Physics+Lesson+Objectives+S2

Semester 2 Semester 1
//Section 1 Sounds in Vibrating Strings// I can:
 * Chapter 5 - Let Us Entertain You **
 * **Determine** the effect of string length on the pitch of the sound produced
 * Students vary the length of a vibrating string to observe a difference in the pitch of the sound produced
 * **Determine** the effect of tension on the pitch of the sound produced
 * Students increase tension by adding another 500g weight attached to a string over a pulley and observe the effect on the pitch of the sound produced
 * **Summarize** experimental results
 * Students write a general statement indicating how pitch varies with string length and tension

//Section 2 Making Waves// I can:
 * **Observe** the motion of a pulse
 * Students are able to observe wave motion in a coiled spring
 * **Calculate** the speed of a wave pulse
 * Students start a pulse on a spring and measure the time it takes to travel the length of the spring
 * **Observe** standing waves
 * Students rapidly whip one end of the spring until they create a standing wave
 * **Investigate** the relationship among wave speed, wavelength, and frequency
 * Students change wave frequency to study the relationship.
 * Students read how the three variables are related.
 * **Make** a model of wave motion
 * Students draw periodic transverse waves on pieces of adding machine tape
 * **Distinguish** between transverse and longitudinal waves
 * Students generate both transverse and longitudinal waves and record in their logs how the spring coils move in the two cases

//Section 3 Sounds in Strings Revisited// I can:
 * **Calculate** the wavelength of a standing wave on a string
 * Students measure the vibrating string length and double it to obtain the wavelength and record this information in their data table.
 * **Organize** data in a table
 * Students record their data for string length, wavelength, and pitch in a table
 * **Describe** how the pitch of the sound produced by a vibrating string depends on the wave speed, wavelength, and frequency of the waves on the string
 * Students record a general statement of how pitch and string length relate to one another.

//Section 4 Sounds from Vibrating Air// I can:
 * **Identify** standing waves in different kinds of air-filled tubes
 * Students relate the constant pitch produced by blowing into a straw or test tube with the constant pitch produced by a standing wave on a vibrating string
 * **Observe** how pitch changes with the length of the tube
 * Students blow into straws of different lengths and describe the sound differences they hear.
 * Students write a general statement about how changing the length of the straw changes the pitch of the sound they hear.
 * **Observe** the effect of closing one end of the tube on the pitch of the sound
 * Students blow into straw pieces of different lengths that are covered at one end, describe what they hear, and compare the results with what they hear when they blow into a straw that is open at both ends
 * **Observe** sound bending around corners and spreading
 * Students hear sounds made by their lab partners, who are hidden from sight, from beyond the corner of a doorway
 * Students also emit sounds into a megaphone made of paper and report the difference compared to sound made without the megaphone
 * **Relate** observations of pitch to drawings of standing waves
 * **Summarize** experimental results
 * Students read about the properties of waves and correctly identify the standing waves associated with open and closed tubes.
 * **Organize** observations to find a pattern
 * Students add a horn to a "trombone," increasing sound dispersal like a megaphone.
 * Students point out that an air column of the same length in the test tube and the closed straw produce the same pitch

//Section 5 Shadows// - SKIP I can:
 * **Observe** that light rays travel in straight lines
 * Students note that holes in the cardboard pieces must fall along the same line as the light from the bulb for them to see the light.
 * Students observe what happens to light rays when blocked by a puppet.
 * Students draw correct ray diagrams
 * **Analyze** shadow patterns
 * Students record what happens to the shadow of a puppet when it is moved around
 * **Explain** the size of shadows
 * Students describe how shadows are formed using ray diagrams to show how changing an object's position changes the size of the shadow,

//Section 6 Reflected Light// I can:
 * **Observe** the reflection of light by a mirror
 * Students observe the reflection of their face and the image of a light bulb
 * **Identify** the normal plane of a mirror
 * Students draw a perpendicular to the line drawn along the front edge of a mirror
 * **Measure** angles of incidence and reflection for a plane mirror
 * Using a protractor, students measure and record the angle of incidence and the angle of reflection
 * **Collect** evidence for the relationship between the angle of incidence and angle of reflection for a plane mirror
 * Students measure and record the angle if incidence and reflection for several angles and determine the relationship between the two angles
 * **Observe** changes in the reflections of letters
 * Students write their name in block capital letters along the normal and observe the reflection
 * **Identify** patterns in multiple reflections
 * Students position two mirrors at right angles and observe the multiple reflections of an object placed in front when the angle between the mirrors changes

//Section 7 Curved Mirrors// I can:
 * **Identify** the focal point and the focal length of a curved mirror
 * Students extend the reflected rays backward to the focal point where they meet
 * Students identify the focal point and measure and record the focal length
 * **Observe** virtual images in a convex mirror
 * Students record descriptions of their image when viewed in a convex mirror
 * **Observe** real and virtual images in a concave mirror
 * Students observe real images of a light source that when focused on an index card are inverted
 * Students note that the virtual images formed are not inverted relative to the object
 * **Measure** and graph image distance vs. object distance for a concave mirror.
 * Students measure and graph the image distance and object distance for different object locations for a concave mirror.

//Section 8 Refraction of Light// I can:
 * **Observe** refraction
 * Students look at a pencil through an acrylic box and observe how the acrylic box and a prism bend a light beam
 * **Measure** the angles of incidence and refraction
 * Students measure the angles of incidence and refraction of the laser beam for oblique angles on an acrylic block
 * **Measure** the critical angle
 * Students observe the critical angle and measure the angle of reflection at this angle
 * **Observe** total internal reflection
 * Students swivel the incident beam at various angles to see where the refracted beam at the bottom of the prism begins to disappear.

