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TRUSSVILLE CITY SCHOOLSHEWITT-TRUSSVILLE HIGH SCHOOL – Curriculum Map

COURSE TITLE: General Physics

GRADE LEVEL: 11th-12th

PREREQUISITE: Algebra II (co-requisite)

COURSE DESCRIPTION: This course focuses on the core concepts of physics. The interactions of matter and energy are the foundations of the course. Computers and electronic probes are used extensively throughout the course to collect and analyze data. Laboratory investigations are used throughout the course to reinforce this core concept. Specific topics studied during the year include motion, forces, thermodynamics, sound, light, optics, electricity, magnetism, and nuclear physics

SCOPE AND SEQUENCE:

ALABAMA COURSE OF STUDY (ALCOS): Physics #1. Kinematics: Constant Velocity Model (CVM) Scientific and Engineering Practices:

● Asking questions (for science) and defining problems (for engineering)● Developing and using models● Planning and carrying out investigations● Analyzing and interpreting data● Using mathematics and computational thinking● Constructing explanations (for science) and designing solutions (for engineering)● Engaging in argument from evidence● Obtaining, evaluating, and communicating information

Crosscutting Concepts:● Patterns● Cause and effect: mechanisms and explanation● Scale, proportion, and quantity● Systems and system models

Disciplinary Core Ideas: ● PS2: Motion and Stability: Forces and Interactions

Time Frame: 3 weeks/15 instructional hours

OBJECTIVE(S):

1. Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

LEARNING TARGETS:1. I can determine the average velocity of an object in two ways:

a. by determining the slope of an x vs. t graph.b. by using the equation v=Δx / Δt

2. I can determine the displacement of an object in two ways:a. by finding the area under a v vs. t graph.b. by using the equation x=vt.

3. Given an x vs. t graph, I can...a. describe the motion of the object (starting position, direction of motion,

velocity).b. draw the corresponding v vs. t graph.c. draw a motion map for the object.d. determine the average velocity of the object (from the slope).e. write the mathematical representation that describes the motion.

4. Given a v vs. t graph, I can...a. describe the motion of the object (direction of motion, how fast).b. draw the corresponding x vs. t graph.c. determine the displacement of the object (from the area under curve).d. draw a motion map for the object.e. write a mathematical representation to describe the motion.

Assessments/Labs/Activities:Sequence

1. Constant Velocity Buggy Lab - The purpose of this lab experiment is to determine the graphical and mathematical relationship between position and time, and velocity and time, for a buggy moving in a straight line at a constant speed.

2. Reading: Motion Maps3. Traveling Washer in One Dimension Activity - This activity is designed to point out the

differences among the position of an object, the distance traveled by an object, and the displacement of an object.

4. Match the Graph Activity - Students move in front of a motion sensor to graphically explore the relationship between position/time and velocity/time of a moving object (the student).

5. Constant Velocity Model deployment activity WS1 Motion Maps & Position vs. Time graphs

6. Constant Velocity Model deployment activity WS2 Motion Maps & Velocity vs. Time graphs

7. Quiz 1 - Quantitative Motion Maps8. Dueling Buggy Lab - The purpose of this lab experiment is to graphically determine the

head-on collision point of two constant velocity buggies moving toward each other and then experimentally verify that location.

9. Constant Velocity Model Deployment Activity WS3: Position vs. time graphs and velocity vs. time graphs.

10. Quiz 2 - Average Speed11. Buggy around a vertical rod Lab - Students compare Linear Speed and Circular Speed

by comparing a constant speed buggy moving in a straight line to the same constant speed buggy moving around a vertical rod.

12. Constant Velocity Model Deployment Activity - WS4 Velocity bs. time graphs and displacement

13. Constant Velocity Model Deployment Activity - WS5 Multiple representations of motion

14. Kinematics of a Student Constant Velocity Walking Lab Activity - Students attempt to replicate constant velocity motion by walking or jogging down the hallway, collecting data, and then doing a statistical analysis of the data to determine which student was able to physically replicate constant velocity with the most consistency.

15. Constant Velocity Model Review Sheet16. Constant Velocity Model Test

ALABAMA COURSE OF STUDY (ALCOS): Physics #1. Kinematics: Uniformly Accelerated Particle ModelScientific and Engineering Practices:


Crosscutting Concepts:● Patterns● Cause and effect: mechanisms and explanation● Scale, proportion, and quantity

● Systems and system modelsDisciplinary Core Ideas:

● PS2: Motion and Stability: Forces and InteractionsTime Frame: 3 weeks/15 instructional hoursOBJECTIVE(S):Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

LEARNING TARGETS:1. I can express the motion of an object using narrative, mathematical, and graphical

representationsExample: I can determine the average acceleration of an object by determining the slope of a velocity vs. time graph or by using the equation a = v/t

2. I can create mathematical models and analyze graphical relationships for acceleration, velocity and position use them to calculate the motion of an objectExample: I can determine the displacement of an object by finding the area under a velocity vs. time graph or by using the equation x = vt

3. I can design an experimental investigation of the motion of an object.4. I can analyze experimental data describing the motion of an object and express the results of

the analysis using narrative, mathematical, and graphical representations.5. I can explain the significance of the slope when graphing distance-time, velocity-time, or

acceleration-time data. 6. I can explain linear motion using one-dimensional vectors.7. When given a position vs. time graph I can

a. describe the motion of the object (starting position, direction of draw a motion map for the object)

b. determine the average velocity of the object from the slope c. write the mathematical representation that describes the motion

8. When given a velocity vs. time grapha. Describe the motion of the object (direction of motion, how fast)b. Draw the corresponding position vs. time and acceleration vs. timec. Determine the average acceleration of the object from the sloped. Determine the displacement of the object (from the area under the curve)e. Draw a motion map for the objectf. Write a mathematical representation to describe the motion

9. When given an acceleration vs. time grapha. Describe the motion of the object (direction of acceleration, rate motion, velocity,

acceleration)b. Draw the corresponding position vs. time, and velocity vs. time graphc. Determine the velocity of the object (from the area under the curve)d. Draw a motion map for the objecte. Write a mathematical representation to describe the motion


1. Motion on an Incline Lab - The purpose of this lab experiment is to graphically and mathematically determine the relationship between position & time, and velocity & time for an object rolling down a ramp.

2. Free Fall Lab - This lab investigates the relationship among kinematic variables for a freely-falling object.

3. Foot and Hand Reaction Time Activity - Students measure their individual average reaction time by catching a falling ruler between fingers and by moving their foot in time for a falling ball not to hit it. Then students relate their findings to the stopping of an automobile traveling at a high speed.

4. UAM Deployment Activity WS1 Uniformly Accelerated Motion5. Cart down a ramp Activity: Increasing and Decreasing Speed6. UAM Deployment Activity WS2 Accelerated Motion Representations7. UAM Deployment Activity WS3 Stacks of Kinematic Curves8. UAM Deployment Activity WS4 Interpreting Graphs of Accelerated Motion9. Quiz 1: Stack of x-t, v-t, and a-t graphs10. Freefall on Planet Newtonia Activity11. UAM Deployment Activity WS5 Quantitative Acceleration Problems12. Review Uniformly Accelerated Motion13. Coasting Bicycle Lab - The purpose of this experiment is to graphically and

mathematically investigate the relationship among kinematic variables for a moving bicycle coasting to a stop in the hallway.

