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PHYSICS

TEACHER’S GUIDE

Page 2

: © 2018 Edgenuity Inc. All Rights Reserved. May not be copied, modified, sold or redistributed in any form without permission.

PHYSICS TEACHER’S GUIDE

TABLE OF CONTENTS

Table of Contents .......................................................................................................................................... 2

Course Overview ......................................................................................................................................... 10

Unit Overviews ............................................................................................................................................ 12

Unit 1: Dimensional Motion and Forces ................................................................................................. 12

Unit 1 Focus Standards ....................................................................................................................... 13

Unit 1 Common Misconceptions......................................................................................................... 14

Unit 2: Newton’s Laws and Momentum ................................................................................................. 15



Unit 3: Two-Dimensional Motion and Gravity ........................................................................................ 18



Unit 4: Work, Power, and Energy ............................................................................................................ 21



Unit 5: Thermal Energy and Heat Transfer ............................................................................................. 24



Unit 6: Thermodynamics ......................................................................................................................... 27



Unit 7: Waves and Sound ........................................................................................................................ 30



Unit 8: Waves and Light .......................................................................................................................... 33



Unit 9: Electricity ..................................................................................................................................... 36


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Unit 10: Magnetism and Electromagnetism ........................................................................................... 39

Unit 10 Focus Standards ..................................................................................................................... 40

Unit 10 Common Misconceptions....................................................................................................... 41

Unit 11: Nuclear Energy .......................................................................................................................... 42

Unit 11 Focus Standards ..................................................................................................................... 43

Unit 11 Common Misconceptions....................................................................................................... 44

Strategies for Fostering Effective Classroom Discussions ........................................................................... 45

Introduction ............................................................................................................................................ 45

Promoting Effective Discussions ............................................................................................................. 45

Suggested Discussion Questions For Physics .......................................................................................... 47

Unit 1: One-Dimensional Motion and Forces ..................................................................................... 47

Unit 2: Newton’s Laws and Momentum ............................................................................................. 48

Unit 3: Two-Dimensional Motion and Gravity .................................................................................... 48

Unit 4: Work, Power, and Energy ........................................................................................................ 49

Unit 5: Thermal Energy and Heat Transfer ......................................................................................... 50

Unit 6: Thermodynamics ..................................................................................................................... 51

Unit 7: Waves and Sounds .................................................................................................................. 51

Unit 8: Waves and Light ...................................................................................................................... 52

Unit 9: Electricity ................................................................................................................................. 52

Unit 10: Magnetism and Electromagnetism ....................................................................................... 53

Unit 11: Nuclear Energy ...................................................................................................................... 53

Course Customization ................................................................................................................................. 54

Supplemental Teacher Materials and Suggested Readings ........................................................................ 57

Unit 1: Dimensional Motion and Forces ................................................................................................. 57

Unit 1: Additional Teaching Materials ................................................................................................ 57

Unit 1: Additional Readings................................................................................................................. 58

Unit 2: Newton’s Laws and Momentum ................................................................................................. 59



Unit 3: Two-Dimensional Motion and Gravity ........................................................................................ 62


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Unit 4: Work, Power, and Energy ............................................................................................................ 64



Unit 5: Thermal Energy and Heat Transfer ............................................................................................. 66



Unit 6: Thermodynamics ......................................................................................................................... 68



Unit 7: Waves and Sound ........................................................................................................................ 71



Unit 8: Waves and Light .......................................................................................................................... 73



Unit 9: Electricity ..................................................................................................................................... 75



Unit 10: Magnetism and Electromagnetism ........................................................................................... 77

Unit 10: Additional Teaching Materials .............................................................................................. 77

Unit 10: Additional Readings .............................................................................................................. 78

Unit 11: Nuclear Energy .......................................................................................................................... 80

Unit 11: Additional Teaching Materials .............................................................................................. 80

Unit 11: Additional Readings .............................................................................................................. 81

Writing Prompts, Sample Responses, and Rubrics ..................................................................................... 82

Writing Prompts ...................................................................................................................................... 82

Unit 1: One-Dimensional Motion and Forces ..................................................................................... 82

Unit 2: Newton’s Laws and Momentum ............................................................................................. 82

Unit 3: Two-Dimensional Motion and Gravity .................................................................................... 83

Unit 4: Work, Power, and Energy ........................................................................................................ 83

Unit 5: Thermal Energy and Heat Transfer ......................................................................................... 84

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Unit 6: Thermodynamics ..................................................................................................................... 84

Unit 7: Waves and Sounds .................................................................................................................. 84

Unit 8: Waves and Light ...................................................................................................................... 85

Unit 9: Electricity ................................................................................................................................. 85

Unit 10: Magnetism and Electromagnetism ....................................................................................... 85

Unit 11: Nuclear Energy ...................................................................................................................... 86

Student Writing Samples And Rubrics .................................................................................................... 87

Narrative/Procedural Writing Student Sample ................................................................................... 88

Expository/Informative Writing Student Sample and Rubric ............................................................. 92

Argumentative Writing Student Sample ............................................................................................. 97

Rubrics..................................................................................................................................................... 99

Narrative/Procedural Writing Rubric ................................................................................................ 100

Expository/Informative Writing Rubric ............................................................................................. 101

Argumentative Writing Rubric .......................................................................................................... 102

Media Presentation Rubric ............................................................................................................... 103

Vocabulary ................................................................................................................................................ 104

Unit 1: Dimensional Motion and Forces ............................................................................................... 104

Lesson 1: Introduction to Motion ..................................................................................................... 104

Lesson 2: Speed and Velocity ............................................................................................................ 104

Lesson 3: Acceleration ...................................................................................................................... 105

Lesson 4: Lab: Motion with Constant Acceleration .......................................................................... 105

Lesson 5: Introduction to Forces ....................................................................................................... 105

Lesson 6: Friction .............................................................................................................................. 106

Lesson 7: Fundamental Forces .......................................................................................................... 106

Unit 2: Newton’s Laws and Momentum ............................................................................................... 108

Lesson 1: Newton’s First and Third Laws .......................................................................................... 108

Lesson 2: Newton’s Second Law ....................................................................................................... 108

Lesson 3: Lab: Newton’s Second Law ............................................................................................... 109

Lesson 4: Impulse and Momentum................................................................................................... 109

Lesson 5: Conservation of Momentum ............................................................................................. 109

Lesson 6: Lab: Conservation of Linear Momentum .......................................................................... 110

Unit 3: Two-Dimensional Motion and Gravity ...................................................................................... 111

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Lesson 1: Vectors .............................................................................................................................. 111

Lesson 2: Projectile Motion .............................................................................................................. 111

Lesson 3: Universal Law of Gravitation ............................................................................................. 112

Lesson 4: Centripetal Acceleration ................................................................................................... 112

Lesson 5: Circular Motion ................................................................................................................. 113

Lesson 6: Orbital Motion ................................................................................................................... 113

Lesson 7: Earth-Moon-Sun System ................................................................................................... 113

Unit 4: Work, Power, and Energy .......................................................................................................... 115

Lesson 1: Work and Power ............................................................................................................... 115

Lesson 2: Potential Energy ................................................................................................................ 115

Lesson 3: Kinetic Energy .................................................................................................................... 115

Lesson 4: Lab: Kinetic Energy ............................................................................................................ 116

Lesson 5: Energy Transformations .................................................................................................... 116

Lesson 6: Conservation of Energy ..................................................................................................... 117

Lesson 7: Introduction to Machines ................................................................................................. 117

Lesson 8: Simple Machines ............................................................................................................... 118

Lesson 9: Nonrenewable Resources ................................................................................................. 118

Lesson 10: Renewable Resources ..................................................................................................... 118

Unit 5: Thermal Energy and Heat Transfer ........................................................................................... 120

Lesson 1: Temperature and Heat ...................................................................................................... 120

Lesson 2: Heat Transfer..................................................................................................................... 120

Lesson 3: Lab: Mechanical Equivalent of Heat .................................................................................. 121

Lesson 4: Conduction ........................................................................................................................ 121

Lesson 5: Convection ........................................................................................................................ 121

Lesson 6: Radiation ........................................................................................................................... 122

Lesson 7: Lab: Thermal Energy Transfer ........................................................................................... 122

Unit 6: Thermodynamics ....................................................................................................................... 124

Lesson 1: States of Matter ................................................................................................................ 124

Lesson 2: Changes of State ............................................................................................................... 124

Lesson 3: First Law of Thermodynamics ........................................................................................... 124

Lesson 4: Second Law of Thermodynamics ...................................................................................... 125

Unit 7: Waves and Sound ...................................................................................................................... 126

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Lesson 1: Simple Harmonic Motion .................................................................................................. 126

Lesson 2: Introduction to Waves ...................................................................................................... 126

Lesson 3: Wave Properties ................................................................................................................ 127

Lesson 4: Wave Interactions ............................................................................................................. 127

Lesson 5: Sound Waves ..................................................................................................................... 128

Lesson 6: Properties of Sound Waves ............................................................................................... 128

Lesson 7: Radio Waves and Applications .......................................................................................... 128

Unit 8: Waves and Light ........................................................................................................................ 130

Lesson 1: Electromagnetic Waves ..................................................................................................... 130

Lesson 2: Dual Nature of Light .......................................................................................................... 130

Lesson 3: Reflection and Refraction.................................................................................................. 131

Lesson 4: Mirrors .............................................................................................................................. 131

Lesson 5: Lenses ................................................................................................................................ 132

Lesson 6: Diffraction ......................................................................................................................... 132

Lesson 7: Lab: Waves and Diffraction ............................................................................................... 133

Unit 9: Electricity ................................................................................................................................... 134

Lesson 1: Electrostatics ..................................................................................................................... 134

Lesson 2: Coulomb’s Law .................................................................................................................. 134

Lesson 3: Electric Fields ..................................................................................................................... 135

Lesson 4: Electric Potential Difference ............................................................................................. 135

Lesson 5: Ohm’s Law ......................................................................................................................... 135

Lesson 6: Electric Circuits .................................................................................................................. 136

Lesson 7: Lab: Circuit Design ............................................................................................................. 136

Lesson 8: Electric Energy Storage ..................................................................................................... 137

Lesson 9: Electricity Use in Homes and Businesses .......................................................................... 137

Unit 10: Magnetism and Electromagnetism ......................................................................................... 138

Lesson 1: Magnets and Magnetism .................................................................................................. 138

Lesson 2: Magnetic Field and Force .................................................................................................. 138

Lesson 3: Lab: Magnetic and Electric Fields ...................................................................................... 138

Lesson 4: Electromagnetic Induction ................................................................................................ 139

Lesson 5: Lab: Electromagnetic Induction ........................................................................................ 139

Lesson 6: Applications of Electromagnetism .................................................................................... 140

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Unit 11: Nuclear Energy ........................................................................................................................ 141

Lesson 1: The Nucleus ....................................................................................................................... 141

Lesson 2: Radioactivity ...................................................................................................................... 141

Lesson 3: Balancing Nuclear Reactions ............................................................................................. 142

Lesson 4: Half-Life ............................................................................................................................. 142

Lesson 5: Lab: Half-Life Model .......................................................................................................... 143

Lesson 6: Fission and Fusion ............................................................................................................. 143

Lesson 7: Nuclear Energy .................................................................................................................. 144

Lesson 8: Nuclear Radiation .............................................................................................................. 144

Lesson 9: Special Applications of Nuclear and Wave Phenomena ................................................... 145

Real-world Applications and Scientific Thinking ....................................................................................... 146

Unit 1: One-Dimensional Motion and Forces ....................................................................................... 146











Crosscutting Concepts .............................................................................................................................. 150

Unit 1: One-Dimensional Motion and Forces ....................................................................................... 150









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COURSE OVERVIEW

This full-year course focuses on traditional concepts in physics and how they relate to real-world

applications. The course begins with motion and forces concepts and builds onto these foundational

ideas as the course progresses. Concepts discussed include Newton’s laws, momentum,

thermodynamics, waves, electricity and magnetism, and nuclear energy. Students also conduct a variety

of laboratory activities that develop skills in observation, use of scientific tools and techniques, data

collection and analysis, and mathematical applications. As students refine and expand their

understanding of physics, they apply their knowledge in experiments that require them to ask questions

and create hypotheses. Students interpret physics concepts mathematically by manipulating formulas,

representing ideas graphically, and applying trigonometry to multiple dimension problems. Throughout

the course, students solve problems, reason abstractly, and learn to think critically.

The course includes the following:

• Developing scientific habits of mind, including inquiry and research activities that explore

physics phenomena

• Reading of complex texts to make real-world connections to physics concepts

• Following procedures and practicing inquiry skills in a virtual or wet lab setting

• Learning and applying academic vocabulary in context

• Applying concepts to real-world situations

• Writing accurate, well-developed lab reports and research papers

The course is aligned to the physics course requirements and includes the following features:

Every lesson includes a guiding lesson question to promote inquiry and a focus on big ideas.

Each lesson begins with a thought-provoking warm-up activity to engage students and activate

or build on prior knowledge.

The course includes an abundance of rich graphics, charts, diagrams, animations, and

interactives, which help students relate to and visualize the content.

The course contains 15 labs, with student guides, teacher guides, and guidance for completing a

lab report write-up and/or reflection activity to help students apply concepts. Lab reports are

intended to be teacher-scored.

The course includes an activity in which students can plan their own investigation.

The course includes 14 projects. For example, in Unit 2 students design an egg-drop device. In

Unit 5, students design a solar cooker. In Unit 6, students are asked to illustrate the relationship

between thermal energy and states of matter. In Unit 10, students are asked to graph

relationships involving electromagnets. Finally, in Unit 11, students create models that illustrate

radioactive decay, fission, and fusion and present a multimedia presentation about the pros and

cons of using fission as an energy source. These projects are intended to be teacher-scored.

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The course includes reading assignments that expose students to models for scientific and

technical writing.

The course reading assignments utilize the CloseReaderTM tool, which enables students to

interact with the text by highlighting targeted words and phrases and adding purposeful sticky

notes. Students also probe vocabulary words, investigate elements and features of the text with

careful scaffolding, and benefit from auditory assistance.

The course includes a variety of graphic organizers that help students understand relationships

between and among concepts.

The course places emphasis on interpreting figures and data displays to help students read and

understand information the way scientists present it.

The course includes real-world connections that help students connect physics to their everyday

lives.

Throughout the course, students meet the following goals:

Mathematically and conceptually describe the force and motion of objects in one and two

dimensions

Analyze data to support relationships among net force, mass, and acceleration

Apply graphical and mathematical analysis to explain motion of objects according to

Newton’s laws, conservation of momentum, and gravitational forces

Use mathematical formulas and laws to explain two-dimensional motion, including projectile

and circular motion

Recognize the interdependence of work and energy in everyday scenarios

Evaluate the relationship between thermal energy transfer and the law of conservation of

energy

Develop, use, and evaluate models describing the second law of thermodynamics

Apply models to describe phenomenon involving sound waves and light waves

Analyze the connection between electricity and magnetism

Evaluate the advantages and disadvantages of nuclear energy

Page 12



UNIT OVERVIEWS

UNIT 1: DIMENSIONAL MOTION AND FORCES

Estimated Unit Time: 15 Class Periods (720 Minutes)

In this unit, students investigate various aspects of one-dimensional motion, including concepts of

speed, velocity, and acceleration. Students apply mathematical concepts such as slope, averages, graph

analysis, and appropriate use of significant figures. Students also complete a laboratory activity to gain a

comprehensive understanding of the relationships among position, velocity, and acceleration of an

object, and they further develop scientific literacy skills through the completion of a lab report for the

activity.

For example, in the lesson Lab: Motion with Constant Acceleration, students utilize a virtual fan cart or a

dynamics track to explore aspects of motion, including the relationship among position, time, velocity,

and acceleration. An on-screen teacher explains the dynamics of the lab and details the key aspects of

the virtual fan cart. Students adjust factors such as fan speed, mass, and the surface on which the fan

cart travels to investigate how they affect the overall motion of the cart and, specifically, the cart’s

acceleration. Students also perform mathematical and graphical analysis of the data obtained, including

determination of average velocity and comparing cart acceleration in different scenarios.

In the lesson Introduction to Forces, students explore how forces affect an object’s motion. Students

begin the lesson by watching a video-based tutorial in which an on-screen teacher reviews the concepts

of motion, key vocabulary, and the lesson objectives. Next the on-screen teacher examines various types

of forces, including motion, friction, and gravity, and students apply their understanding to a practice

question. Following the practice question, students watch a video-based tutorial in which an on-screen

teacher explores free body diagrams and then models how to construct a free body diagrams. After this,

students apply their understanding to a practice problem. Following the direct instruction segment of

the lesson, students complete a series of practice tasks where they identify forces, analyze force

diagrams, and calculate net force. Independently, students take a quiz to assess their understanding of

the lesson materials.

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Unit 1 Focus Standards

The following focus standards are intended to guide teachers to be purposeful and strategic in both

what to include and what to exclude when teaching this unit. Although each unit emphasizes certain

standards, students are exposed to a number of key ideas in each unit, and as with every rich classroom

learning experience, these standards are revisited throughout the course to ensure that students master

the concepts with an ever-increasing level of rigor.

Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

HS-PS2-1.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

HS-PS2-2.

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

CCSS.ELA-Literacy.RST.11-12.9

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.


Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-Literacy.WHST.11-12.2d

Model with mathematics. MP.4

Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.

HSF-IF.C.7

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN-Q.A.1

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HSA-CED.A.2

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Unit 1 Common Misconceptions

Objects that have a speed of zero are not accelerating.

■ There are specific circumstances in which an object with a speed of zero can be

accelerating. For example, an object that is thrown upwards can, at the height

of its movement, have instantaneous speed of zero with a non-zero acceleration

due to the force of gravity acting on the object. A car, when it initially starts

moving, can have a speed of zero but a non-zero acceleration.

Objects always want to be at rest.

■ Objects do not always want to be at rest, rather, objects want to maintain their

current state of motion. Inertia is the resistance of an object to changes in its

position or state of motion. When an object is at rest, it resists changes that

would cause the object to move. When an object is in motion, it resists changes

that would cause the object to stop.

Objects will only accelerate in the same direction of movement.

■ Acceleration measures the rate at which an object’s movement is changing. The

movement of an object can change at a positive rate (increasing in velocity) or

at a negative rate (decreasing in velocity). When an object is moving at a higher

velocity, it has a positive acceleration. When it is moving at a lower velocity, it

has a negative acceleration. When acceleration is positive, the acceleration of

the object is in the same direction as its velocity. When acceleration is negative,

the acceleration of the object is in the opposite direction to its velocity.

Speed, velocity, and acceleration are the same.

■ Speed measures the rate at which an object is moving. Velocity measures both

the rate at which an object is moving, as well as the direction in which it is

moving. Acceleration measures the rate at which an object’s movement is

changing.

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UNIT 2: NEWTON’S LAWS AND MOMENTUM


In this unit, students investigate various aspects of force, including types of forces and how Newton’s

laws of motion relate to forces. Students apply graphical and mathematical analysis to determine the

net forces and frictional forces acting on various objects. They also investigate the relationships

between forces and changes in motion. After the on-screen teacher guides students through Newton’s

laws, students complete a laboratory activity to gain a comprehensive understanding of the overall

effect of force and mass on an object’s acceleration. With the collected lab data, students further

develop scientific literacy skills through the completion of a lab report. Students also investigate the

dynamics of elastic and inelastic collisions to gain an understanding of momentum and its conservation.

The virtual-based instruction provides students with multiple guided and independent practice

problems. In these problems, students apply graphical and mathematical concepts to calculate overall

momentum in changing systems. Students also complete a second laboratory activity to gain a

comprehensive understanding of the relationships among mass, position, and velocity of colliding

objects.

In the lesson Newton’s Second Law, students apply Newton’s second law to real-world scenarios to

calculate values related to the factors of force, mass, and acceleration and analyze how these factors

affect overall motion. In completing this assignment, students apply knowledge of significant figures

when calculating values.

Later, in the lesson Impulse and Momentum, students apply the concept of impulse and momentum to a

variety of real-world scenarios to determine how collisions and motion are affected by these factors.

Students also utilize the impulse momentum theorem to examine the mathematical relationship among

forces, time, and changes in momentum. In completing this assignment, students apply knowledge of

significant figures when calculating values. Using the concepts of the unit, students also develop their

engineering practices as they design, create, and test a device to protect an egg on impact.

Page 16










HS-PS2-1.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

HS-PS2-2.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

HS-PS2-3.



HSN-Q.A.1

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HSA-CED.A.4

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.






Page 17




If an object is at rest, there are no forces acting on it.

■ When an object is at rest, all forces that are acting upon the object are

balanced, so the object is in equilibrium. When an object is moving, the forces

acting upon the object are unbalanced, thereby causing motion to occur.

Objects always move if a force acts on them.

■ When an object is at rest, all forces that are acting upon the object are

balanced, so the object is in equilibrium. When an object is moving, the forces

acting upon the object are unbalanced, thereby causing motion to occur.

The heavier an object is, the faster it will fall.

■ In a situation in which there is no air resistance, the weight of an object will not

affect how quickly it falls, as both light and heavy objects would be acted on in

the same way by the force of gravity. If there is air resistance, this factor will

affect the acceleration of the objects, causing the light object to fall more

slowly.

Momentum and force are the same thing.

■ A force is a push or pull that acts upon an object because of how it interacts

with another object. Momentum is how much motion an object has. It is

dependent on an object’s mass and velocity.

Angular momentum does not occur in objects that are moving in a straight line.

■ Objects that are moving in a straight line can have angular momentum if they

are moving in a direction that is angled in relation to the axis of motion.

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UNIT 3: TWO-DIMENSIONAL MOTION AND GRAVITY


In this unit, students investigate how two-dimensional motion is graphed and analyzed. To begin,

students apply the mathematical concept of vectors to determine specific components of an object’s

displacement, as well as overall displacement. Students then apply vectors to determine initial and

resultant velocities for objects in projectile motion, as well as the relationships between velocity and

distance in projectile motion. Building on these ideas, students use mathematical and graphical analysis

to determine the impact of various factors such as mass, distance, and inertia on gravitational force,

centripetal acceleration, and circular motion. These ideas are further built upon as students use

mathematical formulas and laws to calculate factors involved in circular motion such as tangential

speed, centripetal acceleration, and effects of centripetal forces on motion. Students complete a

laboratory activity to evaluate the relationships among mass, velocity, radius, and centripetal force, and

they further develop scientific literacy skills through the completion of a lab report for the activity.

These concepts are applied to orbital motion as students report on the uses of physics in the field of

satellite technology. Finally, students develop and use a solar system model to describe patterns of the

moon, Earth, and Sun. By building a model of the solar system, students discover the structures involved

in phenomena such as day and night, seasons, and eclipses.

In the lesson Projectile Motion, students apply the concept of projectile motion to a variety of real-

world scenarios to determine the effects of factors such as changes in velocity and initial angle of

projection on the distance a projectile travels. Students also determine horizontal and vertical vector

components of projectile motion from initial velocity and angle values, as well as distance traveled and

time spent in motion. In completing this assignment, students apply knowledge of significant figures


In the lesson Centripetal Acceleration, students apply the concepts of centripetal acceleration and

circular motion to mathematically and graphically examine how they affect the motion of objects.

Students describe how objects look when traveling in uniform circular motion, and they explain the

differences between rotation and revolution. Students also analyze how tangential speed is affected by

circular measurements. In addition, students utilize centripetal acceleration and tangential speed

equations to mathematically analyze real-world scenarios.

Page 19










HS-PS2-1.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

HS-PS2-4.


HSA-CED.A.2

Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.2

Reason abstractly and quantitatively. MP.2

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.


Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.11-12.2a

Page 20




Centrifugal force is the force that causes objects to move outward when turning corners.

Centrifugal force does not cause objects to move outward when turning

corners. The centripetal (inward acting) force on the object causes it to seek the

center of the circle in which it is moving. This force is the cause of “outward”

motion during turns.

Projectiles that are fired horizontally will stay in the air longer than objects that are dropped

from the same initial height.

Gravity acts in the same way on projectiles that are fired horizontally and

objects that are dropped from the same initial height. Therefore, these objects

fall at the same velocity.

Gravity is the only force that acts on a projectile once it is in motion.

While there are other forces that act on a projectile in motion (such as air

resistance), gravity is the force acting on the projectile that has the greatest

effect on its motion.

Once an object hits the ground, gravity is no longer acting on it.

The force of gravity acts on objects that are both in motion and at rest on the

Earth’s surface.

