/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. Arch Ford/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. Arch Ford/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 appropriate equation Where Wnet work 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. Arch Ford/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. Arch Ford/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 * Organize information about 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 Ft p * Formulate a realistic example Ft 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. Arch Ford/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. Arch Ford/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 and Avogadro's law (kb gas 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. Arch Ford/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. Arch Ford/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. Arch Ford/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. Arch Ford/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 sign in the Hooke's Law 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. Arch Ford/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. Arch Ford/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 wavelength of electromagnetic wavelength of electromagnetic radiation radiation radiation radiation * Relate frequency, wavelength, 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 radiation 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. Arch Ford/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 distances given a radius of 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. Arch Ford/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. Arch Ford/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. Arch Ford/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. Arch Ford/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. Arch Ford/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. Arch Ford/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. Arch Ford/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. Arch Ford/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*1034 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. Arch Ford/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. Arch Ford/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 substance and the half life of a radioactive radioactive substance Geiger counter t1 / 2 .693 / k Revised 5-09 Page 32 of 36 This course is not paced by nineweeks. Arch Ford/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. Arch Ford/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. Arch Ford/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. Arch Ford/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