14. Uniform Acceleration Test ALABAMA COURSE OF STUDY (ALCOS): Physics # 1.3 Kinematics: 2-Dimensional Projectile MotionScientific and Engineering Practices:

● Asking questions (for science) and defining problems (for engineering)● Developing and using models● Planning and carrying out investigations● Analyzing and interpreting data● Using mathematics and computational thinking● Constructing explanations (for science) and designing solutions (for engineering)● Engaging in argument from evidence

● Obtaining, evaluating, and communicating informationCrosscutting Concepts:

● Patterns● Cause and effect: mechanisms and explanation● Scale, proportion, and quantity● Systems and system models

Disciplinary Core Ideas: ● PS 2: Motion and Stability: Forces and Interactions

Time Frame: 2 weeks/8 instructional hoursOBJECTIVE(S):Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

LEARNING TARGETS:1. I can describe both the horizontal and vertical components of projectile motion and create

a 2-dimensional motion map in whicha. The horizontal spacing of the motion map dots is uniform and the horizontal velocity

vectors are equal in lengthb. The vertical spacing of the motion map dots and the length of the vertical velocity

vectors will increase or decrease as the object’s vertical speed increases or decreases due to gravitational acceleration.

2. I can describe the motion of a projectile that travels upward and downward and returns to the starting height:a. the object takes as long to reach the maximum height as it does to return to its starting

heightb. the top of the path is halfway between the starting position (xi ) and the final position

(xf).3. I can identify or sketch a position, velocity, or acceleration as a function of time, and can

recognize in what time intervals the other two are positive, negative, or zero.4. I can distinguish between the horizontal and vertical motions of a projectile and

understand they are completely independent of one another.5. I can identify the net forces on a projectile

a. in the absence of air resistance, there is no net horizontal force on the projectile and the projectile travels with a constant horizontal velocity

b. in the absence of air resistance, gravity is the only vertical force on the projectile and the projectile travels with a uniformly accelerated vertical motion. Every second, the vertical velocity of the projectile changes by – 9.8 m/s

6. I can add, subtract, and resolve displacement and velocity vectors, so they can:a. Determine components of a vector along two specified, mutually perpendicular axes.b. Determine the net displacement of a particle or the location of a particle relative to

another.c. Determine the change in velocity of a particle or the velocity of one particle relative to

another.7. When solving projectile motion problems I can divide the motion into horizontal and

vertical components and solve each component separately.a. Draw a picture of the situation and label all known numerical information on the

picture.b. List knowns and unknowns for horizontal and vertical motion variablesc. Use trigonometry to break initial velocities at an angle into horizontal and vertical

componentsd. Consciously assign algebraic signs (+ and -) to the vertical motion variables (standard

Cartesian convention is for up direction to be positive and down direction to be negative)

e. A table of known and unknown values (t, vx, x, vy and y) is helpful for identifying patterns and solving problems.

f. The variable that ties both lists of variables together is time. Dependent on the variables you know, use either the horizontal or vertical motion to solve for time, then use the time to solve for the unknown quantity.

g. Solving for time will sometimes require the use of the quadratic equation. Program it into your calculator to make this computation easier.

h. Use the equations, v = vo +at, x = xo +vot +½at2, and v2 = vo + 2a(x ‒ xo), to solve problems involving one-dimensional motion with constant acceleration

8. I can design an experimental investigation of the motion of an object.9. I can analyze experimental data describing the motion of an object and express the results

of the analysis using narrative, mathematical, and graphical representations


1. Particle Model in 2-Dimensions/Projectile Motion (PM) analysis using video analysis.2. PM Deployment Activity WS1 Freefall kinematics3. PM Deployment Activity WS2 Horizontally Launched Projectiles4. Lab Activity - Range vs. Height Lab. The purpose of this experiment is to

mathematically and graphically determine the muzzle velocity (vx) of our projectile (1-click of mini-launcher) by investigating the relationship between range (Δx) and height (Δy) of a horizontally launched projectile.

5. PM Deployment Activity WS3 Projectile Motion Problems6. Quiz 1: Kinematics in 2-Dimensions

7. PM Deployment Activity WS4 Projectile Motion Problems8. Model Deployment Lab - Hit the Target Challenge Lab - The purpose of this lab

activity is calculate the range and height of projectiles launched at angles in order to hit a given target.

9. Quiz 2: Angled Projectiles10. Review Sheet: Projectile Motion11. Particle Model in 2-Dimensions/Projectile Motion (PM) Unit Test

ALABAMA COURSE OF STUDY (ALCOS): Physics # 2 Dynamics: Forces (Balanced & Unbalanced) Scientific and Engineering Practices:




Time Frame: 8 weeks/40 instructional hoursOBJECTIVE(S):Identify external forces in a system and apply Newton's laws graphically by using models such as free-body diagrams to explain how the motion of an object is affected, ranging from simple to complex, and including circular motion.a. Use mathematical computations to derive simple equations of motion for various systems using Newton's second law.b. Use mathematical computations to explain the nature of forces (e.g., tension, friction, normal) related to Newton's second and third laws.

LEARNING TARGETS:1. When analyzing the forces acting on an object:

a. I can draw and label a force diagram for the object

b. I can choose the simplest coordinate axis for analysis: horizontal-vertical or parallel-perpendicular

c. I can break forces not aligned with your coordinate axis into components using trigonometry.

d. I can qualitatively use marks on the vectors to indicate equality and inequalitye. I can write equations for the vector equality marks to quantitatively calculate force

valuesf. I can recognize that balanced forces always result in constant velocity (including v =

0) and unbalanced forces always cause an acceleration in the same direction as the Fnet.

2. I can describe a force as an interaction between two objects and identify both objects for any force. Forces between objects are differentiated by the way in which two objects interact:

● Normal Force: When two surfaces touch each other, forces perpendicular to the surfaces are called normal forces

● Force of Friction: forces parallel to the surfaces in contact are frictional. The friction force that allows us to step forward or keeps car wheels from spinning can be called traction. When we touch things a combination of both normal and frictional forces are present. For simplicity, we can call a combination force a push or a pull.

● Tension: Extended or linked materials such as a string or chain exert tension forces on an object.

● When an object interacts with a fluid, such as water or air, propelling forces are called thrust, resistive forces are called drag, floating forces are called buoyant, and steering (or Bernoulli's) forces are called lift.

● Gravitational Force: When two objects interact without touching, they exert forces through a force field. Earth, for example, exerts a gravitational force on the Moon even though the Earth and Moon do not touch. Other non-contact forces include electric and magnetic forces.

3. I can analyze a scenario and make claims (develop arguments, justify assertions) about the forces exerted on an object by other objects for different types of forces or components of forces.