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UNIT 4: WORK, POWER, AND ENERGY


In this unit, students investigate applications of energy to various everyday scenarios. Students

differentiate between potential and kinetic energy and then utilize graphical and mathematical analysis

to gain a comprehensive understanding of the concepts of work, power, and energy. Students also

complete a laboratory activity to evaluate the relationships among mass, speed, and kinetic energy of an

object, and they further develop scientific literacy skills through the completion of a lab report for the

activity. Next students investigate how energy is conserved as it changes forms and explore how energy

is transferred between forms. Students also analyze energy changes and conservation through graphical

and mathematical analysis of energy transfers in various scenarios. Students conduct graphical analysis

of energy transfer diagrams to confirm the law of conservation of energy and then complete a

laboratory activity to verify the law of conservation of energy through examination of the relationships

among kinetic energy, gravitational potential energy, and friction. They further develop scientific literacy

skills through the completion of a lab report for the activity.

In the lesson Work and Power, students compare applications of work and power by determining how

work is calculated and identifying examples of real-world scenarios in which work is or is not done.

Students distinguish how the angle at which a force is exerted on an object affects the amount of work

done on it and describe the relationship among work, force, and distance. In addition, students utilize

the power formula to calculate the amount of work done or the power output of an object.

In the lesson Energy Transformations, students discover how energy changes between different forms.

They learn to differentiate between single and multiple energy transformations and identify common

energy transformations (e.g., potential energy into kinetic energy). Students model applications of

energy transformations in real-world scenarios, such as in engines and while skydiving. In addition,

students apply mathematical skills to calculate mechanical energy and analyze energy transfer diagrams.

Page 22









Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

HS-PS3-1.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).

HS-PS3-2.

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

HS-PS3-3.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

HS-PS3-4.

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.WHST.11-12.7


HSA-CED.A.4



HSA-CED.A.2


HSN-Q.A.1

Page 23




Work is the same thing as labor.

■ Labor occurs when an individual expends physical or mental effort. Work occurs

when a force causes an object to move. Performing labor does not necessarily

correlate to performing work.

Work can be done on objects that are not moving.

■ Work is only done on an object when a force causes an object to move. If a

force is placed on an object, but the object does not move, then work is not

being done.

Gravitational potential energy is the only type of potential energy.

■ Gravitational potential energy is only one type of potential energy. Potential

energy is energy that is stored within an object. Additional types of potential

energy include chemical and elastic.

Energy is the same thing as force.

■ A force is a push or pull that acts upon an object because of how it interacts

with another object. Energy is the ability to do work.

Page 24



UNIT 5: THERMAL ENERGY AND HEAT TRANSFER


In this unit, students investigate the relationships among thermal energy, heat, and temperature, as well

as how kinetic energy is demonstrated by changes in temperature. Students also analyze graphical

models to gain a comprehensive understanding of the various methods of heat transfer, including

convection, conduction, and radiation. Students also complete a laboratory activity to gain a

comprehensive understanding of how energy is converted to heat within a mechanical system, and they

further develop scientific literacy skills through the completion of a lab report for the activity.

Within the lesson Heat Transfer, students examine how thermal energy is transferred, including

evaluating the relationship between thermal energy transfer and the law of conservation of energy.

Students also differentiate among conduction, convection, and radiation, and they identify examples of

each type of heat transfer in real-world scenarios. In addition, students also examine the relationship

between electromagnetic waves and radiation.

In the Lab: Mechanical Equivalent of Heat lesson, students conduct an in-depth investigation of the

relationship between gravitational potential energy (GPE) and its conversion to thermal energy.

Students examine this relationship using a system composed of a falling cylinder attached to a propeller

in a water bath. Students adjust either the height or mass of the cylinder during the experiment and

then use quantitative observation and mathematical analysis to determine how these factors impact the

movement of the propeller and the change in temperature of the water bath. They also use graphical

analysis to determine the type of relationship that exists between GPE and change in temperature.

Page 25









Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

HS-PS3-1.


HS-PS3-2.

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

HS-PS3-3.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

HS-PS3-4.






HSA-CED.A.4

Page 26




Heat is the same thing as temperature.

■ Heat is the transfer of energy from a warm object to a colder object.

Temperature is the measurement of how warm or cold an object is using a

specific measurement scale (Celsius, Fahrenheit, or Kelvin).

Page 27



UNIT 6: THERMODYNAMICS


In this unit, students investigate matter and its relationship to thermal energy. Students evaluate states

of matter and how thermal energy relates to changes between states, utilizing graphical analysis of

heating curves. Students also complete a laboratory activity to gain a comprehensive understanding of

the transfer of thermal energy between different materials and factors that impact thermal energy

transfer. They further develop scientific literacy skills through the completion of a lab report for the

activity. Then students evaluate the first and second laws of thermodynamics and apply them to

everyday scenarios involving technology. Students also apply mathematical analysis to gain a

comprehensive understanding of how the laws of thermodynamics relate to the concepts of

conservation of energy and entropy.

In the lesson Changes of State, students examine the relationship between heat transfer and changes of

state, including differentiating among changes such as melting, condensation, and deposition. Students

also explain how changes in heat apply to each of the changes of state, and they evaluate heating curves

to determine the temperature at which specific state changes occur for a given substance. In addition,

students explain the importance of latent heat of fusion and latent heat of vaporization and apply

mathematical skills to calculate values for each in given scenarios.

In the lesson Second Law of Thermodynamics, students utilize graphical and mathematical analysis to

investigate the relationship between entropy and the second law of thermodynamics. Students calculate

the temperature equilibrium using the second law of thermodynamics. Students also utilize scientific

formulas to mathematically analyze the efficiency of heat engines. In completing this assignment,

students apply knowledge of significant figures when calculating values.

Page 28










HS-PS3-2.



Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.




Provide a concluding statement or section that follows from or supports the argument presented.

CCSS.ELA-Literacy.WHST.11-12.1e


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Heat, enthalpy, and internal energy are all the same.

■ Heat is the transfer of energy from a warm object to a colder object. Enthalpy is

the total heat content of a system. It is calculated by adding the internal energy

of the system to the product of the pressure and volume of the system. Internal

energy is the total sum of the kinetic and potential energies of the particles that

make up a system.

The material an object is made of does not affect the amount of thermal energy it can transfer.

■ There are several factors that affect how an object transfers thermal energy or

has thermal energy transferred to it. These factors include mass of the object,

composition of the object, and how much energy is being transferred to or from

the object.

Page 30



UNIT 7: WAVES AND SOUND


In this unit, students investigate the relationship between simple harmonic motion and waves. Students

conduct mathematical and graphical analysis to differentiate between wave types and properties such

as wavelength, frequency, and speed. Students also investigate factors affected by harmonic motion and

mathematically analyze the relationship between Hooke’s law and harmonic motion. Then students

evaluate various wave interactions and identify everyday examples of these phenomena and analyze the

properties and applications of sound waves in everyday scenarios, including the use of radio waves in

technology. Students identify properties of sound waves and factors that can affect the intensity of

sound. Students also investigate the relationship between sound and the Doppler effect.

In the lesson Simple Harmonic Motion, students apply the concept of simple harmonic motion to

conduct graphical and mathematical analysis of real-world examples of this phenomenon. Students

compare and contrast situations involving pendulum motion to determine differences in their graphs.

Students also calculate spring constants and forces to solve mathematical problems.

In the lesson Sound Waves, students investigate sound waves and their applications to everyday

technology. Students apply scientific literacy skills to read and analyze a scientific text discussing the

properties of sound waves. Students then discuss the benefits and disadvantages of different methods

of music storage, utilizing supporting information from the text. Students also graphically analyze

properties of sound waves, such as wavelength, and how factors such as medium and temperature

affect travel of sound waves.

Page 31









Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

HS-PS4-1.



Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.




Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.WHST.11-12.2b


HSN-Q.A.1



HSA-CED.A.2


HSA-CED.A.4

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Waves transfer mass and energy as they move through a medium.

■ Waves transfer energy as they move through a medium, but transfer little or no

mass.

All waves travel through mediums in the same way.

■ Particles of a medium will change their movement depending on the type of

wave that is travelling through the medium. Particles that encounter transverse

waves will move perpendicular to the wave motion. Particles that encounter

longitudinal waves will move parallel to the wave motion.

The frequency of a sound wave determines its loudness.

■ Loudness is a measurement of the amplitude of a sound.

The intensity of a sound wave determines its pitch.

■ Pitch is a measurement of how high or low a sound is.

Sound only travels through gases but can’t travel through solids or liquids.

■ Sound moves more quickly through solids due to the smaller distance between

the particles contained in the solid. It will move more slowly through liquids,

and even more slowly through gases due to the increase in the distance

between the particles in these states of matter.

Page 33



UNIT 8: WAVES AND LIGHT


In this unit, students differentiate between the wave and particle models of light, as well as the regions

of the electromagnetic spectrum. Students also investigate the relationships among properties of

electromagnetic waves such as frequency, wavelength, and wave speed. In addition, students evaluate

applications of electromagnetic waves and how waves relate to Einstein’s postulates of special relativity

and the photoelectric effect. The unit includes a lab activity where students analyze data to understand

the factors that affect polarization of light. This activity concludes with students communicating their

analysis and conclusions as well as developing scientific literacy skills. Students also investigate various

phenomena of light—including reflection, refraction, and diffraction—and conduct graphical and

mathematical analysis to predict image formation by mirrors and lenses. Then students use graphical

models to investigate how Snell’s law and the law of reflection can be used to predict the reflection and

refraction of light rays. At the end of the unit, students complete a laboratory activity to gain a

comprehensive understanding of the phenomena of diffraction and how it is affected by wavelength

and gap width in a diffraction grating.

In the lesson Electromagnetic Waves, students examine the characteristics of the different types of

electromagnetic waves. They learn to describe how the interaction of electric and magnetic fields

creates electromagnetic waves and explain the relationship between wavelength and frequency of

electromagnetic waves. Students also describe the relationship between frequency and energy

transferred of electromagnetic waves and apply mathematical skills to calculate frequency and

wavelength of electromagnetic waves. In addition, students examine how the speed of light is affected

by the medium it is traveling through and identify real-world applications of various electromagnetic

waves.

In the lesson Lenses, students investigate different types of lenses and their everyday applications.

Students apply scientific literacy skills to read and analyze a scientific text discussing the properties of

various lens types and optical phenomena and applications associated with lenses. Students then utilize

information from the text and the lesson to analyze and evaluate graphical models and examples.

Students also conduct mathematical analysis to determine specific values related to image formation by

lenses. In completing this assignment, students apply knowledge of significant figures when calculating

values.

Page 34









Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

HS-PS2-5.


HS-PS4-1.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS-PS4-3.



Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



HSA-CED.A.4



HSN-Q.A.1


HSA-CED.A.4

Page 35




The larger a lens is, the larger the image it will form.

■ The size of an image is not affected by the size of the lens, but rather by the

distance from the object to the lens. Moving an object farther away from a lens

will create an image that is smaller and closer to the lens. Moving an object

closer to the lens will create an image that is larger and farther away.

Images always form at the focal point of a lens.

■ If an object is located at the focal point of a lens, no image will be formed.

When a wave is refracted, its frequency changes.

■ Refraction occurs when light waves bend as they pass from one transparent

material to another. Light waves refract due to a change in speed as the wave

moves from one medium to another.

Page 36



UNIT 9: ELECTRICITY

Estimated Unit Time: 21 class periods (1005 Minutes)

In this unit, students plan an investigation to describe the relationship among electric charge, electric

force, and electric fields. Students compare electric force to other fundamental forces and evaluate

various factors that can affect electric forces and fields. Students use Coulomb’s law to solve problems

involving electric forces. Then students diagram electric fields and field lines. In addition, students

complete a laboratory activity to gain a comprehensive understanding of Coulomb’s law and factors that

affect static electricity. In this investigation, students also further develop scientific literacy skills through

the completion of a lab report for the activity. Students also investigate the impact of various factors in

electric circuits. Students utilize mathematical and graphical analysis, including Ohm’s law, to

differentiate among the role of current, voltage, transistors, and resistance in series and parallel circuits.

Students also plan and complete a laboratory activity involving the structure of series and parallel

circuits and how circuit type affects power output. Lastly, students calculate energy usage in buildings

and evaluate energy efficiency.

In the lesson Electric Fields, students study electric fields using mathematical equations and diagrams.

Students evaluate specific scenarios to determine the appropriate methods for diagramming electric

field lines in each. Students also apply mathematical analysis to investigate the relationships among

charge, force, and distance in electrical fields, as well as to determine how different factors affect

electric field strength. In completing this assignment, students apply knowledge of significant figures


In the lesson Electricity Use in Homes and Businesses, students examine real-world applications of

electricity, such as in appliances and power plants, and how electrical energy is transmitted across large

distances. Students also investigate the relationship between current and voltage and learn how

electrical energy is converted into electric power. In addition, students use mathematical skills to

calculate energy usage, electricity costs, energy efficiency, and energy loss in real-world scenarios.

Page 37










HS-PS3-2.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

HS-PS2-4.


HS-PS2-5.

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

HS-PS3-5.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.






HSN-Q.A.1


HSA-CED.A.4


HSA-CED.A.2

Page 38




Electric energy is the same as the flow of electrical current.

■ Electrical energy is the energy that is formed by the movement of charged

particles. Electrical current is the rate at which electrical charges move past a

specific point in an electrical circuit.

The distance between two charged objects does not affect the electrostatic force between

them.

■ The distance between two charged objects does affect the force seen between

them. When charged objects that are closer to each other, there is a greater

amount of electrostatic force between them. When charged objects are farther

apart, there is a smaller amount of electrostatic force between them.

The overall resistance of a parallel circuit will be larger than any of the individual resistors found

in the circuit.

■ The overall resistance of a parallel circuit is smaller than that seen in individual

resistors of the circuit. The overall resistance of a parallel circuit is calculated

using the formula 1/Req = 1/R1 + 1/R2 + 1/R3…, where R1, R2, R3, etc. are the

resistance values of each individual resistor connected in parallel.

Page 39



UNIT 10: MAGNETISM AND ELECTROMAGNETISM


In this unit, students evaluate the properties of magnets and how they affect magnetic forces and fields.

Students also conduct graphical and mathematical analysis to gain a comprehensive understanding of

the right-hand rule and how it applies to magnetism. In addition, students complete a laboratory activity

to analyze the relationships between magnetic and electric fields. They also develop scientific literacy

skills through the completion of a lab report for the activity. Students analyze the relationships between

electricity and magnetism and how each affects the other. Then students complete a laboratory activity

to gain a comprehensive understanding of the effect of magnetic polarity on induced current and

further develop scientific literacy skills through the completion of a lab report for the activity.

In the lesson Magnets and Magnetism, students analyze the properties of temporary and permanent

magnets, such as magnetic domains and how they affect magnetic fields. In addition, students describe

the interaction between magnetic poles on Earth and other objects. Students apply scientific literacy

skills to read and analyze a scientific text discussing the properties of Earth’s magnetic field. Students

then create a written argument defending the concept of swapping magnetic poles using supporting

information from the text.

In the lesson Lab: Electromagnetic Induction, students investigate the relationship between magnetic

polarity and induced current in a wire loop carrying electricity, as well as determine how a moving

magnet can induce an electric field and create current flow in a wire loop. In the investigation, students

use either a virtual electromagnetic induction simulation or an electromagnet created with a Faraday

magnetic field induction kit. They will then use qualitative and quantitative observation to compare the

effect of normal magnet polarity to reversed magnet polarity on overall current strength and flow

direction.

Page 40










HS-PS2-5.


HS-PS3-2.

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

HS-PS3-5.






HSF-IF.C.7



HSA-CED.A.2

Page 41




A magnetic field can only be found at the poles of a magnet.

■ While the magnetic field of a magnet is strongest at its poles, the middle of a

magnet also contains a magnetic field.

Magnetic fields cannot pass through objects—materials such as insulators can block magnetic

forces.

■ Magnetic fields are able to pass through or move around most objects, even

objects that are non-magnetic such as thin sheets of wood or cardboard. They

are unable to pass through most superconductors.

Magnets are the only objects that can have magnetic fields.

■ Magnets are not the only objects that can have magnetic fields. In some cases,

electricity that runs through a wire coil can create a magnetic field around the

wire. This magnetic field will only be present when the electricity is on,

however.

Page 42



UNIT 11: NUCLEAR ENERGY


In this unit, students distinguish among concepts related to nuclear physics, including radioactivity, half-

life, fission, fusion, and applications of nuclear phenomena in everyday scenarios. They also differentiate

between the stages of scientific investigation and technological design. Students conduct and present an

analysis of advantages and disadvantages related to the use of nuclear energy as a resource. Students

also complete a laboratory activity to graphically analyze the process of half-life and further develop

scientific literacy skills through the completion of a lab report for the activity.

In the lesson Radioactivity, students examine radioactivity, including how the strong nuclear force

affects the stability of radioisotopes and how instability of the nucleus leads to radioactive decay.

Students also differentiate among the three types of radioactive decay and examine the relationship

between weak nuclear force and beta decay. In addition, students identify half-life and its relationship

to radioactive decay and apply mathematical skills to analyze and graph half-lives of radioactive

elements. Students also identify applications of radioactivity to real-world scenarios—such as uses in

medicine, agriculture, archaeology, and nuclear power—and compare stochastic and nonstochastic

effects of radiation.

In the lesson Nuclear Energy, students apply scientific literacy skills to create a written argument

establishing their position on the use of nuclear power. They will defend this argument by utilizing

supporting information from the lesson on the benefits and disadvantages of nuclear power as an

energy source. Students also identify issues related to disposing of nuclear waste and compare the use

of nuclear energy to other resource options.

Page 43










HS-PS3-2.


HS-PS4-1.

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.


Draw evidence from informational texts to support analysis, reflection, and research.



HSF-IF.C.7

Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.2


Page 44




Nuclear fission always releases more energy than nuclear fusion.

Both nuclear fission and nuclear fusion generate massive amounts of energy

from atoms. Nuclear fusion reactions are typically more powerful than nuclear

fission reactions, but are much more difficult to sustain over long periods of

time. Therefore, nuclear fission reactions are used in nuclear reactors to

produce energy.

Beta particles are released by a change in an atom’s electron shells.

Beta particles are released when a neutron changes into a proton during

radioactive decay. Beta particles are produced from changes in the nucleus of

an atom, rather than the electron shells that surround the nucleus.

When an element undergoes radioactive decay, its nucleus will eventually disappear.

When an element undergoes radioactive decay, its nucleus becomes more

stable due to the loss of unstable matter in the atom. The nucleus does not

disappear, but rather, the element changes from one type into another more

stable element.

Page 45



STRATEGIES FOR FOSTERING EFFECTIVE CLASSROOM DISCUSSIONS

INTRODUCTION

Listening comprehension and speaking skills that are utilized in classroom discussions are crucial to

learning and to the development of literacy (Horowitz, 2015, citing Biber, 2006; Conley, 2013; Hillocks,

2011; and Kellaghna, 2001). Classroom discussions help students become personally involved in their

education by helping both teachers and students achieve a variety of important goals. Effective

classroom discussions enhance student understanding by broadening student perspectives, adding

needed context to academic content, highlighting opposing viewpoints offered by other participants,

reinforcing knowledge, and helping establish a supportive learning community.

PROMOTING EFFECTIVE DISCUSSIONS

Edgenuity lessons set the foundation for rich, in-depth student discussions that can be facilitated by a

classroom instructor and directed using the guidelines that follow. Excellent discussions often begin with

well-planned questions that students personally connect to and are engaging or capture their

imagination.

1. As the class begins, use material that is familiar or comfortable for students personally, and then

progress toward ideas central to course content.

2. If a question fails to garner a response or doesn’t seem to gain the interest of your students,

trying rephrasing or provide an example. Even the best instructors ask questions that go

nowhere; the trick is to keep trying.

3. Encourage students to create and ask their own discussion questions, gradually shifting the

responsibility for moving discussions forward from the instructor to the students as students

demonstrate readiness.

4. Support students who struggle with articulating and supporting their views by providing some of

the discussion questions to them beforehand. The opportunity to process the question and

make notes can help reticent students participate more readily.

5. Questions that draw upon knowledge (Remembering)

6. Use Bloom’s verbs to develop questions that allow students to demonstrate understanding at

multiple levels. For example:

Questions that ask students to demonstrate comprehension:

o What is meant when a vehicle has negative acceleration?

o Will you state or interpret in your own words the meaning of inertia?

Questions that encourage reasoning or analysis of an idea or text:

o I wonder why some surfaces are harder to walk on than others. How does friction

help answer this question?

o What would happen if you increased the mass or angle of a projectile?

o What could have been the reason a satellite fell out of orbit?

Page 46



o What conclusions can you draw about the relationship between force and

acceleration?

Questions that promote evaluation of a process or idea:

o What might be a better material for an egg-drop device?

o In terms of inertia, force, and acceleration, do you agree that helmets protect

athletes from concussions?

Questions that promote synthesis of a concept:

o Can you propose a modification to a parachute to increase negative acceleration?

o How could you change the amount of work required to carry several boxes of books

up three flights of stairs?

o What can you infer from the conservation of energy lab about the energy in a

system?

o Can you make the distinction between speed and velocity?

Questions that promote application of a concept:

o How could the idea of Newton’s second law be applied to the design of car, if you

wanted the car to be more fuel efficient? How could it be applied to the design if

you wanted the car to have greater acceleration?

o How could you use the concept of orbital motion to create a model of the solar

system?

Effective discussions usually begin with clear ground rules. Make sure students understand your

discussion guidelines. For example:

• Allow students to challenge one another but do so respectfully. Participants may

comment on the ideas of others but must refrain from criticizing individuals.

• Encourage students who are offended by anything said during discussion to

acknowledge it immediately.

• Encourage students to listen actively and attentively.

• Do not allow students to interrupt one another.

• Do not allow students to offer opinions without supporting evidence.

• Make sure students avoid put-downs (even humorous ones).

• Encourage students to build on one another’s comments; work toward shared

understanding.

• Do not allow one student or a small number of students to monopolize discussion.

• Some instructors ask each class to develop its own rules for discussions. The instructor

must then take care to honor those rules and to make sure students honor them as well.

Page 47



SUGGESTED DISCUSSION QUESTIONS FOR PHYSICS

Research supports building in time for students to talk about texts after they read them. This time

should enable readers to recompose, self-reflect, analyze, and evaluate the meaning of the text

(Cosent, Lent, & Gilmore, 2013; Horowitz, 2015). Please use the questions located below to guide your

physics in-class discussions.

Unit 1: One-Dimensional Motion and Forces

1. While planning a trip, you notice that the distance traveled is 200 miles if you fly, but the

distance traveled is 215 miles if you drive. Explain why the distance of these trips may be

different even though you are going to the same location. Use displacement in your answer.

2. Compare and contrast speed, velocity, and acceleration. Give an example of each using a person

on a bicycle.

3. In the “Force and Fan Carts” lab, we used both position-time graphs and velocity-time graphs to

describe the motion of the cart. Describe the meaning of the y-intercept, slope, and area of

these graphs. Why use a graphical representation for motion?

4. Hyperloops are being proposed as new technology to transport people and objects far distances

faster than ever before. Based on what you know, what precautions should engineers look at to

make sure these trains are safe? Refer to “Once Thought of as Just a Dream—Is the Hyperloop a

Real Possibility?” by Elizabeth Shockman for more information on hyperloops.

5. Find two pieces of paper of the same size. Crumple one up into a paper ball and leave the other

as is. Drop both from 1.5 meters. What do you notice? Explain this phenomenon using what we

have learned about acceleration, mass, and force.

6. Motorcyclists can stop quicker than larger vehicles. Using what we have learned in this unit, why

can motorcyclists slow down quicker than a larger vehicle, like a semitruck?

7. Rocket fuel is very expensive. How would you design a rocket to limit the amount of fuel needed

to accelerate into orbit? Use scientific evidence to justify your design.

8. When designing a car, engineers must pay close attention to how friction affects different

aspects of how the car. How do engineers maximize or minimize friction? Why is this important?

9. Based on the article “A Spacecraft Is Using the Martian Atmosphere to Get closer to a Planet” by

Mary Beth Griggs in Popular Science, what challenges do scientists face when designing objects

being sent to other planets? How might a thin atmosphere impact the landing of the object on

the planet? What can engineers do to make sure these objects land successfully?

10. In this unit we learned about four fundamental forces. How would you classify these four

forces? Let’s say you observe an unknown force. What questions would you ask to determine

which type of fundamental force you observed?

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Unit 2: Newton’s Laws and Momentum

1. Describe a time in which inertia affected something that happened to you.

2. In the following examples, explain how one of Newton’s laws is affecting an object involved:

a. Soda spilling out of a lidless cup

b. A person falling forward or backward on a bus when it accelerates positively or

negatively

c. The weird stomach feeling when you go down a steep roller coaster hill

d. A rocket blasting off into space

e. The amount of time it takes a motorcycle to stop versus a semitruck

3. Explain how impulse and momentum are different. How are they related?

4. You are sending a birthday present to your older brother but are worried about it breaking in

the mail. How would you apply what you learned about impulse and momentum to how you

package your present?

5. What is the relationship between force and mass and force and acceleration? How are these

two relationships different? Mathematically, how do these relationships compare?

6. Looking at the concussion graphic in “Headbanger Nation” by Jeffrey Kluger in Time, evaluate

the effectiveness of a helmet. How does (or doesn’t) it protect against concussions and CTE?

7. In your egg-drop device, you had to choose between several different types of materials. How

would adding mass, velocity, and/or acceleration affect your device? How would you minimize

the effects of these additions?

8. After reading the article “Rethinking Flight Safety with Air Bags in Planes” by Adam Hochberg,

evaluate whether including air bags on airplanes is a good idea. What are the advantages and

disadvantages?

9. Compare and contrast the following collisions. How would they be different? Use concepts from

the unit to help support your answers.

a. A truck colliding with a stationary motorcycle versus a truck colliding with a stationary

truck

b. A deflated basketball hitting the ground versus a fully inflated basketball hitting the

ground

c. A train colliding with a stationary train versus a train colliding with another train moving

in the opposite direction

Unit 3: Two-Dimensional Motion and Gravity

1. What measurements require vectors? How do you know when to use a vector?

2. Imagine throwing a ball up into the air. What variables will affect the projectile motion of the

ball?

3. How do different variables (height, initial velocity, air resistance, and mass) affect the motion of

a ball being thrown into the air?

4. To hit a target in archery, where should you aim? Why? How would you change your aim if you

moved closer to the target? Further from the target?

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5. Gravitational force on Mars is about one-third that of Earth. The atmosphere on Mars is about

one-hundredth the density on Earth. Contrast the projectile paths of a ball thrown on Mars with

that of one thrown on Earth. Be sure to explain any differences you describe.

6. A father and young child are in line for a teacup ride. The mass of the father is two times the

mass of the child. Who should sit on the outside of the circle? What concepts in this unit can

help you answer this question?

7. During car races, passing often occurs within the curves of the racetrack. In determining the

optimal velocity for a car during a turn, what information would you need to make your

decision?

8. In “Defying Gravity: Eye-Opening Science Adventures on a Weightless Flight,” students conduct

several experiments during the weightless periods on the zero-gravity plane. Propose another

experiment that could be done in a weightless environment. How would you conduct the

experiment? Which variables would you test? What would your hypothesis be?

9. Based on what you know about forces and motion, how would you design a spacecraft for space

travel? What designs would you use for the launch? What designs would you use for space

travel? Why would these designs be more effective than others? Use information from

“Voyager” by Dan Vergano to support your answer.

10. Before Kepler’s laws were accepted, the heliocentric model was used to describe the

relationship between the Sun and the planets. What evidence and technology were important in

changing this model of the solar system? How might our current model of the solar system

and/or universe change in the future? What new evidence and/or technology might change our

model of the solar system and universe in the future?

Unit 4: Work, Power, and Energy

1. How would you describe the relationship among force, work, and power? How does force affect

power? Work affect power? Which variable is affected by time?

2. You and another student are carrying books from the library to the physics classroom. One

person carries 5 books at a time and takes 10 minutes. The other person carries 3 books at a

time and takes a total of 12 minutes. Both people carry a total of 30 books. Compare the book

carriers’ work and power.

3. What factors increase potential energy? Kinetic energy?

4. Looking at our results from Lab: Kinetic Energy, what variable affected the height of the bean

bag? How is this supported by the formula for kinetic energy and the work-energy theorem?

5. If energy cannot be created or destroyed, why do things stop moving? Where is the energy

going?

6. How is energy transformed in a vehicle? If one car travels 20 miles per gallon of gasoline and

one car travels 30 miles per gallon of gasoline, what does this tell you about the efficiency of

each vehicle?

7. Imagine you are a mechanical engineer. How might you improve the energy efficiency of a

vehicle?

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8. Your city is thinking about building a new power plant. In your opinion, what type of power

plant should they construct? Why? Explain the advantages and disadvantages.

9. As we use up nonrenewable energy, fueling vehicles may become a major challenge. After

watching the video “Can 100% Renewable Energy Power the World?” from TED-Ed, what

technologies do you think will help us solve his challenge?

10. After reading “This 18-mile Stretch of Georgia Highway Is a Living Laboratory for Clean Energy”

by Jeremy Deaton in Popular Science, what recommendations would you make to the

department of transportation in your area?

Unit 5: Thermal Energy and Heat Transfer

1. What is the difference between thermal energy, heat, and temperature?

2. Liquid water has a specific heat of 4.187 joules per gram. Describe what this means.

3. The specific heat of water varies depending on its state of matter. Liquid water is 4.187 joules

per gram; ice is 2.108 joules per gram; and water vapor is 1.996 joules per gram. Can you use

what we have learned about specific heat and thermal energy to explain why specific heat

changes with water phase changes?

4. When you are cold, you put on a jacket or cover up with a blanket. These objects are typically

not warm. Explain why they make you feel warmer.

5. Solar cookers use only energy from the Sun to cook food. Explain how one of these devices

might be built? How does that connect to what we have been learning about heat transfer? In

your opinion, what materials would be best for making such a device?

6. Think back to the Lab: Mechanical Equivalent of Heat. What variables caused a rise in

temperature? What other patterns do you see? Using your observations and data, what

applications might a device like this serve?

7. Compare and contrast the three types of heat transfer (conduction, convection, and radiation).

How are each used in everyday life?

8. When walking on different surfaces, why do some feel colder than others? For example, why is

walking on a carpet different than walking on a tiled floor? Use vocabulary from this unit to

explain.

9. After reading “Geothermal Energy,” how do you think this renewable resource can be used in a

school or home?

10. In the lesson Radiation, you learned about thermography. What is being measured with this

technique? How could this technology be used?

11. Heat energy flows from the Sun to Earth. Explain this process in terms of radiation, convection,

and conduction.

12. Why does the inside of a car become extremely hot if the windows are shut? Explain what is

happening in terms of energy.

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Unit 6: Thermodynamics

1. Describe an adiabatic process. How is this different than heating something up on a stove?

2. A warm cup of coffee eventually will cool. However, the first law of thermodynamics states that

energy cannot be destroyed. What is happening to the thermal energy of the coffee?

3. If you were to feel the back of a refrigerator or air conditioner, you may notice that it is quite

warm. Explain why devices that are cooling substances may feel warm.

4. What characteristics would you look for in distinguishing the differences between a liquid,

plasma, or gas?

5. Why is using a model key in understanding particles and thermodynamics?

6. In what ways is studying states of matter difficult? What useful information is gathered by

observing a melting ice cube? What information is gathered by using a simulation to observe

water particles in solid and liquid states?

7. Explain how a heat engine works. What happens if an engine overheats?

8. Body temperature for humans tends to be around 98° Fahrenheit. How does your body maintain

that temperature when it is cold? When it is hot? How do the laws of thermodynamics explain

why your body’s processes work to maintain your temperature?

9. While reading, “When Air Is the Same Temperature as Our Body, Why Do We Feel Hot?” by

Jeffrey Walker in Scientific American, you learned about why you can feel hot on a day that is

not as warm as your body’s temperature. Use the laws of thermodynamics to explain how this

happens.

10. When studying systems of equilibrium, what variables are important to control? What

suggestions do you have about defining and maintaining systems?

Unit 7: Waves and Sounds

1. Recall what Hooke’s law states about springs. Describe an experiment you could design and use

to support it.

2. Two springs are holding a mass of 10 g. Spring A is stretched farther than Spring B. What does

this tell you about the spring constant, K?

3. Define frequency, amplitude, and wavelength. Describe the relationship among frequency,

amplitude, and wavelength.

4. Use your own words to explain why there is no sound in space.

5. You want to design a room that is soundproof. What material would you use and why?

6. We learned about sound waves and radio waves in this unit. Both communicate sound (either

on their own or with a device). Describe the limitations of each.

7. Compare and contrast radio waves and sound waves. How are these two types of waves used in

real life?

8. How are analog and digital signals different? What are the advantages and disadvantages of

each?

9. We are going to listen to a few AM radio and FM radio stations. What do you observe? What

differences do you notice? What do these differences tell you about wave interference?

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10. After reading “How Do Bats Echolocate and How Are They Adapted to This Activity?” by Alain

Van Ryckegham in Scientific American, think about the advantages of echolocation when

compared to vision. How could this technology be applied to humans who are blind?

Unit 8: Waves and Light

1. Describe the difference between visible light, ultraviolet light, and X-rays.

2. Explain why a change in frequency when light travels through a medium would violate the law of

conservation of energy.

3. What evidence helps explain the dual nature of light?

4. Distinguish between light and sound waves. What characteristics make them different?

5. How does sunscreen work? What happens to the waves when they come into contact with

sunscreen?

6. What time of day is UV most dangerous? Why?

7. Gamma ray detection in the universe requires satellites outside Earth’s atmosphere. Explain why

gamma rays are difficult to detect from Earth. Incorporate what you know about

electromagnetic radiation into your answer.

8. Infrared detectors detect waves we cannot see with our eyes. What are the uses for infrared

detectors?

9. How do microwaves heat up food? Are there other types of waves that could be used to heat up

food?

10. You have a telescope and want to improve its magnification capabilities. What would you need

to change about the telescope to increase the magnification?

Unit 9: Electricity

1. Explain thunder and lightning. What is happening in terms of electrical charge when lightning

strikes?

2. How do engineers control electricity in a television? What should they do if they wanted more

electricity?

3. When working with electricity, what can be done to protect oneself from electrocution? What

precautions are important to take when working on electricity in a house?

4. Suppose you have solar panels on the roof. What happens to the current in a circuit if you add

an extra solar panel? If it is evening? If you add another appliance to the circuit?

5. Batteries eventually stop working. If energy is neither created nor destroyed, what happens to

the energy stored in batteries when they stop working?

6. In what instances would you want a parallel circuit? In what instances would you want a series

circuit?

7. What components are necessary for a circuit to work correctly?

8. A string of lights does not turn on when plugged into an electric source. How do you go about

figuring out what is wrong with the string of lights? Why would your method work?

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9. After reading “The Road That Gives Electric Vehicles a Charge,” explain the benefits of electric

vehicles that do not need to be plugged in. Do you think this technology should be found in

more cities? Why or why not?

10. In what ways are batteries important to modern-day appliances? How would electricity and

electronics be different without batteries?

11. Imagine you want to lower your electric bill. What strategies would help you accomplish this?

Why?

Unit 10: Magnetism and Electromagnetism

1. What factors affect the strength of a magnet?

2. Explain what happens if you cut a bar magnet in half. What happens to the poles? What

happens if you put these magnets close to each other?

3. How is a slinky like a solenoid? What would you need to add to the system to run a current

through the slinky? How would you increase the strength of the current?

4. You want to create a strong electromagnet. What factors are important? Why?

5. After reading “Magnetic Brain Stimulation May Trump Drugs for Severe Depression,” explain the

connection between magnetism and electricity.

6. Why are creating models important when learning about electricity and magnetism?

7. What is the difference between a motor and a generator? Explain the flow of energy in a system

with a motor and a system with a generator.

8. Think about the applications of a motor and a generator. What everyday uses do these have?

Unit 11: Nuclear Energy

1. How is energy stored in atoms?

2. Explain what is meant by “half-life”? Why are scientists interested in the half-life of carbon?

How has the radioactive decay of carbon become a crucial tool for studying life?

3. Why are half-life graphs curved?

4. How are fusion and fission different? What is happening to particles? What are the effects? How

is energy transfer different between the two?

5. Explain how energy flows through the Sun and flows through a nuclear power plant. In what

ways are they similar? Different?

6. Suppose you want to determine the type of radiation an object is emitting. How would you

determine if there were alpha, beta, and/or gamma radiation?

7. In your opinion, what should be done with nuclear waste from power plants?

8. Compare fluoroscopy, magnetic resonance imaging (MRI) technology, and radiography. How are

the methods for taking an image similar? How are the images they create similar? Why would

doctors use one over the others?

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COURSE CUSTOMIZATION

Edgenuity is pleased to provide an extensive course customization toolset, which allows permissioned

educators and district administrators to create truly customized experiences that ensure that our

courses can meet the demands of the most rigorous classroom or provide targeted assistance for

struggling students.

Edgenuity allows teachers to add additional content in two ways:

1. Create a brand-new course: Using an existing course as a template, you can remove content,

add lessons from the Edgenuity lesson library, create your own activities, and reorder units,

lessons, and activities.

2. Customize a course for an individual student: Change an individual enrollment to remove

content, add lessons, add individualized activities, and reorder units, lessons, and activities.

Below you will find a quick start guide for adding lessons in from a different course or from our lesson

library.

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In addition to adding lessons from another course or from our lesson library, Edgenuity teachers can

insert their own custom writing prompts, activities, and projects.

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SUPPLEMENTAL TEACHER MATERIALS AND SUGGESTED READINGS


Unit 1: Additional Teaching Materials

Simulation—Forces and Motion: Basics

In this interactive simulation, students explore important unit concepts such as motion, speed, net

force, friction, and acceleration. By manipulating the simulation, students will be able to predict and

analyze changes to speed, force, and acceleration. Students have several variables to choose from in this

simulation, giving them the opportunity to explore cause and effect and practice experimental design.

The simulation also provides different opportunities for expressing data, including vectors and graphs.

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-

basics_en.html

Sliders

In this engineering-based activity, students learn about static and kinetic friction using common

household materials. Students then apply the data collected to understand how antilock brake systems

work in cars. The activity includes a student handout that guides students though collecting and

analyzing data (including calculating static and kinetic friction coefficients). Lastly, students make

connections between their data and real-life engineering applications. This resource also includes a

materials list and teacher guide.

https://www.teachengineering.org/activities/view/cub_energy_lesson04_activity2

Kites and Forces

In this lesson, students are presented with the forces involved in the aerodynamics of a kite. Using a free

body diagram, students gather important background information on the forces acting on a kite. The

inquiry specifically focuses on the cross cutting concept of cause and effect, as students must find and

analyze evidence relating to the relationship between these concepts. As an extension, students could

create their own kite design and evaluate its effectiveness using scientific evidence.

http://ngss.nsta.org/Resource.aspx?ResourceID=759

http://blossoms.mit.edu/videos/lessons/kite_flying_fun_art_and_science

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html


http://ngss.nsta.org/Resource.aspx?ResourceID=759

http://blossoms.mit.edu/videos/lessons/kite_flying_fun_art_and_science

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Unit 1: Additional Readings

Dynamics of Flight

This nonfiction text by Robert Shaw describes the forces involved in flight, linking the basic concepts of

this unit to a real-life application. Forces act on an airplane in both the horizontal and vertical planes,

producing balanced or unbalanced forces. Pilots change the velocity of an aircraft by manipulating the

net force of the airplane. This text includes diagrams that show how pilots can manipulate net force,

giving students examples of these concepts in a real-life application.

https://www.grc.nasa.gov/WWW/K-12/UEET/StudentSite/dynamicsofflight.html

A Spacecraft Is Using the Martian Atmosphere to Get Closer to a Planet

Slowing down is a challenge in space. Scientists use a process called “aerobraking” to slow down

spacecraft traveling thousands of miles per hour. This article by Mary Beth Griggs for Popular Science

explains how this process works, looking at the deceleration of the ExoMars orbiter starting in 2017.

Without this technique, the spacecraft would be going too fast as it approached the planet. Building off

this example from the article, students could discuss the other challenges of spaceflight.

https://www.popsci.com/spacecraft-is-using-atmosphere-mars-to-get-closer-to-planet

How Can a Slower Runner Catch a Faster One?

Gazelles can run much faster than lions. Despite their faster velocities, lions do hunt and catch gazelles.

How is this possible? This article from the editors of Scientific American looks at the relationship among

position, velocity, and acceleration in predator-prey scenarios. It also applies the same ideas to sports,

such as track and football. The article includes a velocity-time graph, showing the benefits of

acceleration in such circumstances.

https://www.scientificamerican.com/article/football-how-can-a-slower-runner/

Once Thought of as Just a Dream—Is the Hyperloop a Real Possibility?

Imagine traveling from the East Coast to West Coast in less than an hour. This may be possible in the

near future, with a fast moving hyperloop. These structures would be train-like, moving people in

capsules at fast velocities from one area of the world to another. This article by Elizabeth Shockman for

PRI focuses on an interview with an engineer at SpaceX as he discusses the possibilities of such

transportation. The text includes a summary article of the interview, accompanying diagrams, and a

recording and transcript of the actual video.

https://www.pri.org/stories/2016-06-26/once-thought-just-dream-hyperloop-real-possibility

https://www.grc.nasa.gov/WWW/K-12/UEET/StudentSite/dynamicsofflight.html

https://www.popsci.com/spacecraft-is-using-atmosphere-mars-to-get-closer-to-planet

https://www.scientificamerican.com/article/football-how-can-a-slower-runner/

https://www.pri.org/stories/2016-06-26/once-thought-just-dream-hyperloop-real-possibility

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Bouncing Balls: Collisions, Momentum, and Math

In this hands-on activity, students explore how different variables affect collisions involving balls. This

investigation is an additional opportunity for students to practice calculating momentum and applying

the conservation of momentum to the observations made in this activity. Students connect this

experiment to real-life examples in sports, including bats to baseballs and shoes to soccer balls. The

lesson also makes connections to engineers who design sport equipment.


Understanding Car Crashes: It’s Basic Physics

During this 22-minute video created by the Insurance Institute of Highway Safety, students learn about

the physics of car crashes. The video explores the ideas of inertia, momentum, energy, and impulse

using footage of crash tests. Students apply the ideas learned in this unit to the way engineers analyze

car safety.

http://www.iihs.org/iihs/videos

Crashworthiness Then and Now

In this quick 15-minute lesson, students predict the outcome of a crash between a 1959 Chevrolet Bel

Air and a 2009 Chevrolet Malibu. After making their predictions, students watch a short clip of the crash

and make observations. Using their observations and knowledge of forces, momentum, and impulse,

students evaluate the safety features of each car and explain how the car protected (or did not protect)

the crash test dummy.

https://classroom.iihs.org/s/9


http://www.iihs.org/iihs/videos

https://classroom.iihs.org/s/9

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Innovations in Driving: The Seat Belt

In this article for Popular Science, Preston Lerner discusses the history, statistics, and implications of seat

belts. During a car crash, humans must battle their own inertia to continue flying forward as the car

stops; seatbelts are the primary source of slowing us down in the event of a crash. Despite this logic,

seat belts have not always been popular. This article includes a few short video clips to support the

author’s points.

https://www.popsci.com/cars/article/2012-09/innovations-driving-seat-belt

Rethinking Flight Safety with Air Bags in Planes

Should airplanes be equipped with air bags? In this article and interview for NPR, Adam Hochberg

gathers evidence as to whether airplanes should be equipped with passenger air bags. The article

includes a summary by the author and a transcript of an interview between Hochberg and Tom Barth, a

research director at AmSafe. Both the summary and the interview have audio options that can be used

for struggling readers.

https://www.npr.org/templates/story/story.php?storyId=114115635

Headbanger Nation

In this four-page investigative article for Time, Jeffrey Kluger explores the stories of children who have

suffered concussions. The author discusses statistics of sports and concussions as well as the damage

involved in suffering one or multiple concussions, including chronic traumatic encephalopathy (CTE). The

article includes a graphic that illustrates how the laws of motion explain the physics of a concussion. By

reading the article, students develop an understanding on how concussions and CTE connect to physics.

http://content.time.com/time/specials/packages/article/0,28804,2043395_2043506_2043494,00.html

Playing Defense

This one-page article by Mehmet Oz stresses the importance of awareness and prevention when it

comes to concussion-related sport injuries. The article makes many connections to the information

presented in “Headbanger Nation” by Jeffrey Kluger and proposes ways to decrease concussion

frequency in sports; the two articles could be used together to synthesize the ideas of concussions and

Newton’s laws.


https://www.popsci.com/cars/article/2012-09/innovations-driving-seat-belt

https://www.npr.org/templates/story/story.php?storyId=114115635



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Acceleration-Deceleration Sport-Related Concussion: The Gravity of It All

This academic article in the Journal of Athletic Training uses the principles of Newton’s laws to

understand the acceleration of brain matter in the moments of a concussion. This is an advanced article

that applies the mathematical models of this unit as the authors attempt to measure the forces involved

when a concussion occurs on the field. The authors propose that analyzing the acceleration and force of

these impacts may help us understand sport concussions in more detail.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC155415/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC155415/

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Projectile Motion Simulation

PhET’s interactive simulation on projectile motion provides students with an opportunity to discover

how different variables affect the motion of a projectile. The simulation’s introduction starts with a task:

hit a target with a projectile. Students try to hit the target by manipulating many variables, including

mass, launch angle, launch height, initial velocity, and friction. After these variables are manipulated,

the simulation uses force diagrams and vectors to model the motion of the object. This helps students

model the force and motion of an object at different time intervals. Lastly, students design an

experiment to test how one or more variables affect the ending position of the object. After observing

the effects, students build patterns and relationships among the variables, making it easier to predict

how to hit the target. Because the simulation allows for one or more variables to be tested, this activity

can be differentiated easily.

https://phet.colorado.edu/sims/html/projectile-motion/latest/projectile-motion_en.html

Discovering Kepler’s Laws

In this lesson, students watch a video that reviews Kepler’s hypothesis about elliptical orbits. Students

then use real planetary data to determine distance and period patterns among planets. After analyzing

the data, students use the information to support and/or refute several hypotheses about planetary

orbits. The resource includes links to the video, a teacher’s guide, and a student handout.

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/10082

https://phet.colorado.edu/sims/html/projectile-motion/latest/projectile-motion_en.html

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/10082

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We Are Stardust

In this text, Beth Geiger discusses how the forces of gravity affect objects on microscopic and

macroscopic levels. Gravity is a force that gives stars the power for fusion to occur, causing elements to

collide. The author explains how the elements created in stars are the same as those in humans and the

objects all around us. The text also describes the power of gravitational forces on a macroscopic level,

including in supernovas and other celestial collisions. The article includes a vocabulary list with

important science vocabulary critical to the article.

https://www.sciencenewsforstudents.org/article/we-are-stardust

Amazing Moons

Moons are one of the solar system’s most interesting satellites. Jupiter’s moons have been studied

because of their unique characteristics—many of which are due to the gravitational forces of Jupiter. In

this article by NASA, some of these moons are described in more detail. The article offers an example of

how gravitational forces affect objects in the solar system.

https://science.nasa.gov/science-news/science-at-nasa/2016/amazing-moons

Defying Gravity: Eye-Opening Science Adventures on a Weightless Flight

This article by Megan Gannon reports on the uses of a “zero-gravity” airplane. While a flight on this

plane offers a unique experience for the passengers, it also gives scientists a chance to conduct

experiments not easily done on the ground. The article discusses a group of student researchers who

used these flights to test different experiments. For example, fire behaves differently without gravity;

therefore, one experiment was designed to study the behavior of fire in a weightless environment.

Research like this is vital to engineers who are tasked with designing safety equipment for space travel.

Photos and short video clips are included to support the article’s text.

https://www.space.com/25937-zero-gravity-weightless-science-ucsd-photos.html

https://www.sciencenewsforstudents.org/article/we-are-stardust

https://science.nasa.gov/science-news/science-at-nasa/2016/amazing-moons

https://www.space.com/25937-zero-gravity-weightless-science-ucsd-photos.html

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“Can 100% Renewable Energy Power the World?”

This lesson by TED-Ed discusses the challenges and possibilities of powering the world with all

renewable energy. The lesson resource includes a six-minute video, comprehension and discussion

questions, and links to learn more for advanced learners. The lesson also leaves students with the

engineering challenge of how to make renewable energy methods more efficient.

https://ed.ted.com/lessons/can-100-renewable-energy-power-the-world-federico-rosei-and-renzo-rosei/discussions/humanity-is-working-hard-to-curb-greenhouse-gases-and-limit-climate-change-are-these-efforts-sufficient-or-is-it-too-late-for-us-to-sustain-the-planet-s-ecosystem-that-we-rely-on

How a Hybrid Works

Students are engineers in this lesson as they discover the physics behind hybrid vehicles. Students

connect the key ideas of hybrids through video and teacher instruction, including regenerative braking

and engine structures. The lesson also includes an optional lab, “Energy Storage Derby and Proposal.”