4. I can make claims about various contact forces between objects based on the microscopic cause of those forces.

5. I can explain contact forces (tension, friction, normal, buoyant, spring) as arising from interatomic electric forces and that they therefore have certain directions.

6. I can apply Newton’s second law to systems to calculate the change in the center-of-mass velocity when an external force is exerted on the system.

7. I can use visual or mathematical representations of the forces between objects in a system to predict whether or not there will be a change in the center-of-mass velocity of that system.

8. I can use representations of the center of mass of an isolated two-object system to analyze the motion of the system qualitatively and semiquantitatively.

9. I can apply F=mg to calculate the gravitational force on an object with mass m in a gravitational field of strength g in the context of the effects of a net force on objects and systems.

10. I can predict the motion of an object subject to forces exerted by several objects using an application of Newton’s second law in a variety of physical situations with acceleration in one dimension.

11. I can re-express a free-body diagram representation into a mathematical representation and solve the mathematical representation for the acceleration of the object.

12. I can construct explanations of physical situations involving the interaction of bodies using Newton’s third law and the representation of action-reaction pairs of forces

13. I can analyze situations involving interactions among several objects by using free-body diagrams that include the application of Newton’s third law to identify forces.

14. I can create and use free-body diagrams to analyze physical situations to solve problems with motion qualitatively and quantitatively.

15. I can evaluate using given data whether all the forces on a system or whether all the parts of a system have been identified.

16. I can predict the velocity of the center of mass of a system when there is no interaction outside of the system but there is an interaction within the system (i.e., the student simply recognizes that interactions within a system do not affect the center of mass motion of the system and is able to determine that there is no external force).

Assessments/Labs/Activities:SequenceBalance Force Model (BFM)

1. Bowling Ball Obstacle Course Activity2. Force Diagrams of interactions, Normal Force Demo, Friction, Equilibrium lecture3. Reading 1: Forces and Force Diagrams4. BFM WS1a: Force Diagrams5. BFM WS1b: Force Diagrams and Component Forces (introduce component vectors

during Whiteboarding of WS1b)6. Quiz 1: Qualitative Force Diagrams7. Lab Activity: Spring Scale Lab and Discussion: The purpose of this lab experiment is to

graphically and mathematically determine the relationship between Weight and Mass by measuring force due to gravity of various mass objects.

8. BFM WS2: Interactions (during whiteboarding use pairs of force sensors to measur the interaction force between objects, introducing Newton’s 3rd Law)

9. Reading 2: Vector Analysis and Trigonometry10. Quiz 2: Quantitative Force Diagrams, no Trigonometry

11. Trigonometry Practice12. Horse and Cart Problem13. BFM WS3: Quantitative Force Analysis and Vector Components14. BFM WS4: Force Diagrams and Statics15. Quiz 3: Quantitative Force Diagrams with Trigonometry16. Hovercraft Engineering Activity - Make your own hovercraft, given specific

constraints.17. Balanced Force Model Review sheet18. Balanced Force Model Unit Test

Unbalanced Force Model (UFM)1. Pre-lab Activity: Human dynamics cart and acceleration2. Modified Atwood’s Machine Lab (cart on track):

Experiment 1: System acceleration vs. net force. The cart mass held constant while hanging mass changesExperiment 2: System acceleration vs. mass. The net force held constant while the mass of the cart changes

3. Elevator Forces Lab Activity4. UFM WS1: Force Diagrams and Net Force5. UFM WS2: Newton’s 2nd Law6. Quiz 1: Modified Atwood’s Machine Problem7. Forces and Motion PhET Computer Activity8. Friction Lab: The purpose of this lab experiment is to examine friction and the

coefficients of static friction and kinetic friction on an inclined plane.9. UFM WS3: Kinematics and Newton’s Second Law10. UFM WS4: Newton’s 2nd Law and Friction11. Fan Cart Lab Practicum12. Newton’s 2nd Law Review Problems13. Unbalanced Force Model (UFM) Unit Test

ALABAMA COURSE OF STUDY (ALCOS): Physics # 3.2 Circular Motion & Universal Gravitation Scientific and Engineering Practices:

● Asking questions (for science) and defining problems (for engineering)● Developing and using models● Planning and carrying out investigations● Analyzing and interpreting data● Using mathematics and computational thinking● Constructing explanations (for science) and designing solutions (for engineering)

● Engaging in argument from evidence● Obtaining, evaluating, and communicating information


Disciplinary Core Ideas: PS 2: Motion and Stability: Forces and Interactions Time Frame: 3 weeks/15 instructional hours

OBJECTIVE(S):Identify external forces in a system and apply Newton's laws graphically by using models such as free-body diagrams to explain how the motion of an object is affected, ranging from simple to complex, and including circular motion.

LEARNING TARGETS:1. I can describe a force as an interaction between two objects and identify both objects for

any force.2. I can represent forces in diagrams or mathematically using appropriately labeled vectors

with magnitude, direction, and units during the analysis of a situation.3. I can analyze a scenario and make claims (develop arguments, justify assertions) about

the forces exerted on an object by other objects for different types of forces or components of forces.

4. I can apply g=GM/r2 to calculate the gravitational field due to an object with mass M, where the field is a vector directed toward the center of the object of mass M.

5. I can approximate a numerical value of the gravitational field (g) near the surface of an object from its radius and mass relative to those of the Earth or other reference objects.

6. I can use Newton’s law of gravitation to calculate the gravitational force the two objects exert on each other and use that force in contexts other than orbital motion.

7. I can use Newton’s law of gravitation to calculate the gravitational force between two objects and use that force in contexts involving orbital motion (for circular orbital motion only in Physics 1).

8. I can connect the concepts of gravitational force and electric force to compare similarities and differences between the forces


1. Central Net Force Particle Model, a.k.a Uniform Circular Motion (UCM): Whirling rubber stopper discovery lab. The purpose of this lab experiment is to graphically and mathematically determine the relationship between linear speed and mass for an object

moving in uniform circular motion.2. UCM WS1: Radial Net Forces and Circular Motion3. Reading 1: Circular Motion problem-solving strategies4. UCM WS2: Radial Net Force5. UCM WS3: Circular Motion Examples6. Quiz 1: Qualitative Circular Motion7. Newton’s Universal Law of Gravitation and Kepler’s Laws of Planetary Motion lecture8. UCM WS4: Orbital Motion9. Lab Practicum: Flying Toy Activity10. Quiz 2: Quantitative Circular Motion11. PhET Ladybug Computer Lab Activity12. Uniform Circular Motion and Gravitation Review sheet & practice problems13. Uniform Circular Motion and Gravitation Unit Test

ALABAMA COURSE OF STUDY (ALCOS): Physics # 3 Impulse & Momentum Physics # 6 Momentum Scientific and Engineering Practices:



Disciplinary Core Ideas: PS 2: Motion and Stability: Forces and InteractionsTime Frame: 3 weeks/15 instructional hours

OBJECTIVE(S):#3 Evaluate qualitatively and quantitatively the relationship between the force acting on an object, the time of interaction, and the change in momentum using the impulse-momentum

theorem.#6 Investigate collisions, both elastic and inelastic, to evaluate the effects on momentum and energy conservation.