Students design, build, and test small prototypes. Then they evaluate these vehicles and their efficiency

at transferring potential energy into motion. This lesson is a great opportunity to discuss engineering

applications of alternative energy for vehicles.

https://www.teachengineering.org/lessons/view/van_hybrid_design_less4

NOVA Energy Lab

In this interactive virtual game, students define energy, explain how it can be converted into other

forms, and gather evidence as to why some forms are running low. Students interpret and analyze

geographical data related to different types of energy (solar, wind, geothermal, and biomass). After

students identify patterns in the data, they make suggestions as to how certain cities should spend

resources (money and space) to meet energy demands. Students test their recommendations and

reflect on the simulation successes and current energy profiles of different cities. The resource includes

a teacher’s guide with extra learning resources such as questions, useful links and videos, and a lesson

plan.

http://www.pbs.org/wgbh/nova/labs/lab/energy/




https://www.teachengineering.org/lessons/view/van_hybrid_design_less4

http://www.pbs.org/wgbh/nova/labs/lab/energy/

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Renewable Energy

Renewable Energy is a nonfiction text by Ellen Labrecque that covers renewable energy history, basic

concepts, and environmental, geographical, and philosophical perspectives. The text is written at a

lower reading level, which makes it accessible to all students. The text is also rich in images, diagrams,

and data. It includes a glossary of key terms and a bibliography for further research.1

This 18-Mile Stretch of Georgia Highway Is a Living Laboratory for Clean Energy

Alternative energy is a big word in the world of innovation today. Jeremy Deaton reports on a highway

in Georgia that is testing out some of these new energy technologies. The stretch of highway, or “The

Ray,” is covered with solar panels, charging stations and charging lanes, tire pressure monitors, and

other energy generating and efficiency technology.

https://www.popsci.com/georgia-highway-ray-clean-energy#page-3

High Gas Prices Could Mean Colder Classrooms and Canceled Trips

The use of natural gas, a nonrenewable energy resource, creates economic as well as environmental

concerns. This two-page article by Siobhan Boland discusses the consequences of a surge in gas costs

during cold weather. The article demonstrates a real-world issue in terms of energy consumption that

could lead to questions about conservation of energy and alternative energies.

http://www.pbs.org/newshour/extra/app/uploads/2014/03/HighGasPrices.pdf

Engineers Consider Liquid Salt to Generate Power

Nuclear energy is powerful, but it can be dangerous. It is cleaner for the air than burning coal or gas, but

it can have detrimental environmental effects if something goes wrong, like when a tsunami damaged

reactors in Fukushima, Japan. Kathryn Hulick discusses pros and cons of nuclear energy and highlights a

potential new type of nuclear energy reactor that could have advantages. The article includes images

and models to explain the concepts, as well as “power words” that will help students understand the

ideas in the article.

https://www.sciencenewsforstudents.org/article/engineers-consider-liquid-salt-generate-power

2https://www.amazon.com/Renewable-Energy-Global-Citizens-

Environmentalism/dp/1534100458/ref=sr_1_1?s=books&ie=UTF8&qid=1533256711&sr=1-1&keywords=renewable+energy+ellen+labrecque

https://www.popsci.com/georgia-highway-ray-clean-energy#page-3

http://www.pbs.org/newshour/extra/app/uploads/2014/03/HighGasPrices.pdf

https://www.sciencenewsforstudents.org/article/engineers-consider-liquid-salt-generate-power

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Thermal Energy Transfer

In PBS’s online thermal energy lesson, students explore convection, conduction, and radiation. Students

use animations to answer two guiding questions: What makes something hot or cold? and How do

things get warmer or cooler? Students explain the relationship between kinetic and thermal energy

involved in convection, conduction, and radiation at the micro and macro levels. Students then apply

these ideas to real-life examples, such as standing by a campfire, staying cool, and using solar energy in

a house.

https://illinois.pbslearningmedia.org/resource/lsps07-sci-phys-thermalenergy/thermal-energy-transfer/#.W2ZJSdUvwy4

To Heat or Not to Heat?

Students engineer a well-working insulator in this hands-on activity. To be successful, they must apply

the concepts of conduction, convection, and radiation. Students design and then construct a prototype

thermos that meets several design challenges such as cost and maintaining temperature. The resource

includes teacher information, a materials list, student worksheet, and background information.

https://www.teachengineering.org/activities/view/wsu_heat_activity



https://www.teachengineering.org/activities/view/wsu_heat_activity

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Geothermal Energy

Thermal energy can be found several miles below the surface. This article from National Geographic

serves as a reference that describes the potential uses of geothermal energy, like providing electricity

and heating homes. Should more useable energy be coming from geothermal sources? The article

explores advantages and disadvantages of geothermal energy.

https://www.nationalgeographic.com/environment/global-warming/geothermal-energy/

NASA’s Nuclear Thermal Engine Is a Blast from the Cold War Past

Thermal energy has many everyday purposes and could be used for accelerating a spacecraft toward

Mars. Jay Bennett interviews a NASA engineer to learn the advantages of nuclear thermal engines and

compares them to more traditional engines (like chemical and electric). The article includes diagrams of

the engine as well as images of spacecraft while exploring how different types of energy can be

engineered for motion in space.

https://www.popularmechanics.com/space/moon-mars/a18345717/nasa-ntp-nuclear-engines-mars/

NASA’s Parker Probe Will Venture Closer than Ever to the Sun to Explore Its Mysterious Atmosphere

Scientists want to learn more about the largest source of thermal energy in our solar system. Convection

and radiation are key players in the transfer of energy from the Sun. By getting closer, scientists may be

able to learn more. However, studying the Sun is difficult because of the temperature. This article by

Joshua Sokol explores how scientists are engineering probes with proper heat shields to try to answer

questions about the Sun.

http://www.sciencemag.org/news/2018/08/nasa-s-parker-probe-will-venture-closer-ever-sun-explore-

its-mysterious-atmosphere

Sunlight + Gold = Steaming Water

Material scientists and mechanical engineers have been designing materials that absorb as much energy

from light as possible. These materials have many useful functions, such as powering engines,

sterilization, and producing freshwater. This science article deals with how materials absorb waves of

light and convert it into other energies, like kinetic, thermal, or electrical.

https://www.sciencenewsforstudents.org/article/sunlight-gold-steaming-water-no-boiling-needed

https://www.nationalgeographic.com/environment/global-warming/geothermal-energy/

https://www.popularmechanics.com/space/moon-mars/a18345717/nasa-ntp-nuclear-engines-mars/

http://www.sciencemag.org/news/2018/08/nasa-s-parker-probe-will-venture-closer-ever-sun-explore-its-mysterious-atmosphere

http://www.sciencemag.org/news/2018/08/nasa-s-parker-probe-will-venture-closer-ever-sun-explore-its-mysterious-atmosphere

https://www.sciencenewsforstudents.org/article/sunlight-gold-steaming-water-no-boiling-needed

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What Is Entropy?

Ted-Ed uses a short video clip to explain entropy. The video models energy and particles at the atomic

level to explain the entropy of different states of water and other substances. The lesson includes some

questions to check students’ understanding of entropy and discuss the concept further. Extra resources

are linked to dig deeper into entropy.

https://ed.ted.com/lessons/what-is-entropy-jeff-phillips#watch

States of Matter

This online simulation models what happens to elements and molecules as their temperatures increase.

Students manipulate the simulation by changing the substance, temperature, pressure, or presence of a

heat source and observe what happens to substances at a molecular level. Since these processes cannot

be seen on a normal basis, the simulation is a useful tool for students to understand changes in

molecule behavior and states of matter.

https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of-matter_en.html

https://ed.ted.com/lessons/what-is-entropy-jeff-phillips#watch

https://phet.colorado.edu/sims/html/states-of-matter/latest/states-of-matter_en.html

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Absolute Hot

Absolute zero is 0 kelvin or -460° Fahrenheit. But is there an “absolute hot” temperature? Peter Tyson

guides the reader through some of the hottest objects in the universe to try to answer this question. The

article discusses and evaluates different models and explains how scientists use the mathematics

involved in these models to predict what absolute hot may be. The article concludes by stating that if

there is an absolute high temperature, that amount may never be known.

http://www.pbs.org/wgbh/nova/physics/absolute-hot.html

Study: Evidence for an Arctic Climate Feedback Loop

Michael D. Lemonick discusses how ice and liquid water interact with heat and light differently as he

explains why the Arctic is warming faster than other parts of the world. Water absorbs more energy

than ice, leading to more heat, which leads to faster ice melting. The article provides students with

direct examples of how thermodynamics is affected by feedback loops in the context of global warming.

http://content.time.com/time/health/article/0,8599,1986010,00.html

Scientists Reverse Arrow of Time in Quantum Experiment

Physicists examining the universe know that the second law of thermodynamics says entropy increases

over time. Heat scatters, bringing things to equilibrium. For example, a coffee cup will cool over time or

an ice cube will melt on a hot day. However, a new experiment shows that heat energy does not always

behave this way on the quantum level. Allison Eck reports on a new experiment that confirms what

physicists have hypothesized for quite some time.

http://www.pbs.org/wgbh/nova/next/physics/scientists-reverse-arrow-of-time-in-quantum-experiment/

Why This Hurricane Season Has Been So Catastrophic

There were quite a few hurricanes in the 2017 season. Why are certain years more active than others?

Michael Gresko explains the energy involved in hurricane storms and the atmospheric conditions

needed for severe weather. The article is broken up by questions, such as “Why is this season so

active?” and “How does climate change fit into the picture?” The article also includes a two-minute clip

that diagrams and shows actual footage of a hurricane; this is useful in understanding how energy is

involved in the phenomenon.

https://news.nationalgeographic.com/2017/09/hurricane-irma-harvey-season-climate-change-weather/

http://www.pbs.org/wgbh/nova/physics/absolute-hot.html

http://content.time.com/time/health/article/0,8599,1986010,00.html



https://news.nationalgeographic.com/2017/09/hurricane-irma-harvey-season-climate-change-weather/

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When Air Is the Same Temperature as Our Body, Why do We Feel Hot?

Body temperatures tend to stay around 98° Fahrenheit. However, if you are outside on a day that is

around this temperature, you feel quite hot. How is this possible? In this Scientific American article,

Jeffrey Walker uses the physics of heat to explain how your body keeps you feeling cool. He discusses

how environmental temperature and humidity can affect your body’s processes.

https://www.scientificamerican.com/article/why-people-feel-hot/

https://www.scientificamerican.com/article/why-people-feel-hot/

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Wind Chimes

Students design and build wind chimes using their knowledge of physics and sound waves in this hands-

on design challenge. The challenge includes some engineering constraints, including weight, material

cost, and musical notes that the wind chimes produce. Mathematical formulas are applied to produce

different musical notes from varied pipe lengths. Students research, design, test, evaluate, and redesign

during this lesson. Resource includes teacher notes, a materials list, and a rubric.

https://www.teachengineering.org/activities/view/windchimes_sue

Using Sonar to See

In this TED Talk, Daniel Kish talks about how he uses technology to see the space around him. Although

he has been blind for most of his life, he is able to use a form of echolocation to interpret the

environment around him. The talk presents a real-world application for the physics of sound and how

this technology can be used to help humans. The Ted Talk is about 13 minutes long, and it includes a

transcript and provides links to additional resources.

https://www.ted.com/talks/daniel_kish_how_i_use_sonar_to_navigate_the_world

https://www.teachengineering.org/activities/view/windchimes_sue

https://www.ted.com/talks/daniel_kish_how_i_use_sonar_to_navigate_the_world

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How Do Bats Echolocate and How Are They Adapted to This Activity?

Unlike most animals, many bat species do not use their eyes to navigate their environment. Many bats

use sound waves and echoes, an adaptation called echolocation. This article by Alain Van Ryckegham for

Scientific American talks about how different bat species make use of echolocation in different ways,

referencing properties of waves like frequency and intensity. It also discusses the usefulness of the bats’

extremely sensitive ear structures in detecting echoes.

https://www.scientificamerican.com/article/how-do-bats-echolocate-an/

Bat-Inspired Tech Could Help Blind People See with Sound

Allison Eck interviews Seth Horowitz, a bat-studying scientist, about his studies of bat echolocation. In

the interview, Horowitz discusses how his research could lead to technology that would help people

affected by blindness. The design challenge Horowitz faces is complex: the device he creates must be

small and the algorithms must be just right in order for it to work correctly. Methods that can be used to

address these challenges are what Horowitz continues to research.

http://www.pbs.org/wgbh/nova/next/body/bioinspired-assistive-devices/

When Loud Becomes Dangerous

Decibels are used to measure sound. The human ear can detect sound from 10 to 140 decibels. Janet

Raloff explains that loud sounds can be dangerous to a person’s health if the magnitude is too high or

the time duration is too long. Raloff uses graphical representations to describe how sound can damage a

person’s ear over time, and a short video models how hearing works. The article includes a term

glossary to help students understand science vocabulary used in the article.

https://www.sciencenewsforstudents.org/article/explainer-when-loud-becomes-dangerous

Magnetic Resonance Imaging (MRI)

Magnetic resonance imaging (MRI) uses protons in your body and magnetic fields to detect tissues in

the body. This informative article from the National Institute of Biomedical Imaging and Bioengineering

(NIBIB) defines what an MRI machine is and how it works. The article discusses uses of an MRI and

possible risks. It also discusses some of the NIBIB projects taking place with MRIs. The article is

organized by key questions and includes a short video clip that models how the device works at the

particle level.

https://www.nibib.nih.gov/science-education/science-topics/magnetic-resonance-imaging-mri

https://www.scientificamerican.com/article/how-do-bats-echolocate-an/

http://www.pbs.org/wgbh/nova/next/body/bioinspired-assistive-devices/

https://www.sciencenewsforstudents.org/article/explainer-when-loud-becomes-dangerous

https://www.nibib.nih.gov/science-education/science-topics/magnetic-resonance-imaging-mri

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Experimenting with UV-Sensitive Beads

This resource, developed by the Stanford Science Center, provides directions on how to guide students

in UV bead experiments. The resource includes a materials list, objectives, background, ideas for the

procedure, student handouts, and discussion questions. By completing the lab, students collect and

analyze data that helps explain how UV light interacts with different mediums.

http://solar-center.stanford.edu/activities/UVBeads/UV-Bead-Instructions.pdf

Lens and Mirror Lab

In this lab simulation, students manipulate the location of an object to determine the location of an

image. Students decide when and which variables to change, including the location of the object, type of

lens, and type of mirror. Diverging lenses, converging lenses, and spherical mirrors are available.

Students interpret ray diagrams to construct an understanding of the relationship among the variables

being tested.

https://illinois.pbslearningmedia.org/resource/arct15-sci-lensmirrorlab/lens-and-mirror-lab/#.W2ukRtUvwy4

http://solar-center.stanford.edu/activities/UVBeads/UV-Bead-Instructions.pdf



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How Does Sunscreen Work?

If you are out in the Sun, you are exposed to UV radiation, which can cause damage to skin DNA. This

damage can lead to cancer. Sunscreen, hats, and clothes are a few ways we protect ourselves from UV

radiation. So how does sunscreen work? Kristina Grifantini explains how sunscreen reflects UV light. The

author also explains that sunscreen has been engineered to look invisible when used, and it is designed

to block more than one type of UV light. In addition, Grifantini includes a section on the possible

carcinogenic effects of sunscreen.

http://www.livescience.com/32666-how-does-sunscreen-work.html

Understanding Light and Electromagnetic Radiation

The electromagnetic spectrum spans from gamma rays to visible light and radio waves. These waves

vary in frequency, wavelength, and real-life applications. This article by Janet Raloff goes through

examples of how these waves are used in everyday life, using student-accessible text. The article also

includes diagrams that are useful for understanding the characteristics and classification of light, as well

as a list of “power words” needed to understand the article.

https://www.sciencenewsforstudents.org/article/explainer-understanding-light-and-electromagnetic-

radiation

Smart Windows Could Save Energy

When light travels through a window, it causes a room to heat up. While this is useful in cooler

temperatures, it is not so great when it gets too hot. Most people would close the shades to stop light

from filling the room and heating it up so much, but there may be another technology that could help in

this situation. Sid Perkins investigates “smart windows.” These windows include a substance that turns

into a gel as it heats up and absorbs some of the light energy coming through the window. This

technology could help reduce the amount of energy needed to cool buildings on warm days. The article

includes a glossary of science concepts involved in the physics of smart windows.

https://www.sciencenewsforstudents.org/article/smart%E2%80%99-windows-could-save-energy

Flower Petals Have ‘Blue Halos’ to Attract Bees

Not all organisms detect the same parts of the electromagnetic spectrum with their eyes. For example,

bees are attracted to flowers that have patterns detectable in the violet-blue range. However, it is not

easy for plants to produce blue flowers. Virginia Morell discusses experiments where bees were

attracted to artificial plants with “blue halo” sections of ultraviolet light.

http://www.sciencemag.org/news/2017/10/flower-petals-have-blue-halos-attract-bees

http://www.livescience.com/32666-how-does-sunscreen-work.html

https://www.sciencenewsforstudents.org/article/explainer-understanding-light-and-electromagnetic-radiation

https://www.sciencenewsforstudents.org/article/explainer-understanding-light-and-electromagnetic-radiation

https://www.sciencenewsforstudents.org/article/smart%E2%80%99-windows-could-save-energy

http://www.sciencemag.org/news/2017/10/flower-petals-have-blue-halos-attract-bees

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UNIT 9: ELECTRICITY


Tesla: Early Experiments with Wireless Electricity

This resource leads students to discover how wireless power was explored by Nikola Tesla more than

100 years ago. The resource includes two short video clips, one that describes experiments with the

Tesla coil and one that explores current applications of wireless power. The lesson also includes a list of

important vocabulary and a list of discussion questions for before, during, and after the videos.

https://illinois.pbslearningmedia.org/resource/amex28t-soc-wireless/tesla-early-experiments-with-wireless-power-american-experience/#.W3DPL9Uvwy4

Search for the Super Battery

In this PBS documentary, students learn about current attempts to design a battery that would solve

some of our energy storage needs. Energy storage is a current engineering challenge when it comes to

electricity. Although batteries have gotten more efficient, they are still short-lived, often toxic, and

expensive. Students learn about current battery options, such as lithium-ion, as well as new ideas that

could be the future of batteries. The documentary is about 53 minutes long and includes a transcript.

http://www.pbs.org/wgbh/nova/tech/super-battery.html



http://www.pbs.org/wgbh/nova/tech/super-battery.html

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The Road That Gives Electric Vehicles a Charge

Electric fields can be used to charge batteries wirelessly. Combine this technology with electric vehicles

and roads, and you can charge vehicles as they move. In this article for NPR, Bill Chappell reports on a

city using this technology for buses. The advantage to this technology is that the buses can function with

a much smaller battery because they charge as they go. Up until this point, one of the disadvantages of

electric cars has been the need to stop and charge frequently.

https://www.npr.org/sections/thetwo-way/2013/08/07/209855151/the-road-that-gives-electric-vehicles-a-charge

Tesla Actually Built the World’s Biggest Battery. Here’s How It Works.

The article by Rob Verger describes Tesla’s how and why behind building a gigantic battery. From small

scale to large scale, the physics behind the battery are described in detail, down to the transfer of

electrons. Advantages and applications of large batteries are discussed, including home storage systems

and renewable energy storage potential.

https://www.popsci.com/tesla-building-worlds-biggest-battery-how-it-will-work

Self-Designed Tattoos Are Fashionable Technology

What if you could control your electronics using wearable technology? Wearable “tattoos” could allow

you to wirelessly control devices by manipulating circuits on your skin. This article by Alison Pierce

Stevens discusses the different design challenges of this technology as well as the physics behind how it

works. The article also includes a list of “power words” for understanding the article and a short video

clip explaining how the tattoos work.

https://www.sciencenewsforstudents.org/article/self-designed-tattoos-are-fashionable-technology

Booting Up the Search for Better Batteries

Lithium-ion batteries are used in many everyday electronics like cell phones. However, these batteries

can be quite dangerous. For example, some phones have been known to explode if the battery is not

encased correctly. These dangers have driven the search for alternative battery sources. Julia Franz

reports on some new engineering ideas for the future of batteries. The article also includes a link to an

interview that explains more about the search for batteries.

https://www.sciencefriday.com/segments/booting-up-the-search-for-better-batteries/



https://www.popsci.com/tesla-building-worlds-biggest-battery-how-it-will-work

https://www.sciencenewsforstudents.org/article/self-designed-tattoos-are-fashionable-technology

https://www.sciencefriday.com/segments/booting-up-the-search-for-better-batteries/

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Magnets and Electromagnets

In this lab simulation, students explore the interactions between a bar magnet and a compass. As they

drag the bar magnet and compass around, students can make predictions and check their predictions

regarding magnetic fields. The simulation also includes a section for students to test electromagnets.

The simulation is a great way for students to experiment with bar magnets and electromagnets to learn

the characteristics of each and to identify variables that affect magnetic field strength and direction.

https://phet.colorado.edu/en/simulation/legacy/magnets-and-electromagnets

Changing Fields

In this lesson, students create an electromotive force using a coil of wire. Students can complete or

observe demonstrations that show eddy currents. This is then linked to how eddy currents are used to

slow large trains. Next students observe other types of magnetic field phenomena, linking each to real-

world applications. Students are exposed to many concepts, including magnetic flux and Faraday’s law

of induction. The resource includes a teacher’s guide, materials list, and homework assignment.

https://www.teachengineering.org/lessons/view/van_mri_lesson_8

https://phet.colorado.edu/en/simulation/legacy/magnets-and-electromagnets

https://www.teachengineering.org/lessons/view/van_mri_lesson_8

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New Research Challenges Existing Models of Black Holes

In this article, Joanna Carver describes the findings from a new study at the University of Texas at San

Antonio that challenges current notions of the magnetic fields surrounding black holes. Dr. Chris

Packham explains how Earth has a magnetic field circling the planet from the North Pole to the South

Pole, and he notes that black holes have a similar magnetic field as a result of a star’s explosion. His

observations of the magnetic field around a black hole test the strength of the magnetic field and

question the prior models of the key aspects of black holes.

https://phys.org/news/2018-01-black-holes.html

Like Electricity, but Magnetic

This article by Stephen Ornes describes some unusual behavior of magnets. Most magnets have two

poles—even when broken up into pieces, the new pieces will have two poles. But some experiments

show that you can have a magnet that is referred to a “monopole.” These isolated poles are often called

magnetic charges. The author explores the implications of these experiments through the connections

between magnetism and electricity and discusses the implications for technology (like magnetic cars).

https://www.sciencenewsforstudents.org/article/electricity-magnetic

How a Cheap Magnet Might Help Detect Malaria

Malaria is a disease that affects many people each year. Scientists have been looking for a procedure

that would help detect the disease easily, quickly, and without much cost. That’s where magnets come

in. The malaria parasite affects red blood cells in humans. Once in the red blood cells, the parasite

produces tiny crystals that have a magnetic property. By using a magnet, doctors can detect the

presence of the malaria crystals because healthy blood does not have magnetic properties.

https://www.npr.org/sections/goatsandsoda/2018/05/24/613099137/how-a-cheap-magnet-might-help-detect-malaria

Magnetic Brain Stimulation May Trump Drugs for Severe Depression

This article makes connections among electricity, magnetism, and mental health. Depression is often

treated with drugs. However, for a significant amount of patients, these drugs are not effective. Douglas

Main explores other forms of treatment for depression in this article. The author investigates the

advantages and disadvantages of a form of treatment known as transcranial magnetic stimulation

(TMS). Students also learn about how this technology works through descriptions and diagrams in the

text.

https://www.popsci.com/article/science/magnetic-brain-stimulation-may-trump-drugs-severe-depression

https://phys.org/news/2018-01-black-holes.html

https://www.sciencenewsforstudents.org/article/electricity-magnetic





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Go, Speed Levitator, Go!

Electromagnetic trains in Japan can reach speeds of more than 100 miles per hour. This article by Bryan

Walsh explores if this advantage outweighs the problems with these trains. Talking to an engineer

working on the electromagnetic project reveals the challenges and possible solutions to creating a

useable electromagnetic train system.

http://content.time.com/time/world/article/0,8599,1607362,00.html

http://content.time.com/time/world/article/0,8599,1607362,00.html

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How Do Nuclear Power Plants Work?

This resource provides a lesson that explores the history of nuclear power. Ted-Ed walks students

through the history of nuclear power, statistics, and energy usage over the past 70 years. Then the video

explores how nuclear energy works and explains some of the reasons it is not as commonly used as

other energy resources. The lesson includes comprehension questions, discussion questions, and links to

additional resources on nuclear energy.

https://ed.ted.com/lessons/what-are-the-challenges-of-nuclear-power-m-v-ramana-and-sajan-saini#discussion

Chain Reaction

This resource includes two short readings for students and a lab activity to help them better understand chain reactions and real-world applications of nuclear energy. Students use dominoes to simulate a chain reaction and use their observations to make inferences about chain reactions. Then students connect the activity to nuclear fusion and nuclear fission. The resource also includes questions that will guide students to discuss the advantages and disadvantages of nuclear fission in spacecraft.

https://www.nasa.gov/pdf/469257main_9-12EnergyActivity.pdf



https://www.nasa.gov/pdf/469257main_9-12EnergyActivity.pdf

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The Mixed Fate of Nuclear Power 30 Years after Chernobyl

One of the worst nuclear accidents took place in 1986 in Chernobyl, Ukraine. The explosion and

meltdown at a nuclear power plant led to many deaths and affected human health in the region for

decades. Even today, the area around Chernobyl is not occupied by people. Despite this disaster, nuclear

energy is still in use because it has multiple advantages over other energy resources. However, as

nuclear power plants age, the cost to maintain them might outweigh the advantages.

http://time.com/4307796/chernobyl-anniversary-nuclear-energy-industry/

Timeline: Nuclear Plant Accidents

The BBC reports on some of the nuclear power plant accidents of the last 70 years. The article is broken

down like a timeline, indicating the when, where, and what of each accident. The report gives insight

into some of the dangers associated with nuclear power plants and the range of events that can cause

an accident. The severity of each accident is also noted in the report.

https://www.bbc.com/news/world-13047267

A New Leap Forward for Radiocarbon Dating

Carbon-14 is an isotope of carbon that has been a useful measure in determining the age of organism

remains. By chemically analyzing the ratio of nitrogen-14 to carbon-14, scientists use the known half-life

of carbon-14 to determine the age of various organisms’ remains. In this Smithsonian article, Joseph

Stromberg writes about how this technique has become more accurate using preserved samples of

carbon-14 in a Japanese lake.

https://www.smithsonianmag.com/science-nature/a-new-leap-forward-for-radiocarbon-dating-81047335/

Demonstration Proves Nuclear Fission System Can Provide Space Exploration Power

Gary Anderson explains how nuclear fission may be a useful resource in space exploration. The article

explains how NASA scientists have been working on what is referred to as “Kilopower.” This project is

striving to produce a system that will supply the energy needed for long-term exploration in space. This

is a difficult design challenge, as the energy source must be light, small, and able to last for many years.

Based on recent experiments, scientists are close to meeting the design criteria.

https://www.nasa.gov/press-release/demonstration-proves-nuclear-fission-system-can-provide-space-exploration-power

http://time.com/4307796/chernobyl-anniversary-nuclear-energy-industry/

https://www.bbc.com/news/world-13047267





Page 82



WRITING PROMPTS, SAMPLE RESPONSES, AND RUBRICS

Students engage in writing activities regularly throughout the course. Rubrics for assessment are

available for both students and teachers. Different modes of writing are incorporated in student

activities. The following prompts provide opportunities to respond in a variety of narrative/procedural,

informative/expository, and argumentative writing modes.

WRITING PROMPTS

Unit 1: One-Dimensional Motion and Forces

1. Sports on Mars: Playing a sport on Mars would be very different than playing a sport here on

Earth. Among other challenges such as temperature and breathable air, gravity and frictional

forces would be different. When compared to Earth, Mars has a thinner atmosphere and about

one-third the gravity.

a. In an expository essay, 1) describe how the forces of gravity and friction affect two to

three aspects of the sport. This could be ways in which players use them to their

advantage or disadvantage. Include at least one free body diagram that describes some

aspect of the sport. 2) Compare/contrast how this sport would be different on Mars. 3)

Use Unit 1 vocabulary in your answer, including velocity, acceleration, air resistance, and

net force. You may choose any sport to talk about, but keep it the same for the entire

essay.

2. Rocket Malfunction: NASA is trying to launch a new spacecraft into space. The problem is that

the rocket is not producing enough acceleration, which causes the spacecraft to fall right back

down to Earth. Using what you know about Newton’s second law, the “Dynamics of Flight”

NASA article, and “How Can a Slower Runner Catch a Faster One?” from Scientific American,

write an argumentative paper that gives one to two suggestions on how to improve the

acceleration of the rocket. Make sure to justify your suggestion using scientific evidence from

this unit or the readings. Make sure to explain why your evidence supports your suggestion.

Unit 2: Newton’s Laws and Momentum

1. Football and Concussions: A nearby school recently decided to eliminate its high school football

team because of a recent report outlining a correlation between concussions and football. Your

school is now exploring ending their football program for the same reason. Write an

argumentative essay to the school board arguing your position on whether your school should

ban high school football. Make sure to include a clear and specific claim, supporting evidence,

and scientific reasoning. Use ideas and concepts from this unit or previous units, information

presented in the Time articles “Headbanger Nation” by Jeffrey Kluger and “Playing Defense” by

Mehmet Oz, and any additional resources you find (make sure to cite all sources). Include one

counterclaim and a rebuttal.

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2. Experiencing Newton’s Laws: We experience all three of Newton’s laws on a daily basis. Write a

story that describes an event and identifies and explains examples of Newton’s laws. Within the

story, include an example and explanation of each law. The story can be written from the

perspective of a person or object. For example, you could write a story about a runner sprinting

during a race or a baseball flying through the air during a baseball game.

Unit 3: Two-Dimensional Motion and Gravity

1. Roller coaster Loops: When riding a roller coaster, what keeps you from falling to the ground

during a loop? How do engineers create rides that are safe? Using the concepts presented in this

unit, write an informational essay that explains the forces and motion of a roller coaster ride.

You may use a real or hypothetical roller coaster as an example in your explanation. You can use

different concepts from this class to explain the forces, but you must include centripetal force.

Include a paragraph where you describe the variables important for engineers to consider when

designing a safe roller coaster.

2. Technology and Space: In the article “Defying Gravity: Eye-Opening Science Adventures on a

Weightless Flight” by Megan Gannon, the researchers describe various experiments done in a

weightless environment. Zero-gravity flights are expensive and tedious (the zero-gravity only

lasts a short amount of time). Using information from this article, make a claim as to why these

experiments are important. Make sure to support your claim with evidence from the article or

other sources (make sure to cite all sources).

Unit 4: Work, Power, and Energy

1. Simple Machines and the Pyramids: When looking at the great pyramids of Egypt, many people

ask how they were built thousands of years ago, before modern machines and technology (even

now, it would be a challenge!). The blocks of stone weighed 9000 kg (or roughly the mass of an

elephant). Using your knowledge of machines from this unit, write an expository essay that

describes how the Egyptians could have cut, shaped, and transported the blocks of stone used

to create the pyramids. In your essay, describe the simple and/or compound machines that

could have been used to make the work easier. Make sure to explain why the machines you

include would help with the task.

2. The Future of Energy: Write a letter to your mayor on ways to incorporate more renewable

energy resources into your city. The letter should have three parts. In the first part, describe

why using renewable energy sources is important for your city. In the second part, describe two

to three strategies for using more renewable energy sources. Finally, explain why these

strategies make sense for your city. Be sure to cite sources as evidence (you may use the

additional readings from this unit or find your own sources).

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Unit 5: Thermal Energy and Heat Transfer

1. Heat without Electricity: Imagine you live in a home without electricity. How would you take a

hot shower, heat or cool your home, or cook your food? Write a journal entry in which you

describe how you complete the above tasks without electricity. You may want to use what you

have learned from this unit, the labs, and additional readings to brainstorm ideas. Make sure to

explain how you would do at least three everyday tasks that require heat.

2. Heat Transfer: Heat is the thermal energy that flows from one substance to another by

conduction, convection, and radiation. Write an expository essay that illustrates the connections

among heat, thermal energy, kinetic energy, and temperature. Then explain the transfer of

thermal energy. Make sure to include an example of each type of transfer in your essay.

Unit 6: Thermodynamics

1. The Physics of Everyday Objects: From engines to refrigerators, people use the laws of

thermodynamics to their advantage every day. Choose an everyday device that uses transfer of

heat. In an expository essay, explain the function of heat transfer in this device. Explain how the

first and second laws of thermodynamics are demonstrated in the device that you choose.

2. Solid or Liquid Water? What are the effects of the Arctic ice melting? In a well-developed essay,

develop a claim for this question. Use evidence from the article “Study: Evidence for an Arctic

Climate Feedback Loop” by Michael D. Lemonick in Time, as well as concepts we learned in this

unit. As you develop your argument, you should justify your answer using the following

concepts: law of conservation of energy, second law of thermodynamics, specific heat, and

states of matter.

Unit 7: Waves and Sounds

1. MRIs: Imagine you have a friend who is worried about going to the doctor to get an MRI. The

friend is concerned about whether the procedure is safe. Write an email to your friend arguing

why he or she should not be worried about the procedure. Compare an MRI to getting an X-ray

(something that your friend has done before). Include rationale as to which is safer and why.

Make sure to include physics concepts in your email and evidence from the article “Magnetic

Resonance Imaging (MRI).”

2. Hooke’s Law: Write an experimental procedure to find the unknown constants of three springs.

Make sure to include a materials list and a clear and specific procedure so that someone with

little knowledge of Hooke’s law could complete the experiment. Your procedure should include

enough trials to collect reliable data and explain how to find the constants of the springs after

collecting the data.

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Unit 8: Waves and Light

1. Lenses: Without lenses, our understanding of the world would not be the same. Write an essay

that explains the importance of lenses to our understanding of the world and everyday life.

Include a paragraph that explains how life would be different without the invention of lenses.

Cite any sources you use to find information, including “Designer Lenses” in the lesson Lenses.

2. Electromagnetic Spectrum: Write an expository essay that explores at least four categories of

waves that appear on the electromagnetic spectrum. For each category, describe the

wavelength and frequency characteristics, as well as real-life applications of each and

advantages and disadvantages of the individual type of wavelength.

Unit 9: Electricity

1. Lithium-Ion Batteries: Lithium ions are expensive, short-lived, and can even explode. Should

they be used in everyday electronics? Write an announcement explaining the disadvantages of

lithium-ion batteries. Then propose a new type of battery that should be explored to take its

place. Make sure to provide evidence in your writing. The article “Booting Up the Search for

Better Batteries” and the documentary Search for the Super Battery will be useful sources to

reference when writing, but you may use your own sources as well (make sure to cite all

sources).

2. Fuse Box: Write an instructional essay that explains what happens when you trip a circuit

breaker. First, explain what may have caused the circuit to break. Second, explain how the

circuit breaker works. Finally, give suggestions for how to safely avoid tripping a circuit breaker

in the future. In your answer, make sure to include some concepts from this unit, including

voltage, current, capacity, and circuit.

Unit 10: Magnetism and Electromagnetism

1. Magnet Innovation: Write an argumentative essay that explains the advantages of studying

electromagnetism in terms of advancements in technology. Make sure to give an example from

the health and transportation fields. Use the additional readings from this unit to help you with

your answer.

2. Electromagnet Strength: Write a procedure that someone could follow to test the strength of an

electromagnet. Decide what materials will be needed, what variables to test, and how to collect

data. Make sure your procedure is clear and specific enough so that someone with limited

experience could follow it. The question your experiment should be attempting to answer is

“How does _____________ affect electromagnet strength?” Fill in the blank with a factor (coil

size, wire wraps, strength of battery, length of wire) of your choosing.

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Unit 11: Nuclear Energy

1. Fission vs. Fusion: In an expository essay, compare and contrast fission and fusion. You should

include a paragraph that explains fission at the atomic level, the transfer of energy, the large-

scale effects, and real-world applications. You should also include a paragraph that explains

fusion at the atomic level, the transfer of energy, the large-scale effects, and real-world

applications. Lastly, include a paragraph that compares nuclear fission to nuclear fusion.

2. Carbon Dating: How accurate is carbon dating? In a well-written essay, describe the method of

carbon dating. You should include a paragraph that explains how carbon dating is used to

estimate the age of something. Make sure to describe what a half-life is, state the half-life for

carbon-14, and explain how chemical ratios are used to determine the age of organism remains.

Include a paragraph that explains why carbon dating is useful for dating living things. Finally,

write a paragraph that describes the limitations of carbon dating.

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STUDENT WRITING SAMPLES AND RUBRICS

Edgenuity understands that students often find it difficult to understand assessment criteria and what

represents “quality” work in a given writing mode. A useful teaching strategy to help students

understand the nature and characteristics of quality writing in the different modes is to analyze and

discuss exemplar student work prior to students tackling their own related task. Teachers may be

reluctant to show exemplar writing assignments that exactly match the given task for fear that students

may rely too heavily on these exemplars or that students will assume there is an expected answer.

However, Edgenuity has provided the following recommended resources that contain multiple

exemplars of the different writing modes that can be used to further writing instruction.

Common Core Appendix C Writing Sample with Annotations

http://www.corestandards.org/assets/Appendix_C.pdf

Achieve the Core Writing Samples with Annotations

https://achievethecore.org/category/330/student-writing-samples

In addition to the above-annotated exemplars, Edgenuity has provided the following narrative,

informative, and argumentative student writing samples. These deliberately flawed samples can be used

in the teaching of writing workshops as a guide for students’ writings of varying ability levels.

http://www.corestandards.org/assets/Appendix_C.pdf

https://achievethecore.org/category/330/student-writing-samples

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Narrative/Procedural Writing Student Sample

This student exemplar serves to provide teacher guidance regarding the lab report students will write in

the lesson Lab: Motion with Constant Acceleration.

Assignment Summary: Students utilize a virtual fan cart or a dynamics track to explore aspects of

motion, including the relationship among position, time, velocity, and acceleration. Students utilizing the

virtual activity are able to adjust factors such as fan speed, mass, and the surface on which the fan cart

travels to investigate how they affect the overall motion of the cart and, specifically, the cart’s

acceleration. Students also perform mathematical and graphical analysis of the data obtained, including

determination of average velocity and comparing cart acceleration in different scenarios.

Motion with Constant Acceleration

Purpose:

The purpose of this lab was to observe how constant acceleration affects an object’s position and

velocity change.

Question:

How does an object’s position and velocity change as the object accelerates?

Hypothesis: If the fan speed increases, then acceleration of the cart increases because a greater fan

speed applies more force to the cart.

Variables: independent variable: fan speed; dependent variable: acceleration of cart; constants: mass

and friction

Materials: Force and Fan Carts Gizmo, calculator

Procedure:

Step 1: Open the Gizmo, Force and Fan Carts.

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Step 2: Select low fan speed, no friction, and make sure no objects are on the cart. Click play.

Step 3: After the cart reaches the finish line, click the “data” tab. Record the speed in data table A.

Record the total distance and total elapsed time in data table B.

Step 4: Look at the position vs. time graph and speed vs. time graphs. Record what you see in data table

C and D.

Step 5: Repeat steps 2 to 4 but this time change the fan speed to medium. Make sure there is still no

friction or objects on the cart.

Step 6: Repeat steps 2 to 4 but this time change the fan speed to high. Make sure there is still no friction

or objects on the cart.

Step 7: As a final experiment, turn the fan cart on low and when it reaches the half-way point, turn off

the fan. Record your results in Table E.

Data:

Table A

Elapsed Time (s)

Cart Speed (Low Fan Speed)

(cm/s)

Cart Speed (Medium Fan

Speed) (cm/s)

Cart Speed (High Fan Speed)

(cm/s)

0 0.0 0.0 0.0

1 18.0 24.0 32.0

2 36.0 48.0 64.0

3 54.0 72.0 96.0

4 72.0 96.0 128.0

5 90.0 120.0 160.0

6 108.0 144.0

7 126.0

Table B

Low Fan Speed Medium Fan Speed High Fan Speed

Elapsed time to finish line

7.4 6.4 5.5

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Δt (s)

Total distance Δx (cm)

500 500 500

Average velocity vavg = Δx/Δt (cm/s)

67.6 78.1 90.9

Acceleration a (cm/s2)

18.0 24.0 32.0

Table C

Fan Speed Observations of Position vs. Time Graph

Low The fan cart gains positive displacement over time. The graph is curved and the

slope increases over time.

Medium The fan cart gains positive displacement over time. The graph is curved and the

slope increases over time. This cart crosses the finish line quicker than when the fan

speed was on low.

High The fan cart gains positive displacement over time. The graph is curved and the

slope increases over time and has the steepest slope. This cart crosses the finish line

the quickest.

Table D

Fan Speed Observations of Speed vs. Time Graph

Low/Off When the fan cart speed is on low, the slope is constant and positive. When the fan

cart speed is turned off, the slope goes to 0. This means the fan cart has no

acceleration anymore.

Analysis:

When the fan speed was increased, the fan cart acceleration also increased. For example, when the low

speed was used, the calculated acceleration was 18 cm/s2, but the trial with medium fan cart speed was

24 cm/s2. This pattern continued; the trial with high fan speed had an acceleration of 32.0 cm/s2

.

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Another trend was in the time it took the cart to get to the finish line, 500 cm away from the start. The

low speed trial took the longest, 7.4 seconds, while the high-speed trial only took 5.5 seconds. This is the

pattern you would expect to see, since the high-speed trial had a larger constant acceleration. In one

trial, low fan speed was used for about half the trial but then the fan was turned off. The speed vs. time

graph showed a change in slope during this trial. The first part of the graph showed a positive slope,

which means the cart had a constant, positive acceleration. About halfway through the trial, the slope

flattened, which means that the velocity no longer changed. This was because the fan was turned off

and the cart was unable to accelerate anymore.

Conclusion:

The hypothesis for this lab stated: “If the fan speed increases, then the acceleration of the cart increases

because a greater fan speed applies more force to the cart.” This is supported by the data presented.

According to Table B, the acceleration increased from 18 cm/s2 to 32.0 cm/s2 when the fan speed was

increased. Fan speed increased the force on the cart, which increased the acceleration.

This lab was a virtual lab. A possible source of error could be that only one trial was conducted for each

fan speed. If there was an error in the Gizmo’s calculation of position or speed, there may be an error in

the results. In doing a future experiment, it would be a good idea to test this experiment in real life and

compare the results to the virtual lab. Another idea for a future experiment would be to test how fan

speed affects acceleration of a cart that has more mass. The mass of the cart was 1 kg for this

experiment but more trials could have been done with a cart with more or less mass. This may have

affected the acceleration of the cart.

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Expository/Informative Writing Student Sample and Rubric

This student exemplar serves to provide teacher guidance regarding the project response that students

write in the lesson Fundamental Forces.

Assignment Summary: In this assignment, students use reference materials and Internet sites to research

and describe the discovery of the four fundamental forces. They research a variety of print and digital

sources to gather this information and present their findings in a research paper, which should include an

introduction, at least one page per force describing the discovery of the force and related facts, a

conclusion, and a works cited page.

The Four Fundamental Forces

What is keeping you from floating out of your chair right now? The force of gravity! A force is a

push or pull on something, like a person or object. There are four different types of forces on the Earth:

gravitational force, electromagnetic force, strong nuclear force, and weak nuclear force. These forces

are not easily observed; in fact, we have not always known these four forces existed. This paper will

discuss each type of force and how it was discovered.

Gravitational force is the force that attracts any two pieces of matter in the universe. Isaac

Newton developed his law of gravity in the 17th century. Before Newton, Kepler had discovered that the

planets revolved around the Sun in an elliptical orbit, but no one knew what force was behind this.

Newton, an English mathematician and physicist, observed an apple falling from a tree and wondered

what was pulling it toward the ground. A force must be involved to move it from rest. Newton also

understood that larger objects, like the moon, would fly away from Earth on a tangent if there wasn’t a

force keeping them in orbit. Newton called this force gravity and determined that gravitational forces

exist between all objects. Before Newton, many scientists had observed and found evidence of gravity.

For example, Galileo discovered that all objects accelerated equally when falling toward the ground. It

was Newton, however, that derived the formula for calculating the force of gravity. This discovery can

be used to explain the motions of planets in the solar system. Understanding this force is important to

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studying planets, traveling through space, and maintaining the orbit of satellites. For example, the

concept of gravity was used to predict the existence of Neptune because of unexplainable patterns in

Uranus’s orbit. Some ideas were difficult to explain using Newton’s theory of gravity. For example, the

orbit of Mercury could be observed but did not match up with the calculations using Newton’s gravity

formula. It was not until over a century later that this idea was explained by Einstein’s Theory of

Relativity. Using mathematical equations, Einstein explained that masses warp space and time. As

Einstein worked on his equations and experiments of light in a vacuum, he realized that space and time

are interwoven. He explained that massive objects, like the sun and planets, distort space-time in a way

that accelerates objects orbiting these massive objects. He explained gravity in a different way than how

we see a typical force. It is like having a piece of fabric pushed down by a marble. General relativity is

used to describe why the orbit of Mercury seems to be shifting. The sun is quite massive which causes

space-time to bend, thus slightly changing Mercury’s orbit over time.

Another fundamental force is the electromagnetic force. This is the force that acts between

electrically charged particles. On the observable level, it is the only other force easily seen (besides

gravity). Lots of people played a role in the discovery of this force. First, there were many scientists that

contributed to our understanding of electricity and magnetism. William Gilbert, in 1600, conducted

experiments and concluded that the Earth was magnetic. This was used as rationale as to why

compasses work. He also conducted experiments involving static electricity. Ampere, a French physicist

and mathematician, discovered the force between two wires carrying a currant. In 1820, a scientist

named Hans Christian Oersted was demonstrating how electricity and magnetism were not related and

accidentally discovered that the two were related. Oersted was using a compass and noticed the needle

deflected when a battery was turned on. He observed an electric current creating a magnetic field and

conducted more experiments to confirm. Although he didn’t mean to, he had discovered

electromagnetic force! This was an important discovery as it led to the creation of the telegraph by

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William Cooke and Charles Wheatstone. The telegraph worked with a combination of magnetic needles

that pointed at letters and an electric current. Later on, another scientist, Michael Faraday, discovered

that magnetic fields can produce electric currents; this idea is now called Faraday’s Law. Faraday

conducted electromagnetic experiments where he used batteries and metal coils to create

electromagnets. Faraday used his data to come up with Faraday’s Law of Induction, which is used in

many modern day electromagnets. There are many modern day applications of electromagnetic force.

Cell phones and MRI machines are just two that use this force in order to send and receive signals.

Motors and generators take advantage of the relationship between electricity and magnetism as well.

Motors and generators typically include magnets that when moved, generate electricity. In motors, the

flow of energy goes from electricity to moving of something, like wheels on a car. In generators, the flow

of energy is opposite, going from something moving (like a wind turbine) to electricity. These

applications would not be possible without our understanding of electromagnetic forces.

The last two forces were not discovered until the 20th century, probably because these forces

are observed on a really small scale. Electromagnetic force was used to describe the forces in an atom at

first, but after more experiments it started to seem like this was not the case. For example, when

looking at the nucleus of an atom, electromagnetic force would predict that the protons would repel

one another. There must be a force involved, stronger than the electromagnetic force, which is keeping

the protons and neutrons together. It took several scientists and many experiments to discover the

nuclear forces: strong and weak nuclear forces.

Strong nuclear forces keep neutrons and protons together in the nucleus of an atom. Protons

push one another apart because they are both charged positively. In order for protons to stay together

in a nucleus, there must be a force holding them together; this is strong nuclear force. Many scientists

contributed to this understanding. James Chadwick discovered that there were neutral particles in the

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nucleus in 1932. When calculating the mass of a nucleus, the calculations did not match the number of

protons. Chadwick performed an experiment to figure out what else was in the nucleus. He used a

paraffin slab and a gas chamber with an electrode in order to separate atomic particles. The uncharged

particles were called neutrons. Eugene Wigner used the fact that there were neutral particles to develop

an explanation about the forces holding the particles together. Many scientists contributed to the

understanding of strong nuclear forces; these ideas are now summarized in what is called the “Standard

Model.” The Standard Model describes small particles and forces that hold together matter in the

universe. This model was constructed using mathematical theories but took longer to confirm using

experiments. The standard model was confirmed in the 1970’s when quarks were first detected. Gluons

have been confirmed using a devices that accelerate electrons and collide them, like the Large Hadron

Collider. This device is a several-mile long circular tube used to smash matter together. The collider tries

to smash protons together and take pictures of the particles created during the smash. They accelerate

these protons up very quickly and take images of the collision in hopes of detecting particles like quarks.