LEARNING TARGETS:1. I can make qualitative predictions about natural phenomena based on conservation of

linear momentum and restoration of kinetic energy in elastic collisions.2. I can apply the principles of conservation of momentum and restoration of kinetic energy

to reconcile a situation that appears to be isolated and elastic, but in which data indicate that linear momentum and kinetic energy are not the same after the interaction, by refining a scientific question to identify interactions that have not been considered. Students will be expected to solve qualitatively and/or quantitatively for one-dimension situations and only qualitatively in two-dimensional situations.

3. I can apply mathematical routines approximately to problems involving elastic collisions in one dimension and justify the selection of the mathematical routines based on conservations of momentum and restoration of kinetic energy.

4. I can classify a given collision situation as elastic or inelastic, justify the selection of conservation of linear momentum and restoration of kinetic energy as appropriate principles for analyzing an elastic an elastic collision solve for missing variables, and calculate their values.

5. I can qualitatively predict, in terms of linear momentum and kinetic energy, how the outcome of the collision between two objects changes depending on whether the collision is elastic or inelastic.

6. I can apply the conservation of linear momentum to a closed system of objects involved in an inelastic collision to prediction the change in kinetic energy

7. I can analyze the data that verify conservation of momentum in collisions with and without an external friction force.

8. I can classify a given collision situation as elastic or inelastic, justify the selection of conservation of linear momentum as the appropriate solution method for an inelastic collision, recognize that there is a final velocity for the colliding objects in the totally inelastic case, solve for missing variables, and calculate values.

9. I can justify the selection of data needed to determine the relationship between the direction of the force acting on an object and the change in momentum caused by that force.

10. I can justify the selection of routines for the calculation of the relationships between changes in momentum of an object, average force, impulse, and time of interaction.

11. I can predict the change in momentum of an object from the average force exerted on the object and the interval of time during which the force is exerted.

12. I can analyze data to characterize the change in momentum of an object from the average force exerted on the object and the interval of time during which the force is exerted.

13. The student is able to analyze data to find the change in linear product of the mass and the change in velocity of the center of mass.

14. I can apply mathematical routines to calculate the change in momentum of a system by analyzing the average force exerted over a certain time on the system

15. I can perform analysis on data presented as a force-time graph and predict the change in momentum of a system.

16. I can calculate the change in linear momentum of a two-object system with constant mass in linear motion from a representation of the system (data, graphs, etc.).


1. Impulsive Force Model (IFM) Cart Explosions Lab: The purpose of this lab experiment is to graphically and mathematically discover the Law of Conservation of Momentum

2. WS1: Qualitative Impulse and Momentum3. Collisions Lab Experiment: In this laboratory activity, three situations will be examined:

a. Two carts moved apart by the action of a compressed spring (plunger)b. A collision between two carts that do not stick together after colliding. A moving cart

collides with a stationary cart.c. A collision between two carts that do stick together after colliding. A moving cart

collides with a stationary cart. 4. The WS2: Impulsive Forces and Momentum5. Quiz 1: Impulse-Momentum theorem6. Conservation of Momentum Problem-Solving examples (Momentum Bar graphs)7. WS3: Conservation of Momentum I8. WS4: Conservation of Momentum II9. PhET Collisions Computer Simulation Activity10. Quiz 2: Conservation of Momentum11. Lab Practicum - Experimentally determine the mass of unknown object using the

concepts of Impulse and Momentum12. Impulse-Momentum Review Sheet13. Impulsive Force Model Test

ALABAMA COURSE OF STUDY (ALCOS): Physics # 4 Rotational Motion Scientific and Engineering Practices:

● Asking questions (for science) and defining problems (for engineering)● Developing and using models● Planning and carrying out investigations● Analyzing and interpreting data● Using mathematics and computational thinking● Constructing explanations (for science) and designing solutions (for engineering)● Engaging in argument from evidence

● Obtaining, evaluating, and communicating informationCrosscutting Concepts:

● Patterns● Cause and effect: mechanisms and explanation● Scale, proportion, and quantity● Systems and system models

Disciplinary Core Ideas: PS 2: Motion and Stability: Forces and InteractionsTime Frame: 4 weeks/20 instructional hours

OBJECTIVE(S):Identify and analyze forces responsible for changes in rotational motion and develop an understanding of the effect of rotational inertia on the motion of a rotating object (e.g., merry-go-round, spinning toy, spinning figure skater, stellar collapse [supernova], rapidly spinning pulsar).

LEARNING TARGETS:1. I can use representations of the relationship between force and torque.2. I can compare the torques on an object caused by various forces.3. I can estimate the torque on an object caused by various forces in comparison to other

situations.4. I can calculate torques on a two-dimensional system in static equilibrium, by examining a

representation or model (such as a diagram or physical construction).5. I can make predictions about the change in the angular velocity about an axis for an

object when forces exerted on the object cause a torque about that axis.6. I can predict the behavior of rotational collision situations by the same processes that are

used to analyze linear collision situations using an analogy between impulse and change of linear momentum and angular impulse and change of angular momentum.

7. In an unfamiliar context or using representations beyond equations, I can justify the selection of a mathematical routine to solve for the change in angular momentum of an object caused by torques exerted on the object.

8. I can describe a representation and use it to analyze a situation in which several forces exerted on a rotating system of rigidly connected objects change the angular velocity and angular momentum of the system.

9. I can describe a model of a rotational system and use that model to analyze a situation in which angular momentum changes due to interaction with other objects or systems.

10. I can use appropriate mathematical routines to calculate values for initial or final angular momentum, or change in angular momentum of a system, or average torque or time during which the torque is exerted in analyzing a situation involving torque and angular momentum.

11. I can plan a data collection strategy designed to test the relationship between the change in angular momentum of a system and the product of the average torque applied to the system and the time interval during which the torque is exerted.

12. I can make qualitative predictions about the angular momentum of a system for a situation in which there is no net external torque.

13. I can make calculations of quantities related to the angular momentum of a system when the net external torque on the system is zero.

14. I can describe or calculate the angular momentum and rotational inertia of a system in terms of the locations and velocities of objects that make up the system.

15. I can do qualitative reasoning with compound objects. Students are expected to do calculations with a fixed set of extended objects and point masses.


1. PhET Computer Lab Activity Balancing Act: The purpose of this lab experiment is to mathematically determine the balanced torque equation.

2. Rotational Inertia Demo with meter stick and mass/Center of Mass & Turning Effect lecture

3. Hanging meter stick lab: The purpose of this lab experiment is to graphically determine the unknown mass of a meter stick by graphing M1X1 vs. Xcm. Slope is mass of the meter stick.