Weak nuclear forces are also part of the Standard Model. Weak force is less strong than strong

force and electromagnetic force and is responsible for radioactive decay. Weak force particles were

predicted by Steven Weinberg, Sheldon Salam, and Abdus Glashow in the 1960s. Weak force particles

are called W and Z bosons. Many years later, these particles were actually discovered in 1983. It took

about 20 years to discover these particles because they are difficult to detect. This discovery was hit

with some controversy, as it was quite expensive and many people questioned why it was worthy to try

and detect the particle. Others believed that the accelerator could cause disastrous consequences, like a

black hole. However, when the bosons were discover, our understanding of these particles led to a

better understanding of what the early universe looked like. Applications of strong and weak nuclear

forces include nuclear energy, nuclear weapons, and nuclear fission.

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It has taken many years, lots of experiments, and some accidents to discover what we know

about the four fundamental forces. The more we understand about these forces, the more we

understand about the universe. We are still learning about how some of them work and what causes

them to be in the universe. Imagine what we will discover next about the fundamental forces.

Works Cited

“Discovery of Electromagnetism” https://www.ck12.org/physics/discovery-of-

electromagnetism/lesson/Discovery-of-Electromagnetism-MS-PS/

“Forces” https://www.nobelprize.org/nobel_prizes/themes/physics/brink/

“What Is the Strong Nuclear Force?” https://www.livescience.com/48575-strong-force.html

“Who was the first person to discover gravity?” https://sciencing.com/first-person-discover-gravity-

23003.html

https://sciencing.com/first-person-discover-gravity-23003.html

https://sciencing.com/first-person-discover-gravity-23003.html

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Argumentative Writing Student Sample

This student exemplar serves to provide teacher guidance regarding the project response in the lesson Fission and Fusion.

Assignment summary: In this assignment, you will use reference materials and Internet sites to research and evaluate claims about the pros and cons of using fission as an energy source. To gather this information, suggested references are listed at the end of this document. You will also assess the validity and reliability of these claims to determine whether you support the use of fission. You will then present your findings as well as your opinion in a multimedia presentation, which should include a title slide, a number of content slides that include specific information about fission, and a works cited slide.

(Note: The response below provides an example of the scientific content that should be contained

within this project and does not contain general content, such as the title slide and works cited.)

Argumentative Multimedia Presentation of Fission Energy

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RUBRICS Edgenuity courses contain rubrics for educators to aid in scoring of specific student activities. Teachers

will find the rubrics by selecting the assignment for the lab or project.

Students are able to access rubrics when working on an assignment to evaluate their work, or that of a

peer, prior to submission.

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Narrative/Procedural Writing Rubric

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Expository/Informative Writing Rubric

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Argumentative Writing Rubric

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Media Presentation Rubric

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VOCABULARY

Scientific vocabulary is introduced in each lesson and is integrated into instruction and assignments so

that students understand word meaning in context. The following lesson examples show how

vocabulary is selected and how terms are scaffolded for different proficiency levels.


Lesson 1: Introduction to Motion

On-level Words

compare: the careful observation of two or more things to identify similarities and/or

differences between them

displacement: the change in position from a reference point

quantity: the amount or measure of something

reference point: the location or object used for comparison to determine another location

Supporting Words

distance: a measurement used to measure how far an object travels between two points

Advanced Words

revolving: moving in a curved path around an axis

Lesson 2: Speed and Velocity

On-level Words

motion map: an image that represents the position, velocity, and acceleration of an object at

one-second intervals

reference frame: the position from which an event is observed

scalar: a quantity that is described by magnitude alone

speed: the distance traveled per unit of time

vector: a quantity that has both magnitude and direction

velocity: the displacement of an object per unit of time

Supporting Words

constant: unchanging or the same

magnitude: size of a measurement

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Advanced Words

constant speed: fixed distance per unit of time

instantaneous speed: the speed of an object at a moment in time

Lesson 3: Acceleration

On-level Words

acceleration: the rate at which velocity changes over time

constant acceleration: the rate at which velocity changes remain the same over a time period

negative acceleration: a decrease in velocity over time

positive acceleration: an increase in velocity over time

Supporting Words

area: measurement of a surface

Advanced Words

endurance: the ability to sustain an activity for an extended period of time

Lesson 4: Lab: Motion with Constant Acceleration

On-level Words


displacement: a change in position from a reference point

interpret: to explain what an image, a diagram, a graph, a chart, a picture, or data represent


Supporting Words

motion detector: tool used to measure an object’s distance, speed, and acceleration

Advanced Words

horsepower: a unit of power equal to 550 pounds of work per second

Lesson 5: Introduction to Forces

On-level Words

force: an action that has the ability to change an object’s state of motion

free body diagram: a diagram that uses vectors to show the external forces acting on an object

friction: a contact force that resists motion

newton: the SI unit of force

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normal force: the support force a surface exerts on an object, which is always at a 90° angle to

the surface

tension: a force from a string or cable that stretches or pulls

Supporting Words

stationary: unchanging in position

Advanced Words

hypotenuse: the side of a right triangle that is opposite the right angle; the longest side of the

triangle

perpendicular: being at a right angle to a line

Lesson 6: Friction

On-level Words

air resistance: a type of fluid friction caused by gas molecules pushing against objects moving

through air

friction: a contact force that resists motion and that objects exert on each other when they rub

together

kinetic: relating to movement or motion

microscopic: relating to objects or details so small that they can be seen only with a microscope

static: the state of remaining constant; not changing or moving

traction: the grip of one object on another

Supporting Words

atmosphere: consists of all the gases surrounding a planet

microscope: a tool made of lenses that produces enlarged images of small objects

Advanced Words

fluid friction: friction acting on an object moving through liquid or gas

Lesson 7: Fundamental Forces

On-level Words

electromagnetic force: the force that acts between electrically charged particles and can

generate electricity, magnetism, and/or light

gravitational force: the attractive force between all matter in the universe

strong nuclear force: the force that binds neutrons and protons together in the nuclei of atoms

weak nuclear force: the force that is responsible for the type of radioactive decay known as beta

decay

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Supporting Words

atoms: the smallest particle of an element, made up of protons, neutrons, and electrons

Advanced Words

radioactive decay: the transformation of an unstable nucleus, resulting in a lighter nucleus and

the release of radiation

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Lesson 1: Newton’s First and Third Laws

On-level Words

dynamic equilibrium: the state in which an object in motion has a net force of zero

inertia: the natural tendency of objects to resist a change in motion

Newton’s first law of motion: the law that states an object at rest will stay at rest and an object

in motion will stay in motion with the same velocity unless acted on by an external force

Newton’s third law of motion: the law that states for every action there is an equal and opposite

reaction

static equilibrium: the state in which an object at rest has a net force of zero

Supporting Words

external: outside or apart from an object

Advanced Words

classical mechanics: the study of the motion of objects and forces that act on those objects

Lesson 2: Newton’s Second Law

On-level Words

direct relationship: a relationship between two variables whereby both variables increase or

decrease together

inverse relationship: a relationship between two variables whereby one variable increases and

the other variable decreases

Newton’s second law of motion: the law that states the total net force acting on an object is

equal to its mass times acceleration

recoil: a backward movement or springing back to a starting point

weight: a measure of the gravitational force on an object

Supporting Words

inverse: opposite

variable: a factor that can exist in different quantities or qualities

Advanced Words

trigonometry: the study of how to apply properties and functions of triangles

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Lesson 3: Lab: Newton’s Second Law

On-level Words



mass: the amount of matter in an object

Newton’s second law of motion: the law that states the total net force acting on an object is

equal to its mass times acceleration

Supporting Words

motion detector: tool used to measure an object’s distance over time

Advanced Words

delta: change (in mathematics)

Lesson 4: Impulse and Momentum

On-level Words


decrease together

impulse: a force applied over an interval of time that causes a change in momentum

inverse relationship: a relationship between two variables whereby one variable increases and

the other variable decreases

momentum: an object’s mass multiplied by its velocity

Supporting Words

time interval: a space of time between to events

Advanced Words

prototype: a functional model

Lesson 5: Conservation of Momentum

On-level Words

elastic collision: a collision in which kinetic energy is conserved

inelastic collision: a collision in which the final kinetic energy is less than the initial kinetic energy

kinetic energy: the energy an object or particle has due to its motion

law of conservation of momentum: the law that states the total momentum of all interacting

objects must remain the same

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potential energy: the energy that is stored within an object because of position or arrangement

of parts

Supporting Words

collision: an act in which two objects are coming together

Advanced Words

closed system: a group of related objects that interact and form a complex whole without being

affected by outside forces

Lesson 6: Lab: Conservation of Linear Momentum

On-level Words

elastic collision: a collision in which kinetic energy is conserved

inelastic collision: a type of collision in which the final kinetic energy is less than the initial

kinetic energy

law of conservation of momentum: a law that states the total momentum of all interacting

objects must remain the same

momentum: an object’s mass multiplied by its velocity

Supporting Words

initial: at the beginning or start

system: a group of related objects that interact and form a complex whole

Advanced Words

projectile: an object projected by an external force and remains in motion by inertia

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Lesson 1: Vectors

On-level Words

components: two parts of a vector that are perpendicular to each other

displacement: the change in position from a reference point

reference point: the location or object used for comparison to determine another location

resultant vector: the sum of two or more vectors (also called the displacement vector)

Supporting Words

compare: the careful observation of two or more things to identify similarities and/or

differences between them

distance: a measurement used to measure how far an object travels between two points

Advanced Words

standard units: equally spaced units of measurement; for length, scientists use meters

vector resolution: mathematical process for determining the magnitude of a vector

Lesson 2: Projectile Motion

On-level Words


parabolic: having the shape of a parabola

projectile: an object that is set in motion following a path in which the only force acting on it is

gravity

projectile motion: the curved motion that results from the combination of an object’s horizontal

inertia and the force due to gravity pulling the object downward

Supporting Words

horizontal: relating to the direction of the horizon or left and right

Advanced Words

parabolic path: the route taken by a projectile that incorporates both horizontal and vertical

direction

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Lesson 3: Universal Law of Gravitation

On-level Words


decrease together

gravitational field: the field that exists around an object due to its mass

gravitational force: the attractive force between all matter in the universe

universal law of gravitation: the natural law that states the force of attraction between two

objects is affected by the masses of the two objects and the distance between them

weight: a measure of the gravitational force on an object

Supporting Words

variable: a factor that can exist in different quantities or qualities

Advanced Words

universe: the entire cosmos, including the matter and space of all galaxies

Lesson 4: Centripetal Acceleration

On-level Words

centripetal acceleration: the center-seeking acceleration of an object moving in a circle

period: the amount of time it takes an object to complete a cycle or return to its original

position

revolution: the movement of an object around another object

rotation: the spinning of an object on its own axis

Supporting Words


speed: the distance of an object per unit time


Advanced Words

tangential speed: the speed of an object that is tangent to its circular path

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Lesson 5: Circular Motion

On-level Words

centripetal force: a force directed toward the center of a circle


motion map: an image that represents the position, velocity, and acceleration of an object at

one-second intervals

Newton’s second law of motion: the law that states that the total net force acting on an object

is equal to mass times acceleration

Supporting Words



Advanced Words

tangent: a line that touches a circle at only one point

Lesson 6: Orbital Motion

On-level Words

altitude: the vertical elevation above a surface

free fall: the motion that occurs when gravity is the only force acting on an object


orbital period: the time it takes an object to complete one orbit around a central object

satellite: a natural or human-made object that orbits a much larger object

Supporting Words

gravitational constant: known as “G,” the constant used to show the force between two objects

cause by gravity; G is equal to 6.6738 x10-11N⋅ m-2/kg2

Advanced Words

Lesson 7: Earth-Moon-Sun System

On-level Words

astronomical unit: the average distance from Earth to the Sun, equivalent to 1.5 x 1011 meters

ellipse: an oval created by a moving point whose sum of the distances to two foci is constant

heliocentric model: a model of the solar system that places the Sun in the center with the

planets orbiting around the Sun

Kepler’s first law: the law stating that the orbits of planets are ellipses with the Sun at one focus

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Kepler’s second law: the law stating that the speed of a planet varies, such that a planet sweeps

out an equal area in equal time frames

Kepler’s third law: the law that relates a planet’s orbital period and its average distance from the

Sun

Supporting Words

model: a tool used for representing ideas or explanations

Advanced Words


cause by gravity; G is equal to 6.6738 x10-11N⋅ m-2/kg2

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Lesson 1: Work and Power

On-level Words

joule: the SI unit of work

power: the rate at which work is done

watt: the SI unit of power

work: the use of force to move an object

Supporting Words

rate: an amount of something measured per unit of something else; in physics, it tends to be the

amount of something during a certain amount of time (second, minute, hour)

Advanced Words

adjacent: referring to an angle in a triangle with a side in common; used to determine work

acting on an object when the force is not parallel to the motion of an object

Lesson 2: Potential Energy

On-level Words

elastic potential energy: the energy stored in a compressed or stretched object

gravitational potential energy: the energy stored in an object due to its position in a

gravitational field

potential energy: the stored energy an object or particle has due to its position

spring constant: the measure of a spring’s resistance to being compressed or stretched

Supporting Words

compressed: pressed together

Advanced Words


cause by gravity; G is equal to 6.6738 x10-11N⋅m-2/kg2

Lesson 3: Kinetic Energy

On-level Words

joule: the SI unit of work



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work-energy theorem: the theorem that states that the change in kinetic energy of an object is

equal to the work done on the object

Supporting Words

system: an organized group of related objects or components

velocity: the rate of change of position expressed as displacement over time

Advanced Words

theorem: an idea or formula accepted as truth

Lesson 4: Lab: Kinetic Energy

On-level Words

kinetic energy: the energy an object has due to its motion

linear: forming a straight line

nonlinear: not forming a straight line

potential energy: the stored energy an object has due to its position

speed: the distance traveled per unit of time

velocity: a displacement per unit of time; distance traveled per unit of time in a specific direction

Supporting Words

lever: a type of simple machine that is used to change the direction of force

linear relationship: represented by a straight line on a graph; relationship among variables is

directly proportional to one another

Advanced Words

exponential relationship: relationship that appears as a curve on a graph; relationship between

variables must be represented with exponents

Lesson 5: Energy Transformations

On-level Words

convert: to change into a different form

energy transformation: the process of changing one form of energy to another

gravitational potential energy: the energy of an object due to its position

thermal energy: the part of total internal energy that can be transferred from one substance to

another substance

Supporting Words

internal: inside of an object or system

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Advanced Words

mechanical energy: combination of kinetic energy and potential energy

Lesson 6: Conservation of Energy

On-level Words

constant: staying the same; unchanging

efficiency: the ratio of output work to input work, expressed as a percentage

law of conservation of energy: the law that states the total amount of energy in a system must

remain constant but can change form

Supporting Words

percentage: represents a part of a whole


Advanced Words

pendulum: an object suspended from a fixed point that swings back and forth due to the force

of gravity

Lesson 7: Introduction to Machines

On-level Words


input: the amount of something put into a machine or system

machine: a device that makes work easier

mechanical advantage: the ratio of output force to input force

output: the amount of something that comes out of a machine or system


Supporting Words

ratio: a comparison of two amounts calculated by dividing one amount by the other

Advanced Words

car jack: machine used to lift a car

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Lesson 8: Simple Machines

On-level Words

compound machine: a device that consists of two or more simple machines operating together

inclined plane: a sloping surface (like a ramp) usually used to make things easier to move things

upward

mechanical advantage: a calculation of how much a machine multiplies a force, or the ratio of

output force to input force

simple machine: one of six devices that have few or no moving parts and make work easier

transmit: to move force or energy from one medium or part of a mechanism to another

Supporting Words

spiral: to coil around an axis or an object

Advanced Words

fulcrum: the point at which a lever pivots

Lesson 9: Nonrenewable Resources

On-level Words

abundant: existing in great supply; plentiful

conserve: to protect from loss or harm; to preserve for future use

nonrenewable resource: a natural resource that is available in limited amounts and can be used

up

ore: a rock that contains a metal or other element in useful amounts and can be mined

Supporting Words

power plant: site in which resources are used to generate electricity

Advanced Words

petroleum: referred to as oil, a liquid formed by plants and animals millions of years ago and

found in rock that can be extracted and used as fuel

Lesson 10: Renewable Resources

On-level Words

hydroelectricity: electricity generated from running water

imbalance: a situation in which two things that normally are equal become unequal

renewable resource: a natural resource available in abundance or that can be replaced as

quickly as it is used

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reservoir: a supply of water, petroleum, natural gas, or other resource stored in a large area

such as a lake

Supporting Words

generate: to produce or make by a chemical or physical process

Advanced Words

geothermal: the heat produced from within Earth

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Lesson 1: Temperature and Heat

On-level Words


decrease together

heat: the thermal energy that flows from one substance to another due to a temperature

difference

internal energy: the total potential and kinetic energies of the particles in a substance

specific heat: the amount of heat required to change the temperature of 1 gram of a substance

by 1°C

temperature: a measure of the average kinetic energy of the particles in a substance


another substance

Supporting Words

absorb: to take in something

Advanced Words

kelvin: scale used to measure temperature in science

Lesson 2: Heat Transfer

On-level Words

conduction: the transfer of thermal energy by molecular movement

convection: the transfer of thermal energy by fluid movement

convection currents: the flow of a fluid due to density differences

electromagnetic wave: a wave composed of electric and magnetic fields that radiates out from a

source at the speed of light

radiation: transfer of thermal energy by electromagnetic waves

wave: a disturbance that carries energy from one place to another

Supporting Words

radiate: to send out

Advanced Words

tectonic: relating to the geologic structure of Earth

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Lesson 3: Lab: Mechanical Equivalent of Heat

On-level Words

gravitational potential energy: the energy stored in an object due to its position in a

gravitational field


potential energy: the stored energy an object or particle has due to its position


another substance

Supporting Words

cylinder: a solid object with two circular sides and two parallel lines connecting the sides

Advanced Words

conversion: the process of changing something into a different form

Lesson 4: Conduction

On-level Words

conduction: the transfer of thermal energy or electric charge by direct contact

conductor: a material that allows electricity or thermal energy to easily move through it

insulator: a material that allows little electricity or thermal energy to move through it

Supporting Words

vibrate: to move from side to side

Advanced Words

ceramic: relating to nonmetallic materials and are conductors of thermal energy

Lesson 5: Convection

On-level Words

convection: the transfer of thermal energy due to the movement of a liquid or gas caused by

differences in temperature

convection current: the circular motion of a fluid caused by temperature and density differences

density: ratio of mass to volume

magma: the molten rock beneath Earth’s surface

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Supporting Words

large-scale: involving a large area

small-scale: involving a small area

Advanced Words

convection zone: outermost layer of the Sun’s interior where convection occurs

Lesson 6: Radiation

On-level Words

absorber: a material that takes in a wave when the wave hits it

electromagnetic wave: a type of wave that carries energy through space, where there is almost

no matter

radiation: the transfer of thermal energy by electromagnetic waves

reflector: a material that causes a wave to bounce off it

texture: the way the surface of an object feels

wave: a disturbance that carries energy from one place to another through matter and space

Supporting Words

solar: relating to the Sun

Advanced Words

thermography: a method used for detecting and measuring variations in the heat emitted from

objects, such as people or houses

Lesson 7: Lab: Thermal Energy Transfer

On-level Words

heat: the thermal energy that flows from one substance to another due to a temperature

difference

joule: the metric unit used to measure work, which equals one newton meter

specific heat: the amount of heat required to change the temperature of 1 gram of a substance

by 1°C

thermal energy: the part of total internal energy that can be transferred

thermal equilibrium: the state in which no thermal energy transfer occurs because

both substances are at the same temperature

Supporting Words

capacity: maximum amount that can be contained

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Advanced Words

calorimeter: a tool used for measuring amounts of absorbed or released heat, or finding specific

heat

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Lesson 1: States of Matter

On-level Words

differentiate: to distinguish between two or more objects, organisms, etc.

ion: atom or molecule with a net charge, due to the loss or gain of electrons

plasma: state of matter consisting of freely moving ions and electrons

primary: most important; fundamental

Supporting Words

matter: anything that has mass and takes up space

Advanced Words

big bang: event marking the origin of the universe by rapid expansion of matter and energy

Lesson 2: Changes of State

On-level Words

condensation: the process by which a gas changes to a liquid

deposition: the process by which a gas changes directly to a solid

latent heat: the energy a substance absorbs or releases during a change of state

sublimation: the process by which a solid changes directly to a gas

vaporization: a process by which a liquid changes to a gas

Supporting Words

interpret: to explain what an image, a diagram, a graph, a chart, a picture, or data represents

Advanced Words

latent heat of fusion: the amount of energy involved in changing a solid to a liquid or a liquid to

a solid

latent heat of vaporization: the amount of energy involved in changing a liquid to a gas or a gas

to a liquid

Lesson 3: First Law of Thermodynamics

On-level Words

adiabatic process: a process involving the compression and expansion of gases within a system

where no heat is absorbed or released by the system

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first law of thermodynamics: the law that states that energy can be transformed and transferred

but not created or destroyed; also known as conservation of energy

heat engine: a device that uses heat to do useful work

thermodynamics: the branch of physics that studies the relationship between thermal energy

and other forms of energy

Supporting Words

compress: to push or move together


Advanced Words

turbine: device powered by a fluid used to generate electricity

Lesson 4: Second Law of Thermodynamics

On-level Words


second law of thermodynamics: the law that states when substances of differing temperatures

are in contact, thermal energy flows from the higher temperature substance to the lower

temperature substance and that this flow of thermal energy can be used to do work

spontaneous: naturally occurring

Supporting Words

percentage: represents a part of a whole

ratio: a comparison of two amounts calculated by dividing one amount by the other

Advanced Words

entropy: a measure of the disorder of a system

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Lesson 1: Simple Harmonic Motion

On-level Words

amplitude: the height of a transverse wave from the midpoint to the crest or trough

Hooke’s law: the law that states that the distance of stretch or compression of a spring is

proportional to the force applied

period: the amount of time it takes an object to complete a cycle or return to its original

position

simple harmonic motion: an oscillation that restores an object to its equilibrium position, due to

a force that is directly proportional to the displacement of the object

spring constant: the measure of a spring’s resistance to being compressed or stretched

trough: the minimum point of a curve

Supporting Words

• spring: an elastic device that recovers its shape after being compressed

Advanced Words

oscillate: the repetitive movement between two positions

Lesson 2: Introduction to Waves

On-level Words

longitudinal wave: a type of wave that transfers energy parallel to the direction of wave motion

mechanical wave: a type of wave that carries energy through matter

medium: the material or substance a wave moves through

sound waves: a wave produced by the compression and expansion of an elastic medium in

which it travels, such as air or water

transverse wave: a type of wave that transfers energy perpendicular to the direction of wave

motion


Supporting Words

parallel: equal distant and moving in the same direction

Advanced Words

electromagnetic spectrum: the range of wavelengths and frequencies of electromagnetic waves



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Lesson 3: Wave Properties

On-level Words

amplitude: the height of a transverse wave from the midpoint to the crest or trough

compression: the part of a longitudinal wave where the particles of matter are close together

crest: the highest point on a wave

frequency: the number of oscillations per second

trough: the lowest point on a wave

wavelength: the distance between any two equivalent points, such as from crest to crest or

from trough to trough

Supporting Words

medium: the material or substance a wave moves through

Advanced Words

hertz: the SI unit of frequency

rarefaction: the part of a longitudinal wave where the particles of matter are far apart