4. Linear and Rotational Kinematics/Dynamics analog lecture/Radian measure review5. WS 1 Rotational Kinematics6. Rotational Motion Lab: Soup Can races or PVC pipe race, discovery of I (Moment of

Inertia)7. Quiz 1: Torque and Rotational Kinematics8. WS 2 Rotational Dynamics9. WS 3 Conservation of Angular Momentum10. Conservation of Angular Momentum Lab: Drop lump of clay on spinning disk.11. Quiz 2: Rotational Dynamics12. Rotational Dynamics Lab: Toilet Paper drop13. Rotational Motion Review Sheet14. Rotational Motion Unit Test

ALABAMA COURSE OF STUDY (ALCOS): Physics # 5 Work, Energy & Power Scientific and Engineering Practices:

● Asking questions (for science) and defining problems (for engineering)

● Developing and using models● Planning and carrying out investigations● Analyzing and interpreting data● Using mathematics and computational thinking● Constructing explanations (for science) and designing solutions (for engineering)● Engaging in argument from evidence● Obtaining, evaluating, and communicating information




OBJECTIVE(S):Construct models that illustrate how energy is related to work performed on or by an object and explain how different forms of energy are transformed from one form to another (e.g., distinguishing between kinetic, potential, and other forms of energy such as thermal and sound; applying both the work-energy theorem and the law of conservation of energy to systems such as roller coasters, falling objects, and spring-mass systems; discussing the effect of frictional forces on energy conservation and how it affects the motion of an object).

LEARNING TARGETS:1. I can make predictions about the changes in kinetic energy of an object based on

considerations of the direction of the net force on the object as the object moves.2. I can use net force and velocity vectors to determine qualitatively whether kinetic energy

of an object would increase, decrease, or remain unchanged.3. I can use force and velocity vectors to determine qualitatively or quantitatively the net

force exerted on an object and qualitatively whether kinetic energy of that object would increase, decrease or remain unchanged.

4. I can apply mathematical routines to determine the change in kinetic energy of an object given the forces on the object and the displacement of the object.

5. I can calculate the total energy of a system and justify the mathematical routines used in the calculation of component types of energy within the system whose sum is the total energy.

6. I can predict changes in the total energy of a system due to changes in position and speed of objects or frictional interactions within the system.

7. I can make predictions about the changes in the mechanical energy of a system when a component of an external force acts parallel or antiparallel to the direction of the displacement of the center of mass.

8. I can apply the concepts of Conservation of Energy and the Work-Energy theorem to determine qualitatively and/or quantitatively that work done on a two-object system in linear motion will change the kinetic energy of the center of mass of the system, the potential energy of the systems, and/or the internal energy of the system.

9. I can set up a representation or model showing that a single object can only have kinetic energy and use information about that object to calculate its kinetic energy.

10. I can translate between a representation of a single object, which can only have kinetic energy, and a system that includes the object, which may have both kinetic and potential energies.

11. I can calculate the expected behavior of a system using the object model (i.e. by ignoring changes in internal structure) to analyze a situation. Then, when the model fails, the student can justify the use of conservation of energy principles to calculate the change in internal energy due to changes in internal structure because the object is actually a system.

12. I can describe and make qualitative and / or quantitative predictions about everyday examples of systems with internal potential energy.

13. I can make quantitative calculations of the internal potential energy of a system from a description or diagram of that system.

14. I can describe and make predictions about the internal energy of systems.15. I can calculate changes in kinetic energy and potential energy of a system, using

information from representations of that system.16. I can design an experiment and analyze data to examine how a force exerted on an object

or system does work on the object or system as it moves through a distance.17. I can predict and calculate from graphical data the energy transfer to or work done on an

object or system from information about a force exerted on the object or system through a distance.

18. I can make claims about the interaction between a system and its environment in which the environment exerts a force on the system, thus doing work on the system and changing the energy of the system (kinetic energy plus potential energy).

19. I can predict and calculate the energy transfer to (i.e. the work done on) an object or system from information about a force exerted on the object or system through a distance.

20. I can predict and calculate the energy transfer to (i.e. the work done on) an object or system from information about a force exerted on the object or system through a distance.


1. Describing energy and energy storage modes

2. WS1a: Qualitative energy pie graphs3. WS1b: Energy pie graphs4. Hooke’s Law Lab – Elastic energy extension5. WS2: Hooke’s law and elastic energy6. Quiz 1: Energy Pie Graphs7. Reading 1: Energy Storage and Transfer8. WS3: Qualitative energy conservation bar graphs9. Energy transfer lab 1: Elastic energy to kinetic energy (Projectile Launcher)10. Energy transfer lab 2: Elastic energy to gravitational energy (Projectile Launcher)11. WS4: Quantitative energy conservation12. Quiz 2: Quantitative energy conservation and bar graph representations13. Activity: Energy transfer and power (running up the stairs)14. WS5: Energy transfer and power15. Quiz 3: Etransferred and Power16. Work, Energy and Power Review Lecture/Energy Review sheet17. Energy Unit Test

ALABAMA COURSE OF STUDY (ALCOS): Physics # 5.2 Simple Harmonic MotionScientific and Engineering Practices:





OBJECTIVE(S):Construct models that illustrate how energy is related to work performed on or by an object

and explain how different forms of energy are transformed from one form to another (e.g., distinguishing between kinetic, potential, and other forms of energy such as thermal and sound; applying both the work-energy theorem and the law of conservation of energy to systems such as roller coasters, falling objects, and spring-mass systems; discussing the effect of frictional forces on energy conservation and how it affects the motion of an object).

LEARNING TARGETS:1. I can predict which properties determine the motion of a simple harmonic oscillator and

what the dependence of the motion is on those properties.2. I can analyze data to identify qualitative or quantitative relationships between given

values and variables (i.e., force, displacement, acceleration, velocity, period of motion, frequency, spring constant, string length, mass) associated with objects in oscillatory motion to use that data to determine the value of an unknown.

3. I can construct a qualitative and/or a quantitative explanation of oscillatory behavior given evidence of a restoring force.

4. I can apply my knowledge of simple harmonic motion to the case of a mass on a spring, so I can:a) Derive the expression for the period of oscillation of a mass on a springb) Apply the expression for the period of oscillation of a mass on a spring.c) Analyze problems in which a mass hangs from a spring and oscillates verticallyd) Analyze problems in which a mass attached to a spring oscillates horizontallye) Determine the period of oscillation for systems involving series or parallel combinations of identical springs, or springs of differing lengths.

5. I can apply their knowledge of simple harmonic motion to the case of a pendulum, so they can:a) Derive the expression for the period of a simple pendulumb) Apply the expression for the period of a simple pendulum.c) State what approximation must be made in deriving the period.d) Analyze the motion of a torsional pendulum or physical pendulum in order to determine the period of small oscillations.


1. Introductory Mass Spring Lab: Purpose-I can graphically and mathematically determine the spring constant of given spring by hanging a mass from it and analyzing its motion.

2. Post-Lab Discussion: To include a discussion of the relationship between distorting force and restoring force in an elastic system.