Lesson 4: Wave Interactions

On-level Words

absorption: the taking in of a wave by an object as the wave hits the object

diffraction: the bending and scattering of a wave as it hits an object or goes through an opening

interference: the phenomenon that occurs when two waves meet while traveling along the

same medium

reflection: the bouncing of a wave after it hits an object

refraction: the bending of a wave as it passes through one medium to another medium

transmission: the passing of a wave through an object

Supporting Words

destructive: causing things to come apart

Advanced Words

seismic waves: waves of energy that move through the layers of Earth that are caused by

earthquakes, volcanoes, or other causes

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Lesson 5: Sound Waves

On-level Words

dissipate: to cause something to spread out and disappear

Doppler effect: the change in frequency of a wave due to the motion of the source and/or

receiver

pitch: a measure of how high or how low a sound is perceived, determined by the frequency of

the sound wave

wave speed: the distance traveled by a sound wave per unit of time

Supporting Words

cycle: an interval of time during which an event is completed

Advanced Words

analog signals: a representation of information that uses a continuous range of values, resulting

in it precisely mimicking the original information

Lesson 6: Properties of Sound Waves

On-level Words

decibel: the unit of measurement for the intensity of sound

harmonic: pieces of a standing wave that are separated by a node

node: a point on a standing wave that appears to be stationary

resonance: the effect of forced vibration from an incoming wave that matches an object’s

natural frequency

standing wave: a wave that is produced when two waves of equal amplitude and wavelength

travel in opposite directions and interfere

Supporting Words

vibration: an instance when a medium moves back and forth

Advanced Words

intensity: the amount of energy that flows through an area per unit of time

natural frequency: the frequency at which an object vibrates when struck

Lesson 7: Radio Waves and Applications

On-level Words

global positioning system: a system of satellites that provide precise position and velocity data

used to pinpoint locations

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magnetic resonance imaging: a phenomenon whereby nuclei in a magnetic field absorb and

reemit radiation that is captured and used to create an image

radio waves: electromagnetic waves that have long wavelengths and low frequencies

receiver: a device that captures, amplifies, and demodulates radio waves

transmitter: a device that modulates, amplifies, and sends out radio waves

Supporting Words

antenna: a device that transmits or receives radio waves

Advanced Words

modulation: the process of modifying a property of a wave to transmit information

demodulate: to get information from something else

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Lesson 1: Electromagnetic Waves

On-level Words

electric field: the area around a charged object that can exert a force on other charged objects

electromagnetic spectrum: the range of wavelengths and frequencies of electromagnetic waves



magnetic field: the area around a magnet that exerts a force on objects containing certain

metals

polarization: a process that modifies light waves so that they vibrate in a single plane

Supporting Words

plane: a flat or level surface

Advanced Words

gamma rays: type of electromagnetic wave with the shortest wavelength and highest frequency

Lesson 2: Dual Nature of Light

On-level Words

frequency threshold: the minimum frequency required to eject electrons from a metal

luminous: emitting light

photoelectric effect: the emission of electrons from a metal when light of certain frequencies

strikes the metal

photon: a particle of electromagnetic energy that has zero mass

Planck’s constant: a constant that relates the energy and frequency of a photon

Supporting Words

pixels: smallest parts of a picture that come together to make an image

Advanced Words

emission: releasing of a substance

quantum: the smallest packet of electromagnetic energy that can be absorbed or emitted

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Lesson 3: Reflection and Refraction

On-level Words

angle of incidence: the angle between the incident ray and the normal line

incident ray: an incoming light ray that strikes a surface

law of reflection: the law that states that the angle of incidence is equal to the angle of

reflection

normal: an imaginary line perpendicular to a surface that goes through the point where an

incident ray strikes the surface

scattering: the deflection of light waves in all directions as they collide with particles or gas

molecules in the atmosphere

Snell’s law: the law that states that the product of the angle of incidence and index of refraction

in the medium light travels from is equal to the product of the angle of refraction and index of

refraction in the medium light passes into

Supporting Words

optical density: a measure of how much light a material allows to pass through

Advanced Words

diffuse reflection: a type of reflection that occurs when light strikes a rough surface, resulting in

the reflected light traveling in different directions

specular reflection: a type of reflection that occurs when light strikes a smooth surface, resulting

in reflected light traveling in the same direction

Lesson 4: Mirrors

On-level Words

concave: curves inward

convex: curves outward

radius of curvature: the distance between the center of curvature to the vertex

real image: an image formed by converging light rays that can be displayed on a screen

virtual image: an image formed by diverging light rays that cannot be displayed on a screen

Supporting Words

converge: to move toward a common point

diverge: to move away from a common point

Advanced Words

focal length: the distance from the center of a mirror or lens to a focal point

vertex: the point where the principal axis and mirror meet

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Lesson 5: Lenses

On-level Words

converging lens: a lens that is thickest in the middle and works by causing light rays to bend

toward the principal axis

diverging lens: a lens that is thinnest in the middle and works by causing light rays to bend away

from the principal axis

lens equation: the equation that states the relationship among the object distance, image

distance, and focal length of a lens

magnification equation: the equation that relates the ratio of the image distance and object

distance to the ratio of the image height and object height

Supporting Words

image: a visual representation of something produced by a lens

Advanced Words

focal point: the point on a mirror’s or lens’s axis where reflected or refracted light converges or

appears to diverge

principal axis: the line that runs through the center of curvature to the midpoint of a lens or

mirror

Lesson 6: Diffraction

On-level Words

diffraction angle: the angle between the direction of an incident wave and a resulting diffracted

wave

diffraction grating: a surface with many parallel grooves that is used to bend light

monochromatic: having just one wavelength or color

path difference: the difference in the distances traveled by two interfering waves

wave front: a line in which waves that are moving together are all in the same phase

wavelets: the secondary waves formed from source points on the wave front

Supporting Words


Advanced Words

corona: light around a full moon that is a result of light being diffracted when it encounters

water or ice in Earth’s atmosphere

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Lesson 7: Lab: Waves and Diffraction

On-level Words

diffraction: the bending of a wave as it encounters a barrier or passes through an opening

diffraction angle: the angle between the direction of an incident wave and a resulting diffracted

wave


wavelength: the distance between any two equivalent points, such as from crest to crest or

trough to trough

Supporting Words

parameter: a condition to keep constant in an experiment

Advanced Words

diffraction grating: a tool used to separate wavelengths of light

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UNIT 9: ELECTRICITY

Lesson 1: Electrostatics

On-level Words

coulomb: the SI unit for electric charge


electric force: a force between two charged particles, ions, or objects

field lines: lines in a diagram that indicate the direction of flow of electric field between charged

particles

Supporting Words

conduction: the transfer of electric charge by direct contact

Advanced Words

electric potential: the electrical potential energy of a charged particle divided by its charge

subatomic particle: a particle smaller than an atom, such as protons, neutrons, and electrons

Lesson 2: Coulomb’s Law

On-level Words

Coulomb’s constant: a proportionality constant equal to 8.99 x 109 Nm2/C2 and designated by a

lowercase k

Coulomb’s law: the law that states the force of attraction or repulsion between two charges is

affected by the amount of charge and the square of the distance between the two charges

Newton’s third law of motion: the law that states for every action there is an equal and opposite

reaction

superposition principle: the principle that states the net electrical force on a specific charge is

equal to the sum of the vector components of the charges applying electrical forces on it

Supporting Words


Advanced Words

inversely proportional: relationship where one variable increases and the other variable

decreases proportionally

total charge: represented by Q, this is equal to the sum of both charges, q1 and q2 in the

electromagnetic force equation

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Lesson 3: Electric Fields

On-level Words

coulomb: SI unit for electric charge

dipole: a pair of opposite electric charges of equal magnitude


field line: a line drawn on a diagram of charged particles indicating the direction of the flow of

the field

point charge: a theoretical charge small enough to test the force exerted by a charged particle

without moving the particle.

Supporting Words

nonuniform: referring to an electric field where either the magnitude or direction change within

a given space

uniform: referring to an electric field that has the same magnitude and direction in a given space

Advanced Words

theoretical: calculated through theory rather than an experiment or observation

Lesson 4: Electric Potential Difference

On-level Words

electric potential: the electric potential energy of a charged particle divided by its charge

electric potential difference: the difference in electric potential between two positions

electric potential energy: the potential energy an electric charge has due to its location in an

electric field

volt: the SI unit of electric potential difference

voltmeter: an instrument used to measure differences in electric potential at different points

Supporting Words

• gravitational potential energy: the energy of an object due to its position

Advanced Words

equipotential lines: contour lines that indicate areas of equal electric potential

Lesson 5: Ohm’s Law

On-level Words

ampere: the SI unit of electric current

electric circuit: a path through which electric charges can travel

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ohm: the SI unit of resistance

resistance: the tendency of a material to oppose the flow of charges

voltage: the measurement of electric potential difference in volts

Supporting Words

• current: the flow of electric charge

Advanced Words

Ohm’s law: the law stating that current is equal to voltage divided by resistance

Lesson 6: Electric Circuits

On-level Words

ammeter: a device that measures the amount of current in a circuit

closed circuit: a continuous loop of conducting material that allows current to flow

open circuit: a loop of conducting material with a break or gap that prevents the flow of current

resistor: a device that slows the flow of current in a circuit

short circuit: a disrupted circuit caused by the flow of charge through an unintentional path of

low resistance, thus causing the current to bypass its proper path

voltmeter: a device that measures the amount of voltage in a circuit

Supporting Words

battery: a device consisting of an anode, cathode, and electrolyte in which chemical energy is

converted into electrical energy

Advanced Words

series circuit: an electric circuit that has only one path along which the current can flow

parallel circuit: an electric circuit that has multiple paths along which current can flow

Lesson 7: Lab: Circuit Design

On-level Words

Ohm’s law: the law that states current is equal to voltage divided by resistance

resistance: the tendency of a material to oppose the flow of charges

resistor: a device that has electrical resistance that is used in a circuit

Supporting Words

current: the flow of electric charge

voltage: a measurement of electric potential difference in volts (V)

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Advanced Words

inversely proportional: relationship where one variable increases and the other decreases in a

certain proportion

Lesson 8: Electric Energy Storage

On-level Words

capacitance: the measure of the charge a capacitor can store equal to the ratio of stored charge

to potential difference

capacitor: a device that stores electric charge by separating positive and negative charges

dielectric: an insulating material inserted between the conducting plates of a capacitor

dielectric constant: the measure of a dielectric’s ability to insulate charges from each other

farad: the SI unit of capacitance

permittivity: the measure of how much a medium resists the formation of an electric field

Supporting Words

insulator: a material that is a poor conductor

Advanced Words

picofarad: unit used to measure capacitance; one picofarad is equal to one trillionth of one farad

Lesson 9: Electricity Use in Homes and Businesses

On-level Words

electrical power: the rate at which electrical energy is converted into other forms of energy

energy efficiency: the percentage of useful energy output to total energy input

kilowatt-hour: a unit of electrical energy

lumen: measure of how much visible light a source gives off

transformer: a device that increases or decreases the voltage of alternating current

Supporting Words

current: the flow of electric charge

Advanced Words

efficacy: the effectiveness of a light bulb, measured by lumens of light output per watts used

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Lesson 1: Magnets and Magnetism

On-level Words

dipole: a pair of equal and opposite magnetic or electric charges

ferromagnetic: a property of a material that allows it to be easily magnetized

magnetic domain: a cluster of atoms whose magnetic fields are aligned in the same direction

magnetic field: a region where a magnetic force is exerted on electrical charges or objects

containing certain metals

magnetic pole: the end of a magnet where the force is the strongest

magnetism: the force a magnet exerts to attract or repel other objects

Supporting Words

attract: to pull toward itself

repulse: to push away from itself

Advanced Words

ferrofluid: a liquid that becomes highly magnetized in the presence of a magnetic field

radiometric dating: a method of determining the age of Earth materials or organic objects based

on measurement of radioactive elements and decay products within the material

Lesson 2: Magnetic Field and Force

On-level Words


decrease together

right-hand rule: a system to find the direction and force of the magnetic field

tesla: the SI unit for magnetic field strength

Supporting Words

beam: a collection of parallel rays of electrons

Advanced Words

magnitude: a number or amount of something, expressed in units

Lesson 3: Lab: Magnetic and Electric Fields

On-level Words

compass: a device with a magnetic needle that pivots in relation to magnetic fields

electric current: the flow of charge through a wire or other material

electron: a negatively charged particle that orbits the nucleus of an atom

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field: a region or space in which a given effect exists

magnetism: the force a magnet exerts to attract or repel other objects

Supporting Words

• charge: positive or negative electrical energy

Advanced Words

electromagnet: an object with a core of magnetic material that is surrounded by a coil of wire;

when an electric current passes through the wire, the core magnetizes

Lesson 4: Electromagnetic Induction

On-level Words

amplitude: strength of an electric current

electromagnet: a strong magnet created by wrapping a metal core in a solenoid

electromagnetic induction: the generation of an electric current by a changing magnetic field

electromagnetism: the generation of a magnetic field by an electric current

solenoid: a coil of current-carrying wire

Supporting Words

metal: a substance made up of elements with particular characteristics, including conducting

electricity and heat

Advanced Words

galvanometer: a tool used to measure a small electric current by movement of a magnetic

needle

Lesson 5: Lab: Electromagnetic Induction

On-level Words

electromagnetic induction: the generation of an electric current by a changing magnetic field

galvanometer: a tool used to measure a small electric current by movements of a magnetic

needle

magnetic field: a region where a magnetic force is exerted on electrical charges or objects

containing certain metals

polarity: a property of having poles, or opposing physical characteristics

Supporting Words

current: a flow of electric charge

Advanced Words

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hydroelectric dam: a type of power plant that uses a moving water source to spin a turbine

which moves a generator used to produce electricity

Lesson 6: Applications of Electromagnetism

On-level Words

armature: the rotating part of an electric motor or generator that consists of many loops of wire

wrapped around an iron core

brush: a part in a motor or generator that is the contact point for a commutator or a slip ring

and allows current to flow in or out of a motor or generator

commutator: a part in a motor attached to the armature that provides a path for current to flow

into the armature, allowing the current to change direction

electric motor: a device that converts electrical energy into kinetic energy to turn an axle

slip ring: a part in a generator attached to the armature that provides a path for current to flow

from the armature

Supporting Words

electric generator: a device that converts kinetic energy into electrical energy

Advanced Words

Maglev train: a train that uses magnets to push the train off the tracks and another set of

magnets to push the train forward

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Lesson 1: The Nucleus

On-level Words

mass defect: the sum of the masses of the nucleons minus the mass of the atom

nucleon: a particle that, along with other particles, makes up the nucleus (protons and

neutrons)

radioactive decay: the spontaneous release of energy and particles from the nucleus of an

unstable atom

strong nuclear force: the force responsible for binding protons and neutrons together in the

nucleus

Supporting Words

atom: smallest unit of an element, consisting of neutrons, protons, and electrons

Advanced Words

nuclear binding energy: the energy required to split the nucleus of an atom into separate

protons and neutrons

Lesson 2: Radioactivity

On-level Words

half-life: the time required for half of a sample of a radioisotope to decay

ionizing radiation: radiation with sufficient energy to cause potential DNA damage due to

ionized atoms and broken molecular bonds

radioactive decay: the process in which the nucleus of an unstable isotope spontaneously

changes, releasing particles and energy

radioactivity: the spontaneous discharge of energy from an unstable nucleus

radioisotope: an atom with an unstable nucleus that will eventually go through radioactive

decay

weak nuclear force: the force that is responsible for the type of radioactive decay known as beta

decay

Supporting Words

spontaneous: developing or occurring randomly or without a cause

Advanced Words

stochastic: involving chance or randomness; the likelihood that something will happen

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Lesson 3: Balancing Nuclear Reactions

On-level Words

balanced nuclear equation: equation where the sum of the mass numbers and the sum of the

atomic numbers balance on either side

chemistry: the study of properties and composition of matter and the interactions of substances

nuclear chemistry: study of radioactivity and nuclear processes

nuclear equation: mathematical representation used to represent nuclear reactions

nuclide notation: notation used to identify different isotopes of an element

Supporting Words

periodic table: a table that organizes the chemical elements in order of increasing atomic

number and groups elements based on similarities in chemical properties and electron

configurations

Advanced Words

transmutation: the conversion of one element or nuclide into another

Lesson 4: Half-Life

On-level Words

daughter isotope: an isotope formed from the radioactive decay of another isotope known as

the parent isotope

half-life: the time required for half the radioactive nuclei in a sample to decay

isotopes: atoms of the same element with different atomic masses

parent isotope: an isotope that undergoes radioactive decay

Supporting Words

nucleus: the center of the atom, which holds the protons and neutrons

Advanced Words


decay

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Lesson 5: Lab: Half-Life Model

On-level Words

half-life: the time required for half of a sample of a radioactive isotope to decay

radioactive decay: the process in which the nucleus of an unstable isotope spontaneously

changes, releasing particles and energy


decay

Supporting Words

model: a simplified representation of a real object or system

Advanced Words

stable isotope: nonradioactive forms of atoms, such as nitrogen-14

unstable isotope: form of an atom, such as carbon-14, that undergoes radioactive decay, which

emits energy and particles

Lesson 6: Fission and Fusion

On-level Words

binding energy: the amount of energy required to break a nucleus into individual protons and

neutrons

mass defect: the difference in mass between the whole nucleus and the nucleons

nuclear fission: the process in which the nucleus of an atom splits into two lighter atoms,

releasing a large amount of energy

nuclear fusion: the process in which the nuclei of two atoms combine to form a heavier atom,

releasing a large amount of energy

Supporting Words

nucleon: a particle that, along with other particles, makes up the nucleus (protons and

neutrons)

Advanced Words

uranium: element frequently used in nuclear fission

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Lesson 7: Nuclear Energy

On-level Words

chain reaction: a self-sustaining series of chemical reactions in which the products of one

reaction are the reactants in the next reaction

nuclear fuel: the material used in a nuclear reactor that provides fissionable atoms

nuclear power plant: a facility designed to generate electricity from fission reactions

nuclear waste: the matter remaining after fission reactions take place in a nuclear reactor

subcritical mass: an amount of fissionable material that is too small to sustain a constant rate of

fission

supercritical mass: an amount of fissionable material that produces an accelerating rate of

fission

Supporting Words

control rod: a physical cylinder of material that absorbs neutrons so they cannot initiate a fission

reaction

generator: a device that converts mechanical energy into electrical energy

turbine: a cylinder with blades that rotates when steam or another gas expands and moves

across the blades

Advanced Words

critical mass: an amount of fissionable material capable of sustaining a constant rate of fission

Lesson 8: Nuclear Radiation

On-level Words

cloud chamber: a particle detector used to detect radiation in a sealed chamber

film badge: a badge made of photographic film that is used to measure a worker’s exposure to

radiation

gray: a unit of measurement for absorbed radiation; 1 gray (Gy) is equivalent to the absorption

of 1 joule of radiation by 1 kilogram of living tissue

scintillation counter: a device used to measure radiation by measuring quantities of light

emitted from a sensor

Supporting Words

Geiger counter: a device used to measure radiation by detecting alpha or beta particles, or

gamma rays

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Advanced Words

becquerel: a unit of measurement for radioactivity; 1 becquerel (Bq) is equivalent to one decay

of an atomic nucleus per second

sievert: a unit of measurement for effective dose of radiation in biological tissue; 1 sievert (Sv) is

equivalent to 1 joule per kilogram, which is equivalent to 1 gray (Gy)

Lesson 9: Special Applications of Nuclear and Wave Phenomena

On-level Words

fluoroscopy: an imaging technique that uses X-rays to obtain real-time moving images of the

internal structures of a patient

ionizing radiation: radiation with sufficient energy to cause potential DNA damage due to

ionized atoms and broken molecular bonds

magnetic resonance imaging: a phenomenon where nuclei in a magnetic field absorb and reemit

radiation that is captured and used to create an image

radiography: the projection of X-rays through the body

sonography: using sound waves to image internal structures

tomography: imaging in “sections” or slices

Supporting Words

X-ray: electromagnetic radiation with extremely short wavelengths

Advanced Words

brachytherapy: a form of radiotherapy where a radiation source is placed inside or next to the

diseased area

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REAL-WORLD APPLICATIONS AND SCIENTIFIC THINKING

Throughout the course, students participate in 15 labs and 14 projects that engage students in scientific

thinking and provide opportunities to apply the concepts they learn in real-world settings. The following

descriptions show examples of how students explore real-world applications and employ scientific

thinking.

UNIT 1: ONE-DIMENSIONAL MOTION AND FORCES

1. In the lesson Speed and Velocity, students examine the motion of objects verbally, visually,

mathematically, and graphically and apply these ideas to real-life scenarios, including people

and cars in motion. The examples vary within the video-based instruction, where students apply

these concepts of speed and velocity to several scenarios. Additionally, this lesson focuses on

Science and Engineering Practice 5: Mathematical and Computational Thinking. In this lesson,

students must use different mathematical and graphical representations (equations, motion

maps, position-time graphs, and velocity-time graphs) to solve problems involving an object’s

position, speed, and velocity.

2. In Lab: Motion with Constant Acceleration students practice carrying out investigations,

collecting data, and analyzing and interpreting data. Students manipulate variables to collect

data and organize it in a data table. Then students analyze the data obtained from their

investigations both mathematically and graphically, including finding average velocity and

comparing accelerations.

3. Obtaining, evaluating, and communicating is emphasized in the lesson Fundamental Forces. As

part of this lesson, students differentiate among the four fundamental forces and then complete

a written research paper. To complete this paper successfully, students must find and use digital

and print sources and communicate information around the discovery of each force and their

applications. Students present information on all four forces and a works cited page as part of

their papers.


1. In the lessons Newton’s First and Third Laws and Newton’s Second Law, students learn, explain,

and apply the principles of each law to real-world scenarios. For example, students apply the

ideas of mass and inertia to a hypothetical football game to explain why one player is able to

avoid another. Students also calculate force, acceleration, and mass involved in the kicking of a

soccer ball. Other examples include the recoiling of a cannon, a rocket lifting off into space, and

the pulling of objects in a two-dimensional plane.

2. In Impulse and Momentum, students apply scientific and engineering ideas to design, evaluate,

and refine an egg-drop device. Developing and testing models is a key part of this lesson;

students must use given material to design and construct a device that will protect an egg when

dropped from a certain height. At the end of the experiment, students write a lab report where

they evaluate their device by describing the advantages and disadvantages of their design,

justifying their designs with science concepts from the unit, and suggesting improvements to the

design.

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1. Students research the connections between satellite technology and physics in the lesson

Orbital Motion. In this lesson’s project, students collect information on a career in satellite

technology. Then they produce a presentation in which they connect physics concepts to the

daily work on of someone in this field. As students learn how satellite trajectories are mapped

using mathematical models similar to the ones they have learned in this unit, they connect

orbital motion to current uses of technology.

2. In Earth-Moon-Sun System, students develop their own models of our solar system to illustrate

the rotation of Earth, lunar phases, and eclipses. Students not only develop and construct an

Earth-Moon-Sun model but also evaluate how effectively the model illustrates the different

orbital concepts.

3. Students also use mathematical representations to describe the forces and motion of objects

moving in two dimensions. During Vectors, Universal Law of Gravitation, Circular Motion, and

Orbital Motion students practice using quantitative vectors, formulas, and motion maps to solve

problems involving displacement, gravitational force, centripetal force, and orbits.

Mathematical representations are applied to applications such as roller coasters and satellites.


1. In Nonrenewable Resources and Renewable Resources, students identify examples of how the

law of conservation of energy is applied to generation of electricity. By the end of these lessons,

students explain how energy is converted to usable energy and the pros and cons of using both

nonrenewable and renewable resources for the world’s energy needs.

2. In Energy Transformations, students model the transformation of kinetic, potential, and thermal

energy in a roller coaster. In the lesson’s project, students create a roller coaster with multiple

hills and use pie chart representations to show the percentage of energy involved at multiple

instances during the ride. Students then use their model to explain the energy transformations

in words.


1. In order to cook food, heat is required. In the lesson Radiation, students design, construct, and

test solar cookers. To create a successful solar cooker, students modify their devices based on

what they know about radiation. Students take the role of an engineer in designing a device that

has real-world applications, especially for places that may not have other heat sources.

2. In Lab: Thermal Energy Transfer, students plan and collect data in an investigation to answer the

question “How do mass and type of material affect thermal energy transfer?” Students write a

procedure, determine the tools needed to collect data, and safely run their own experiments to

test these variables. Then they interpret, analyze, and report their findings in a lab report.

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1. In First Law of Thermodynamics, students connect the law of conservation of energy to how a

heat engine works. Students use the adiabatic process to explain how the engine turns

compression of gas into work. By the end of the lesson, students apply the concept to several

real-world scenarios, including a four-stroke engine and a tea kettle.

2. In Second Law of Thermodynamics, students plan and conduct an investigation to explore the

transfer of energy in a system. Students combine the first and second law of thermodynamics to

develop an experiment that demonstrates objects reaching equilibrium in open and closed

systems. Students diagram their experiment to explain their experiments and run multiple trials

for accuracy. Students use mathematical and graphical representations to determine average

amounts of the heat transferred between objects.