3. Worksheet 1 and 1B- Prediction of kinematic and dynamic relationships in an oscillating system.

4. Activity 1 - Analysis of kinematic and dynamic properties of an oscillating system.5. Discussion: Introduction of concept of phase relationships. Review of process of

generating velocity vs. time and acceleration vs. time relationships from position vs. time.

6. Worksheet 2 - Energy pie charts7. Worksheet 3 - Energy changes in a vertically oscillating system8. Activity 2 - Revisiting the data from Activity one and adding energy vs. time graphs to

the file. Explore the phase relationships among kinetic energy, elastic energy, total energy and the previously examined kinematic and dynamic quantities.

9. 8a. Activity 2b - This activity is added because many teachers were not happy ignoring gravitational potential energy in a vertically oscillating particle. This version includes gravitational potential energy along with kinetic and elastic energies.

10. Activity 3 – A mini-lab to determine the relationship between the period and the frequency of an oscillating tuning fork.

11. Worksheet 4 - Comparison of phase relationships between kinematic, dynamic, and energy properties. Explore concepts of period, amplitude, and frequency for an oscillating particle. Use position vs. time graph to generate other kinematic graphs.

12. Optional Activity: Lab Practicum–Oscillating Particle Timer13. Activity 4 - Extension of OP model to transverse displacement. Test of force vs.

position relationship for a spring displaced perpendicular to its length.14. Quiz15. Optional activities. The relationships explored in earlier experiments/activities can be

extended to include greater mathematical detail.a. Comparison of simple harmonic motion to uniform circular motion

Developing kinematic expressions of periodic motion in terms of trigonometric functions.

ALABAMA COURSE OF STUDY (ALCOS): Physics # 7 Thermodynamics Scientific and Engineering Practices:

● Asking questions (for science) and defining problems (for engineering)● Developing and using models● Planning and carrying out investigations● Analyzing and interpreting data● Using mathematics and computational thinking● Constructing explanations (for science) and designing solutions (for engineering)

● Engaging in argument from evidence● Obtaining, evaluating, and communicating information


Disciplinary Core Ideas: PS 2: Motion and Stability: Forces and InteractionsTime Frame:

OBJECTIVE(S): Plan and carry out investigations to provide evidence that the first and second laws of thermodynamics relate work and heat transfers to the change in internal energy of a system with limits on the ability to do useful work (e.g., heat engine transforming heat at high temperature into mechanical energy and low-temperature waste heat, refrigerator absorbing heat from the cold reservoir and giving off heat to the hot reservoir with work being done).a. Develop models to illustrate methods of heat transfer by conduction (e.g., an ice cube in water), convection (e.g., currents that transfer heat from the interior up to the surface), and radiation (e.g., an object in sunlight).b. Engage in argument from evidence regarding how the second law of thermodynamics applies to the entropy of open and closed systems.

Learning Targets:1. I can describe how interactions with other objects or systems can change the total energy of a

system.2. I can describe the three laws of thermodynamics and identify examples/applications of each.3. I can predict qualitative changes in the internal energy of a thermodynamic system involving

transfer of energy due to heat or work done and justify those predictions in terms of conservation of energy principles

4. I can describe the models that represent processes by which energy can be transferred between a system and its environment because of differences in temperature: conduction, convection, and radiation.

5. I can construct representations of how the properties of a system are determined by the interactions of its constituent substructures.

6. I can select from experimental data the information necessary to determine the density of an object and/or compare densities of several objects.

7. I can make claims about how the pressure of an ideal gas is connected to the force exerted by molecules on the walls of the container, and how changes in pressure affect the thermal

equilibrium of the system.8. I can connect the statistical distribution of microscopic kinetic energies of molecules to the

macroscopic temperature of the system and to relate this to thermodynamic processes9. I can extrapolate from pressure and temperature or volume and temperature data to make the

prediction that there is a temperature at which the pressure or volume extrapolates to zero.10. I can analyze graphical representations of macroscopic variables for an ideal gas to determine

the relationships between these variables and to ultimately determine the ideal gas law PV= nRT.

11. I can create a plot of pressure versus volume for a thermodynamic process from given data.12. I can make claims about how the pressure of an ideal gas is connected to the force exerted by

molecules on the walls of the container, and how changes in pressure affect the thermal equilibrium of the system.

13. I can design a plan for collecting data to determine the relationships between pressure, volume, and temperature, and amount of an ideal gas, and to refine a scientific question concerning a proposed incorrect relationship between the variables.

Assessments/Labs/Activities:Sequence (APEX)

1. Activity #3: How is temperature different from heat? (determine how temperature difference and type of material affects energy transfer)

2. Activity #4: What happens to temperature when water changes state? (discover that heat and temperature are not the same thing--heat energy is required to melt ice but does not result in change of temperature)

3. Activity #5: Boiling, Bubbles and Temperature (discover that heat and temperature are not the same thing--heat energy is required to evaporate the water but does not result in change of temperature)

4. Activity #7: What happens when samples of different amounts and temperature are mixed?

5. Activity #8: Specific Heat6. Activity #9: Heat and Temperature Worksheet (Specific Heat Problems)7. Activity #10: Heat of Fusion8. Activity #11: Heating and Cooling Curve of Substance “X”9. Activity #12: Heat and Temperature Worksheet 210. Activity #13: Carnot Cycle--Including demonstration of PASCO Heat Engine11. Activity #14: Food Energy Lesson12. Activity #15: Family Physics: Microwave

ALABAMA COURSE OF STUDY (ALCOS): # 8 Characteristics of Waves # 9 Applications of Waves Scientific and Engineering Practices:



Disciplinary Core Ideas: PS 4: Waves and their applications in technologies for information transferTime Frame:

OBJECTIVE(S):#8 Investigate the nature of wave behavior to illustrate the concept of the superposition principle responsible for wave patterns, constructive and destructive interference, and standing waves (e.g., organ pipes, tuned exhaust systems).a. Predict and explore how wave behavior is applied to scientific phenomena such as the Doppler effect and Sound Navigation and Ranging (SONAR)#9 Obtain and evaluate information regarding technical devices to describe wave propagation of electromagnetic radiation and compare it to sound propagation. (e.g., wireless telephones, magnetic resonance imaging [MRI], microwave systems, Radio Detection and Ranging [RADAR], SONAR, ultrasound)

LEARNING TARGETS:1. I can use a visual representation to construct an explanation of the distinction between

transverse and longitudinal waves by focusing on the vibration that generates the wave.2. I can describe representations of transverse and longitudinal waves.3. I can use graphical representation of a periodic mechanical wave to determine the

amplitude of the wave4. I can use a graphical representation of a periodic mechanical wave (position versus time) to

determine the period and frequency of the wave and describe how a change in the frequency would modify features of the representation.

5. I can create or use a wave front diagram to demonstrate or interpret qualitatively the observed frequency of a wave, dependent upon relative motions of source and observer.