1. In Sound Waves, student read an article to identify wave technologies used in electronics. After

reading, students connect wave properties to real-world applications like FM and AM radio.

Students analyze the characteristics of analog and digital signals to distinguish the uses of both

signals.

2. In Radio Waves and Applications, students identify how radio waves are used in fields such as

communication, medicine, and navigation. Students construct explanations as to why antenna

are needed for devices that use radio waves. Also, students connect frequency and amplitude

modulation to radio programs, television, and cell phones.


1. In the lesson Lenses, students engage in a text about lenses. First, students explain how Snell’s

law is incorporated into the shape design of different lenses. Then they apply the concept to

describe how telescopes help scientists study objects in space. Students also use data to make

recommendations on how to construct a telescope. Finally, students interpret a diagram of the

human eye to identify the context lens of the eye.

2. In the lesson Reflection and Refraction, students use Snell’s law to solve mathematical problems

involving both reflection and refraction of light. Students continue to use mathematical

representations in this lesson’s lab as they explore the relationship between the angle of

incidence and the angle of refraction for a clear liquid.

UNIT 9: ELECTRICITY

1. In the lesson Electricity Use in Homes and Businesses, students examine real-world applications

of electricity, such as in appliances and power plants, as well as how electrical energy is

transmitted across large distances. Students compare the relationship between current and

voltage and learn how electrical energy is converted into electric power. Using mathematical

formulas, students calculate energy use, electricity costs, energy efficiency, and energy loss to

evaluate energy usage in buildings.

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2. In Electrostatics, students plan an investigation to explore the relationship between properties

of substances and electric forces of those substances. Students choose which variables to test in

this lab, what tools are needed, and how to collect data. Students later use this data to make

inferences about the substances’ electrical forces. They use mathematical representations to

calculate potential energy and electric potential of an electric charge within the lab and

assignment of this lesson.

UNIT 10: MAGNETISM AND ELECTROMAGNETISM 1. In Magnets and Magnetism, students learn about Earth’s magnetic fields. Through learning

about the concepts and then applying them to Earth, students can explain phenomenon related

to Earth’s magnetic fields, such as auroras, rock bands, and pole wandering. For example,

students read a text and interpret diagrams to explain the interaction between Earth’s

magnetosphere and solar winds.

2. In Applications of Electromagnetism, students analyze two sets of data by constructing graphs.

Students decide what variables to graph and then construct a line graph of the data. Then

students answer analysis questions that ask them to compare the relationship between

variables. Students must understand experimental design to uncover the relationship among

electromagnetic strength, voltage, and number of coils. Students apply these factors to a motor

and generator in the assignment of this lesson.


1. In Special Applications of Nuclear Wave Phenomena students identify examples of applications

of atomic and nuclear phenomena such as radiation therapy and diagnostics. Students compare

radiography, fluoroscopy, and CT scans as three types of X-ray imaging used in the medical field.

They also describe how these three imaging techniques are unique.

2. Students create models of various atomic nuclei in the lesson Radioactivity. This lesson’s project

asks students to develop two-dimensional models of different radioactive nuclei to show how

they change during radioactive decay, fission, or fusion.

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CROSSCUTTING CONCEPTS

Students encounter crosscutting concepts as they are integrated into the lessons. The following

examples show how students use crosscutting concepts in each of the units throughout the course.

UNIT 1: ONE-DIMENSIONAL MOTION AND FORCES

Crosscutting Concepts Unit Example

Patterns: Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.

In the lessons Speed and Velocity and Acceleration, students construct, interpret, and analyze mathematical representations of motion to identify and explain patterns related to objects positions, speeds, velocities, and accelerations. Mathematical representations include equations, position-time graphs, velocity-time graphs, and motion maps.

Cause and Effect: Mechanism and Prediction: Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.

During Lab: Motion and Constant Acceleration, students collect and use data to differentiate between cause and correlation of force, mass, and acceleration variables. Students support claims about specific causes and effects in their lab reports.

Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.

In Friction, students discover and compare static and kinetic friction phenomena. Understanding friction requires looking at what is happening to objects at a microscopic level. Students construct an understanding of friction by combing the microscopic and observable explanations of friction provided by the on-screen teacher.

Systems and System Models: A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.

Introduction to Forces guides students to create free body diagrams to analyze forces acting on objects. Constructing free body diagrams is the first step to creating a mathematical model of forces acting on an object. Students create these models for several real-life scenarios throughout this lesson.

Energy and Matter: Flows, Cycles, and Conservation: Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.

Students research and report on different types of forces in Fundamental Forces. In this lesson, students differentiate strong and weak nuclear forces, learning about radioactive decay and how energy and matter are conserved in such instances, even when the atom may change.

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Structure and Function: The way an object is shaped or structured determines many of its properties and functions.

The lesson Friction focuses on applying the concept of friction to how objects are designed for specific tasks. The video-based instruction for this lesson describes many ways in which the structure of certain objects takes advantage of friction. For example, students will be able to explain how the structures of objects (treads on wheels, the shape of rockets, designs of parachutes) aid in specific functions (increasing or decreasing friction).

Stability and Change: For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.

Conducting experiments and analyzing data are two ways scientists develop an understanding of how systems change. Students experience this in Lab: Motion and Constant Acceleration. With a hands-on experience, students observe how forces change the motion of an object. This lab helps students develop the concept of stability and change of motion with constant acceleration examples that students have both experienced and manipulated.

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UNIT 2: NEWTON’S LAWS AND MOMENTUM Crosscutting Concepts Unit Example


In the lesson Lab: Newton’s Second Law, students collect and analyze empirical evidence gathered from two experiments: one virtual and one hands-on. During these experiments, students gather and analyze data that leads to evidence supporting Newton’s second law, F=ma. Students discover the direct and inverse patterns among force, mass, and acceleration, the patterns inherent in Newton’s second law equation (F=ma).


Changes in systems may have various causes that may not have equal effects. In Lab: Conservation of Momentum, students investigate examples of a change in a system by experimenting with collisions between carts. Students manipulate the mass of a moving cart to predict and observe the collision of the cart with another. In this complex experiment, more change is done to the system as students manipulate a second variable (a second moving cart). In their lab reports, students analyze and propose the causes and effects of momentum during a collision.


In Newton’s Second Law, students use algebraic thinking to understand the forces acting on several objects. For example, the teacher walks students though an example of a person kicking a soccer ball. The problem requires converting the mass of the ball from grams to kilograms and manipulating a formula to solve the problem correctly. Using the correct unit scale (grams vs. kilograms) and manipulating the equation correctly are both critical to solving problems like this example. Later on in the lesson, students apply this algebraic thinking to similar problems.


In order to investigate momentum, you must define a system. In Conservation of Momentum, students learn how to define a system for a specific task, finding momentum. Students must define systems to solve the problems in this lesson correctly and draw accurate conclusions. In the lesson Lab: Conservation of Linear Momentum, students utilize the virtual cart to model factors such as fan speed, mass, and the surface on which the fan cart travels to investigate how they impact the overall motion of the cart and, specifically, the cart’s acceleration.

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In Conservation of Momentum, students identify conditions of a closed system, including the conservation of energy and momentum. Students do this by listening to examples given by the teacher and by applying the law of conservation of energy to examples in which they solve for momentum and velocity. Students also evaluate examples to determine if energy is conserved within a system by tracking energy for equal and opposite forces in the lesson Newton’s First and Third Law.


The project in the lesson Impulse and Momentum requires students to design an egg-drop structure to solve a problem (dropping an egg from a certain height without cracking the egg). This project requires students to examine different materials and structures and make connections to the concepts of impulse and momentum. Students need to critically think about how an object’s structure will help it carry out a function, protecting the egg to create a successful device.


Students compare systems in the lesson Conservation of Momentum. Students examine conservation of momentum, including identifying how the total momentum in a system is calculated, as well as how it relates to the law of conservation of momentum. Students also differentiate between inelastic and elastic collisions and apply mathematical skills to calculate how varying rates of change will affect the kinetic energy and momentum of a system experiencing a collision.

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UNIT 3: TWO-DIMENSIONAL MOTION AND GRAVITY Crosscutting Concepts Unit Example


In Projectile Motion, students identify patterns involved in motion of a projectile. Projectile motion is not linear but can be represented using another mathematical representation, the parabola. Students use parabolas to describe and analyze projectile motion as well as apply parabolic patterns to solve problems. Students also explain the relationship between acceleration due to gravity and parabolic motion.


Students conduct a lab in the Circular Motion lesson to investigate the relationships among the centripetal force, mass, radius, and velocity of an object moving with uniform circular motion. Students start with three hypotheses depicting potential cause-and-effect relationships among the variables listed above. Then students collect empirical evidence to make claims supporting or refuting the three hypotheses.


In Universal Law of Gravitation, students examine how the universal law of gravity applies to all objects; however, the effects of gravity are easier to observe with more massive objects. In this lesson, students calculate the effects of gravity on objects even when they are not directly observable. Students apply the universal law of gravity formula to understand patterns not observable because of scale. Students also indirectly study the scale of gravity by comparing objects of different mass and distance. This complex relationship is scheduled by identifying gravity’s directly proportional relationship to mass and inversely proportional relationship to distance squared.


In Earth-Moon-Sun System, students develop their own models of our solar system to illustrate the interactions among Earth, the moon, and the Sun. A handheld model is used to understand the interactions at a more visible scale. Students use their models to make predictions about future interactions (e.g., lunar eclipses).


In the lesson Centripetal Acceleration, students determine the force needed to move an object in a circular motion. For a system to maintain a circular motion, force is required to change the direction of the object. Students must understand the forces and work in the system to explain what drives centripetal acceleration, which is more complex than acceleration that does not involve change in direction.

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During the lesson Earth-Moon-Sun System, students apply Kepler’s laws to describe the way in which the Sun, planets, and moons function within the solar system. To successfully complete a solar system model, students describe the properties and functions of different solar phenomena (such as eclipses and lunar phases). Students use the structural ideas of the solar system (orbital motion of solar objects and gravity) to describe some of its observable functions and phenomena.


In the lesson Orbital Motion, students investigate the stability of orbits in the solar system. The lesson guides students to consider the forces involved in orbital motion. Using formulas for tangential speed, centripetal force, and centripetal acceleration, students calculate and model orbital motion for objects in our solar system. These concepts are then applied to describing how a satellite keeps a stable orbit around Earth.

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UNIT 4: WORK, POWER, AND ENERGY Crosscutting Concept Unit Example


Students use mathematical representations to identify patterns among variables in Lab: Kinetic Energy. By using the formula for kinetic energy, students predict the height of a beanbag based on the mass and the velocity of another object.


In Simple Machines, students discover that simple machines are systems designed to cause a desired effect. Students observe and explain examples of pulleys, wedges, inclined planes, and other simple machines. Students explain how simple machines make work easier. For example, an incline plane reducing the input force needed to raise and object’s height.


In Lab: Kinetic Energy, students analyze graphical representations and apply algebraic knowledge of linear and exponential growth to predict how one variable will affect another. More than one variable is used for predictions so students examine scientific data with linear and exponential rates. Also, in the lesson Work and Power, students use work and power equations to determine the proportional relationships among work, distance, force, and time.


In Conservation of Energy, students illustrate with models that energy is conserved. In this lesson’s lab activity, students use physical and mathematical representations to explain how energy is transformed when a marble rolls down an inclined plane. Students justify the law of conservation of energy with energy formulas, concepts of friction, and experimental data.


In Energy Transformations, students track the changes in energy of everyday objects. In these instances, energy often leaves the system, which students interpret as thermal energy. Students use thermal energy to describe the loss of potential and kinetic energy from systems such as a skydiver, skateboarder, and roller coaster.


Students infer functions and efficiency of different machines in Introductions to Machines and Simple Machines. Students make observations about an object’s structure to determine the advantages of different machines and to calculate their mechanical advantages.


Some system changes are irreversible. Students model and justify this crosscutting concept in Conservation of Energy. Students predict the rate of energy change on a marble using mathematical models and concepts of kinetic energy, potential energy, and thermal energy.

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UNIT 5: THERMAL ENERGY AND HEAT TRANSFER Crosscutting Concept Unit Example


In Lab: Thermal Energy Transfer, students use empirical evidence to identify the patterns involved among three variables. Students design and test their own experiments to find patterns among mass, material type, and thermal energy transfer. Students use a calorimeter to collect temperature data during this experiment.


Systems can be designed to cause a desired effect. In Lab: Mechanical Equivalent to Heat, students determine the cause-and-effect relationships of several variables using a cylinder, water, and thermometer. Students collect and analyze data related to mass, height of the cylinder, and initial water temperature to draw conclusions about how these variables affect one another.


In Temperature and Heat, students use algebraic thinking to explain the relationship of temperature and kinetic energy. In understanding this direct relationship, students can predict that as temperature increases, kinetic energy increases. Students also explain this process at the molecular level by describing the movement of water molecules as temperature increases.


In Heat Transfer, students apply models of energy transfer (conduction, convection, and radiation) to explain interactions among systems. For example, students apply each model to a pot of boiling water. Students also compose explanations as to how energy transfer works in a hot air balloon.


Changes of energy in a system can be described in terms of energy into, out of, and within a system. Students describe changes in energy into a system (a solar cooker) in the lesson Radiation. Similarly, students describe the flow of energy of a boiling pot of water in Heat Transfer.


Students investigate how different materials transfer thermal energy in Lab: Thermal Energy transfer. Then students compare the specific heat of different materials to infer which materials would be best suited for different applications. For example, handles of cooking utensils have high specific heats, while pots used for cooking have low specific heats.


Calorimeters are tools used to accurately measure the thermal energy of a system. A properly designed calorimeter will stabilize thermal energy as much as possible to collect data used to calculate the specific heat of materials. In Lab: Thermal Energy Transfer, students construct and use a calorimeter to compare specific heat of water and other materials.

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UNIT 6: THERMODYNAMICS Crosscutting Concept Unit Example


In States of Matter, students learn that patterns of classification are not always the same at different scales. Characteristics of matter used at the observable scale and particle scale are not the same. For example, students use “some particle motion” to classify a liquid at the particle level but the ability to “change shape” as a characteristic of liquid at the observable scale.


States of matter do not change unless there is a transfer of heat. Students use graphical evidence when analyzing how much heat is needed to change states of matter in Changes of State. By studying these heating curves, students learn that changing a state of matter is more complex than some of the graphical relationships they have learned in previous units and that increasing the temperature causes changes in states of matter.


Patterns observable at one scale may not be observable at other scales. In Second Law of Thermodynamics, the teacher walks students through an example of energy flowing in an engine. As energy flows from a heat source to the cold sink, students calculate the efficiency of an engine based on how much energy is used to do work. Students use the proportional relationship between output and input energy to describe efficiency of this system.


In First Law of Thermodynamics, students use examples to explain how heat added to a system is conserved as it changes into other forms of energy. In this lesson’s assignments, students explain how energy is conserved in a tea kettle on a stove using concepts of electrical energy, kinetic energy, and heat. Students also identify practical uses of this law as they describe the mechanisms of an engine.


In Second Law of Thermodynamics, students attribute entropy to the flow of energy in closed and open systems. Students use diagrams to represent different levels of efficiency and flow of energy in devices such as heat engines.


Students recognize the structure and function of solids, liquids, gases, and plasma in States of Matter. These states have different structures, which leads to different functions. For example, students attribute characteristics such as compressibility, particle motion, and substance shape to states of matter.

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In Changes of State, students identify the heat change required to change a substance’s state of matter. Students can calculate this amount by interpreting graphs. Also, students quantify this amount using the latent heat of fusion equation for different substances, including water, silver, and alcohol.

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UNIT 7: WAVES AND SOUND Crosscutting Concept Unit Example


Students identify direct relationships between amplitude and displacement of a pendulum in Simple Harmonic Motion. Students recognize the patterns between velocity and acceleration when considering the movement of a pendulum. Students also calculate spring constants using the formula for Hooke’s law and consider the periodic relationship when graphing simple harmonic motion.


Students predict the cause-and-effect relationships among spring constants, force, and displacement in Simple Harmonic Motion. Students observe this relationship with several examples, considering how increases in velocity of a pendulum decreases acceleration and forming a complex understanding of effects on a spring.


Sound waves are difficult to observe in many cases. In Properties of Sound Waves, students examine ways to investigate the properties of sound waves, such as intensity. They study the proportionality of intensity with amplitude and the proportionality of intensity with distance from the source of the sound. Students note that frequency and pitch are directly proportion, and the greater the pitch, the greater the frequency.


Students develop several wave models in Wave Interactions. Students create these light and mechanical wave models in the lesson’s project. Students use their models to communicate how waves are reflected, absorbed, or transmitted. Students explain the interaction between the wave and the material in words.


Energy in a spring is transferred when the spring oscillates. Students observe this phenomenon in Simple Harmonic Motion. Students know energy cannot be created or destroyed and connect the motion of a spring to the energy involved in the system.


Investigating waves and their properties, students connect structure and function of different types of mediums. Introduction of Waves leads students to use the wave structure to identify properties of mechanical waves and illustrates the importance of media to wave travel. Students use the properties based on wave structure to compare and contrast longitudinal and transverse waves.

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Much of science deals with constructing explanations of how things remain stable. In Wave Properties, students consider properties of waves such as period, frequency, and wave velocity. Students examine the parts of the electromagnetic spectrum and identify the relationship between frequency and wavelength, as well as explain how the medium a wave travels through can affect its speed.

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UNIT 8: WAVES AND LIGHT Crosscutting Concept Unit Example


In Reflection and Refraction, students collect empirical evidence to identify patterns between the angle of incidence and angle of refraction for a clear liquid. Students identify these patterns by interpreting graphical and mathematical models of the data.


In Lab: Waves and Diffraction, students collect empirical evidence that is required to make claims about the relationship between line spacing of diffraction grating and the diffraction angle.


In Reflection and Refraction, students use algebraic thinking to examine scientific data to predict the index of refraction for a given medium. Students use the ratio of the sine of the two angles to predict the index of refraction for a clear liquid.


In Labs: Waves and Diffraction, students use a simulation to observe diffraction patterns by altering wavelengths. Using a “ripple tank” and ray diagrams, students analyze how diffraction occurs at different wavelengths. Also, in the lesson Lenses, students make predictions about an image based on the type of lens and distance of an object. For example, students interpret diagrams of concave and convex lenses and predict size and orientation of images.


In Electromagnetic Waves, students solve problems involving frequency and wavelength. Students relate the law of conservation of energy when explaining how frequency does not change when light moves through a medium. Students use Planck’s constant to explain how energy is neither created nor destroyed as electromagnetic waves pass through mediums.


Students use wavelength and frequency to describe the structural characteristics of light in the lesson Electromagnetic Spectrum. In describing these properties, students also identify functions of the gamma rays, microwaves, visible light, and X-rays.


Students interpret changes in index of refraction in Reflection and Refraction. Students use the quantified data in the lab portion of the lesson to construct explanations on how angles of incidence and refraction compare in the lesson’s lab. Students calculate the index of refraction for water, supporting the stability of this property in a given medium.

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UNIT 9: ELECTRICITY Crosscutting Concept Unit Example


In the lesson Ohm’s Law, students identify the patterns among current, voltage, and resistance. Then in Lab: Circuit Design, students use empirical evidence from the lesson’s lab activity to support the relationships among voltage, resistance, and current. Students compare calculated and measured effects on electric current when manipulating voltage and resistance in Lab: Circuit Design.


In Coulomb’s Law, students determine the factors involved in an object’s electrical charge. The lab has students collect empirical evidence to support their conclusions about the transfer of electrons between a balloon and different materials. The lab tests different variables as to compare how each affects the electrical charge of a balloon.


Students observe the electromagnetic force acting on a set of balloons during the lab in the lesson Coulomb’s Law. This concept can also be understood at a smaller scale by calculating the number of electrons collected on each balloon. As electrons are not observable, students measure angles between balloons, use trigonometry to calculate force, and use the electromagnetic force equation to find total charge. Finally, students are able to turn total charge into number of electrons to observe this concept indirectly.


Students use models to simulate electric fields and discover how they interact with charges in the lesson Electric Fields. Students then analyze diagrams of electric fields in terms of uniformity and charge. Also, students predict how the field will change if the charge is moved.


In the lesson Electric Potential Difference, students describe how electric potential energy changes due to charge and distance within a field. Student track energy involved in an electric field using both diagrams and mathematical equations.


Students explore the structure and function of insulators and conductors in Electrostatics. Insulators restrict the flow of electricity because these materials do not have free electrons. Conductors allow the flow of electrons because they have free electrons. Students also connect the relationship between substance properties (like boiling point) and strength of electric forces holding substance together.

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In Ohm’s Law, students explore how voltage, current, and resistance affect one another. By the end of the lesson, students can explain that the amount of current that flows through a system depends on voltage and resistance.

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UNIT 10: MAGNETISM AND ELECTROMAGNETISM Crosscutting Concept Unit Example


In Magnets and Magnetism, students explore different ways of observing magnetic fields. Compasses are one tool for observing magnetic scales; they use Earth’s magnetic pole to determine direction. They can also be used on a smaller scale to detect smaller closer magnetic fields. Another method is using iron fillings to outline magnetic fields. Students apply patterns of magnetism to identify north and south poles of magnets as well as attraction and repulsion properties.


In the Lab: Magnetic and Electric Fields, students observe patterns in electric fields as well as magnetic fields—in this relationship, both seem to have an effect on each other. The lab involves several experiments for students to try and determine if there are casual relationships between these concepts. For example, one part of the lab has students testing the effects of an electric current on a magnetic field and another part has them testing the effects of magnet movement on an electric current.


Students calculate scientific data to make predictions about force in Magnetic Field and Force. To calculate the force exerted on a charge moving through a perpendicular field, students use micro coulombs to measure charges and exponential values to measure field strength and velocity. Students understand orders of magnitude to model mathematically over these different scales.


Models can be used to simulate systems and interactions. In Magnetic Field and Force, students use the right-hand rule to model the flow of current, movement of magnetic field, and magnetic force in a system. Also, in Magnets and Magnetism, students use magnetic field line diagrams to represent magnet fields within a system; these models help students describe magnet field behavior, which is difficult to observe directly.


In Applications of Electromagnetism, students describe how a motor converts electrical energy into kinetic energy. They also explore other energy devices such as generators. Understanding these practical applications of the law of conservation of energy is an example of energy moving from one place to another.


In Lab: Electromagnetic Induction, students interpret data on different electromagnetic structures to determine differences in electromagnetic strength. By examining these structures, students infer what factors affect the strength of electromagnets.

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In the lesson, Electromagnetic Induction, students examine the relationship between electricity and magnetism and investigate their applications in mechanisms such as solenoids and electromagnets. Students also examine how the strength of an electromagnet is affected by various factors such as the materials used. In addition, students examine the experiments that led to the discovery of electromagnetic induction and identify factors that can affect how much current is produced in an electromagnet.

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UNIT 11: NUCLEAR ENERGY Crosscutting Concept Unit Example


In Lab: Half-Life, students use mathematical representations of a radioactive atom’s half-life to identify patterns involved in radioactive decay. Students predict what will happen to a half-life when the number of atomic particles decreases.


Students determine causes of cell damage in Nuclear Radiation. In this lesson, students distinguish the effects of radiation on human cells and determine why some forms of radiation have more harmful effects. By the end of the lesson, students can identify harmful radiation and explain the degree to which they damage tissue.


Fusion is a phenomenon observed in stars. In order for this to happen, a great deal of energy must be available to start fusion. Students learn that a great deal of force is needed to collide two atoms in the lesson Fission and Fusion. Without a large quantity of force like that found in stars, atoms will repel one another instead of colliding.


Students create models of various atomic nuclei in the lesson Radioactivity. This lesson’s project asks students to develop two-dimensional models of different radioactive nuclei to show how they change during radioactive decay, fission, or fusion.


In Fission and Fusion, students explain the processes of fission and fusion in terms of mass-energy equivalence. Students describe how matter and energy interact during fusion and fission and how energy is transferred during the process. It is important that students remember the total amount of energy and matter are conserved.


In Nuclear Energy, students interpret nuclear power plants to understand how different structures within a plant function. Students explore different components—including turbines, rods, and generators—to understand a nuclear energy system as a whole and to evaluate the advantages and disadvantages of using nuclear energy as a source of electricity.


Students analyze the role of critical mass in the lesson Nuclear Energy. If less than critical mass is present, fissionable material does not maintain a constant rate of reaction and slows down, eventually stopping. If supercritical mass is reached, the chain reaction accelerates.

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