Assessments/Labs/Activities:

1. Intro to Waves Lab: Part 1: Characteristics of wavesPart2: Longitudinal vs. Transverse WavesPart 3: Interference of Transverse WavesPart 4: Periodic Transverse WavesPart 5: Standing Waves

2. Worksheet: Properties of Sound Waves3. Worksheet: The Speed of Sound4. Demonstration: Standing Waves Generator5. Worksheet: Resonance and Guitar Strings6. Waves & Sound Quiz 27. Speed of Sound: Closed Pipe Resonance8. Waves & Sound Quiz 19. Demonstration: The Doppler Effect

ALABAMA COURSE OF STUDY (ALCOS): # 10 Optics Scientific and Engineering Practices:



Disciplinary Core Ideas: PS 3: EnergyPS 4: Waves and their applications in technologies for information transferTime Frame:

OBJECTIVE(S):Plan and carry out investigations that evaluate the mathematical explanations of light as related to optical systems (e.g., reflection, refraction, diffraction, intensity, polarization, Snell's law,

the inverse square law).

1. I can analyze data (or a visual representation) to identify patterns that indicate that a particular mechanical wave is polarized and construct an explanation of the fact that the wave must have a vibration perpendicular to the direction of energy propagation.

2. I can make qualitative comparisons of the wavelengths of types of electromagnetic radiation.

3. I can make claims about the diffraction pattern produced when a wave passes through a small opening, and to qualitatively apply the wave model to quantities that describe the generation of a diffraction pattern when a wave passes through an opening whose dimensions are comparable to the wavelength of the wave.

4. I can connect across concepts about the behavior of light as the wave travels from one medium into another, as some is transmitted, some is reflected, and some is absorbed.

5. I can plan data collection strategies as well as perform data analysis and evaluation of the evidence for finding the relationship between the angle of incidence and the angle of refraction for light crossing boundaries from one transparent material to another (Snell’s law).

6. I can plan data collection strategies, and perform data analysis and evaluation of evidence about the formation of images due to reflection of light from curved spherical mirrors.

7. I can plan data collection strategies, perform data analysis and evaluation of evidence, and refine scientific questions about the formation of images due to refraction for thin lenses.


1. Ray Diagrams: Mirrors2. Ray Diagrams: Lenses3. Quiz: Ray Diagrams4. Snell’s Law Lab5. Worksheet: Refraction6. Total Internal Reflection: Fiber Optics

ALABAMA COURSE OF STUDY (ALCOS): # 11.1 Electrostatics PS 1: Matter and its interactionsTime Frame:

OBJECTIVE(S):Develop and use models to illustrate electric and magnetic fields, including how each is created (e.g., charging by either conduction or induction and polarizing; sketching field lines for situations such as point charges, a charged straight wire, or a current carrying wires such as

solenoids; calculating the forces due to Coulomb's laws), and predict the motion of charged particles in each field and the energy required to move a charge between two points in each field.

Learning Targets:1. I can make claims about natural phenomena based on conservation of electric charge.2. I can to make predictions, using the conservation of electric charge, about the sign and

relative quantity of net charge of objects or systems after various charging processes, including conservation of charge in simple circuits.

3. I can to make a qualitative prediction about the distribution of positive and negative electric charges within neutral systems as they undergo various processes.

4. I can challenge claims that polarization of electric charge or separation of charge must result in a net charge on the object.

5. I can challenge the claim that an electric charge smaller than the elementary charge has been isolated.

6. I can predict the direction and the magnitude of the force exerted on an object with an electric charge q placed in an electric field E using the mathematical model of the relation between an electric force and an electric field: ; a vector relation.

7. I can calculate any one of the variables electric force, electric charge, and electric field at a point given the values and sign or direction of the other two quantities.

8. I can qualitatively and semiquantitatively apply the vector relationship between the electric field and the net electric charge creating that field.

9. I can explain the inverse square dependence of the electric field surrounding a spherically symmetric electrically charged object.

10. I can distinguish the characteristics that differ between monopole fields (gravitational field of spherical mass and electrical field due to single point charge) and dipole fields (electric dipole field and magnetic field) and make claims about the spatial behavior of the fields using qualitative or semiquantitative arguments based on vector addition of fields due to each point source, including identifying the locations and signs of sources from a vector diagram of the field.

11. I can apply mathematical routines to determine the magnitude and direction of the electric field at specified points in the vicinity of a small set (2-4) of point charges, and express the results in terms of magnitude and direction of the field in a visual representation by drawing field vectors of appropriate length and direction at the specified points.

12. I can create representations of the magnitude and direction of the electric field at various distances (small compared to plate size) from two electrically charged plates of equal magnitude and opposite signs and is able to recognize that the assumption of uniform field is not appropriate near edges of plates.

13. I can calculate the magnitude and determine the direction of the electric field between

two electrically charged parallel plates, given the charge of each plate, or the electric potential difference and plate separation.

14. I can represent the motion of an electrically charged particle in the uniform field between two oppositely charged plates and express the connection of this motion to projectile motion of an object with mass in the Earth’s gravitational field.

15. I can construct or interpret visual representations of the isolines of equal gravitational potential energy per unit mass and refer to each line as a gravitational Equipotential.

16. I can determine the structure of isolines of electric potential by constructing them in a given electric field.

17. I can predict the structure of isolines of electric potential by constructing them in a given electric field and make connections between these isolines and those found in a gravitational field.

18. I can qualitatively use the concept of isolines to construct isolines of electric potential in an electric field and determine the effect of that field on electrically charged objects

19. I can apply mathematical routines to calculate the average value of the magnitude of the electric field in a region from a description of the electric potential in that region using the displacement along the line on which the difference in potential is evaluated.

20. I can apply the concept of the isoline representation of electric potential for a given electric charge distribution to predict the average value of the electric field in the region.

21. I can apply mathematical routines to express the force exerted on a moving charged object by a magnetic field.

22. I can to describe a force as an interaction between two objects and identify both objects for any force.

Assessments/Labs/Activities:Sequence (APEX)Electrostatics:Sequence1. Introductory demonstration2. Sticky tape activity3. Worksheet 1 – Sticky tape observations4. Deployment Activity: Beyond Sticky Tape or Electrophorus5. Activity: conductors and insulators (APEX Activity #1: How do insulators differ from conductors?)6. Worksheet 2 – the composition of matter7. Lab - Coulomb's Law: The Repulsive Balloon7a. Alternative IP Activity for Coulomb's Law: The Repelling Spheres Lab8. Quiz 19. Worksheet 3 – Coulomb’s law

10. Introducing the Electric Field: E-Field Mapping Activity – A new hands on activity to determine the appearance of electric fields for charges, dipoles and a plate plus a charge.11. Class Activity – Electric Field-part 112. Worksheet 4 – Electric Field due to a dipole13a. Optional Worksheet 4A - to use with PhET software13b. Optional Interactive Physics demo to show path of charged particle in a field created by a dipole14. Quiz 215. Worksheet 5 – Qualitative and quantitative problems for electric fields16. TestAPEX Activities:

1. Activity #2: How do charged objects behave?2. Activity #3: How do we tell the type of charge?3. Activity #4: What is the role of Distance?4. Activity #5: How does electrical force vary with distance?5. Activity #6: Calculating Electrostatic Forces6. Activity #7: Coulomb’s Law in Two Dimensions

Electric Fields & Potential8. Activity #1: Precursor Lesson (Mapping Gravitational Field)9. Activity #2: Mapping an electric field10. Activity #3: How can we visualize electric fields?11. Activity #4: Visualizing an Electric Field (Simulation)12. Activity #5: Calculating Electric Fields and Forces13. Activity #6: How does the electrical potential energy vary with distance?14. Activity #7: Calculating Electric Field and Potential15. Activity #8: Calculating Electric Potential

Unit Test

ALABAMA COURSE OF STUDY (ALCOS): # 11.2 Electromagnetism PS 1: Matter and its interactionsTime Frame:

OBJECTIVE(S):Develop and use models to illustrate electric and magnetic fields, including how each is created (e.g., charging by either conduction or induction and polarizing; sketching field lines for situations such as point charges, a charged straight wire, or a current carrying wires such as solenoids; calculating the forces due to Coulomb's laws), and predict the motion of charged particles in each field and the energy required to move a charge between two points in each field.

Learning Targets:1. I can apply mathematical routines to express the force exerted on a moving charged object

by a magnetic field.2. I can create a verbal or visual representation of a magnetic field around a long straight wire

or a pair of parallel wires.3. I can describe the orientation of a magnetic dipole placed in a magnetic field in general and

the particular cases of a compass in the magnetic field of the Earth and iron filings surrounding a bar magnet.

4. I can use the representation of magnetic domains to qualitatively analyze the magnetic behavior of a bar magnet composed of ferromagnetic material.

5. I can apply the concept of the isoline representation of electric potential for a given electric charge distribution to predict the average value of the electric field in the region.

6. I can represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation.

7. I can challenge a claim that an object can exert a force on itself.8. I can to describe a force as an interaction between two objects and identify both objects for

any force.

Assessments/Labs/Activities:Sequence (APEX)Teaching About Magnets & Magnetism

1. Activity #1: What kinds of objects are magnetic?2. Activity #3: How can the strength of magnets be compared?3. Activity #4: Where is a magnet strongest?4. Activity #5: Which way is North?5. Activity #6: Do magnets affect one another? 6. Activity #7: What can a Compass be used for?7. Activity #8: Where are Earth’s magnetic poles?8. Activity #9: What happens when magnets are broken or cut?9. Activity #10: Can you make a model of a magnet?10. Activity #11: How can you make a magnet?11. Activity #12: How can you unmake a magnet?

12. Activity #14: What is the extent of a magnet’s force?13. Activity #15: Exploring the strength of a magnetic field at different points?14. Activity #16: Can you plot a magnetic field?15. Activity #17: What is the magnetic field about two magnets?16. Activity #19: Does a current-carrying wire affect a magnet in its vicinity?17. Activity #22: The magnetic field around a current-bearing wire18. Activity #23: What is the magnetic field at the center of a square coil?19. Activity#24: Worksheet: Electrically Induced Magnetic Fields20. Activity#25: Worksheet: Magnetic Fields and Electrical Current21. Activity#26: Magnetic Forces on Current-Carrying Wire22. Activity#27: Electromagnetic Induction I23. Activity#28: Electromagnetic Induction II24. Activity#29: Worksheet on Magnetically Induced Electric Currents

ALABAMA COURSE OF STUDY (ALCOS): # 12 Electric Circuits Time Frame:

OBJECTIVE(S):Use the principles of Ohm's and Kirchhoff's laws to design, construct, and analyze combination circuits using typical components (e.g., resistors, capacitors, diodes, sources of power).

LEARNING TARGETS:1. I can make claims about natural phenomena based on conservation of electric charge2. I can make predictions, using the conservation of electric charge, about the sign and

relative quantity of net charge of objects or systems after various charging processes, including conservation of charge in simple circuits.

3. I can construct an explanation of the two-charge model of electric charge based on evidence produced through scientific practices.

4. I can challenge the claim that an electric charge smaller than the elementary charge has been isolated.

5. I can use Coulomb’s law qualitatively and quantitatively to make predictions about the interaction between two electric point charges (interactions between collections of electric point charges are not covered in Physics 1 and instead are restricted to Physics 2).

6. I can choose and justify the selection of data needed to determine resistivity for a given material.

7. I can construct or interpret a graph of the energy changes within an electrical circuit with only a single battery and resistors in series and/or in, at most, one parallel branch as an application of the conservation of energy (Kirchhoff’s loop rule).

8. I can apply conservation of energy concepts to the design of an experiment that will

demonstrate the validity of Kirchhoff’s loop rule (ΣΔV = 0) in a circuit with only a battery and resistors either in series or in, at most, one pair of parallel branches.

9. I can apply conservation of energy (Kirchhoff’s loop rule) in calculations involving the total electric potential difference for complete circuit loops with only a single battery and resistors in series and/or in, at most, one parallel branch.

10. I can apply conservation of electric charge (Kirchhoff’s junction rule) to the comparison of electric current in various segments of an electrical circuit with a single battery and resistors in series and in, at most, one parallel branch and predict how those values would change if configurations of the circuit are changed.

11. I can design an investigation of an electrical circuit with one or more resistors in which evidence of conservation of electric charge can be collected and analyzed.

12. I can use a description or schematic diagram of an electrical circuit to calculate unknown values of current in various segments or branches of the circuit.

Assessments/Labs/Activities:Sequence (APEX: CASTLE)

Sequence1. Activity 1: Four identical bulbs in series with a four cell battery (and examining the

transient condition) Focus Question: How is electric pressure created in wires not directly connected to a battery?

2. Reading 1: Commentary 5.4 – Transient process and steady state in a series circuit.3. Worksheet 1: Examining the transient process.4. Activity 2: One long and one round bulb in a series circuit. Focus Question: How does

mixing bulbs in series affect the flow rate and electric pressure in each part of the circuit?

5. Reading 2: Commentary 5.6 – Comparing currents in unlike bulbs and Commentary 5.8 – Series voltage division.

6. Optional Air Analogy Activity included.7. Worksheet 2: One round and one long bulb in a series circuit.8. Activity 3: Adding a pair of parallel bulbs to a series circuit. Focus Question: What is

the effect of adding another round bulb in parallel?9. Reading 3: Commentary 5.11 – Parallel resistance reduction and the introduction to 10. Activity 5.12 – An alternative definition of resistance.11. Activity 4: Parallel bulbs and shorting wires. Focus Question: How does the addition

of another parallel branch affect flow rate and electric pressure in the wires of a series circuit?

12. Reading 4: Commentary 5.13 – How does adding parallel branches lower resistance?13. Worksheet 3: Practice applying series voltage division and parallel resistance

reduction.14. Activity 5: Does a battery really maintain a constant pressure difference? Focus

Question: What is the effect of decreasing the resistance on the right hand side of a circuit on the flow rate through, and the pressure difference of, a battery?

15. Reading 5: The internal structure of a battery.16. Worksheet 4: Explaining short circuits in terms of battery structure.17. Unit Test

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