//Section 9 Effect of Lenses on Light// I can:
 * **Observe** real images formed by convex lenses
 * Students observe images on a file card when they point a convex lens at a window or other distant object
 * **Relate** image size and position to object size and position and the properties of your lens
 * Students collect data to relate image size and position size to object size and position using a convex lens.
 * Students read how real and virtual images are formed in relation to size and distance of the object in using a convex lens.

//Section 10 Color// - SKIP I can:
 * **Observe** combinations of colored lights.
 * Students set up bulbs of different colors to observe the colors they see on a screen.
 * **Predict** patterns of colored shadows.
 * Students predict the patterns of colored shadows by illuminating them with light bulbs of different colors.

// Section 1 Generating Electricity // I can:
 * Chapter 6 **
 * **Trace** energy transformations
 * I will generate electrical energy to light a bulb using a hand-cranked generator and consider all the energy transformations that take place.
 * We will discuss the energy transformations and then apply what we have learned to describe energy transformations for various situations.
 * **Plan** a model for electricity
 * I will investigate electric circuits and observe that for electricity to flow through a circuit it must form a closed loop.
 * I will observe that when too much electricity goes through steel wool, it burns opening the circuit.
 * **Construct** a circuit that lights a bulb
 * I will construct circuits using a hand-cranked generator, light bulbs, wires, and steel wool.
 * **Adjust** the brightness of a light bulb with a hand generator
 * I will deliver electric energy to a light bulb using a hand-cranked generator and wires.
 * I will experience how the hand-cranked generator requires more force the brighter the bulb.

// Section 2 Modeling Electricity: The Electron Shuffle // I can:
 * **Develop** a physical model for electric current and potential energy
 * We will run a kinesthetic model to simulate electric current and potential in series circuits.
 * We will describe various situations using this model and consider how to improve it.
 * **Apply** the physical model to trace the flow of electric current in series circuits
 * We will apply the kinesthetic model to describe and compare various circuits.

//Section 3 Series and Parallel Circuits: Lighten Up// I can:
 * **Compare** series and parallel circuits
 * I will **compare** series and parallel circuits by describing the differences observed while performing the Electron-Shuffle model and while using a hand-cranked generator.
 * I will **apply** the physics concepts involved to solve for physical quantities in both series and parallel circuits.
 * **Recognize** generator output limit
 * I will **observe** an output limit to the generator and analyze it further in Physics to Go.
 * **Modify** the Electron-Shuffle model of electricity
 * I will **simulate** the current and energy transfers in a parallel circuit using the Electron-Shuffle model.

// Section 4 Ohm's Law: Putting up a Resistance // I can:
 * **Calculate** the resistance of an unknown resistor given the voltage drop and current
 * I will **make** a series of current and voltage drop measurements for various resistors of various strengths to find the relationship among current, voltage, and resistance.
 * I will **use** my measurements to develop Ohm's Law.
 * I will **apply** Ohm's Law and current and voltage measurements to solve for an unknown resistor in a circuit.
 * **Construct** a series circuit
 * I will **construct** series circuits to find the relationship between voltage, current, and resistance
 * **Use** a voltmeter and ammeter in a series circuit accurately
 * I will **use** a voltmeter in a circuit to measure the voltage drop across resistors of different resistances.
 * I will **use** an ammeter in a circuit to measure the current flowing through these resistors with the known voltages applied.
 * **Express** the relationship between voltage and current for a resistor that obeys Ohm's Law in a graph
 * I will **plot** the current and voltage from data provided, draw a best fit line for the data, and find that the slope of the line represents the resistance of the circuit.

// Section 5 Electric Power: Load Limit // I can:
 * **Define** power, insulator, and conductor
 * I will **calculate** the power for various household appliances.
 * I will **describe** and **discuss** power, insulators, and conductors and provide examples of the latter.
 * **Use** the equation for power, P = IV
 * I will **apply** the equation for power to **determine** the power or current needed for a common household appliance to operate, and the power limit to blow a fuse.
 * **Calculate** the power limit of a 120-V household circuit
 * I will **observe** the power limit for a fuse and calculate the power used by various household appliances.
 * **Differentiate** between a fuse and a circuit breaker
 * I will **read** about and **discuss** how circuit breakers and fuses work and how they differ.
 * **Identify** the need for the fuses and circuit breakers in a home
 * I will **read** about and **discuss** circuit breakers and fuses and their purpose.

Section 6 //Current, Voltage, and Resistance in Parallel and Series Circuits: Who's in Control?// I can:
 * **Assemble** a switch in a circuit with parallel components to control a particular lamp
 * I will insert a switch in a circuit to control one, two, or all of the three bulbs in a parallel circuit.
 * I will **apply** what I know to decide where a switch should be inserted in various circuits to control one or more lights.
 * **Use** the conservation of energy to determine how currents and voltages are distributed in series and parallel circuits
 * I will **measure** the voltage and current in a parallel circuit across each of three resistors (bulbs) and the total current and voltage for the circuit.
 * I will **read** about and **discuss** conservation of energy and charge for series and parallel circuits using my measurements to support ideas.
 * I will **apply** what I know to solve for variables involved in multiple resistor circuits.
 * **Use** Ohm's law to derive equations for the total resistance of multiple resistors in series and parallel circuits
 * I will **read** about Ohm's law and the equations of total resistance for multiple resistors in series and parallel circuits

Section 7 //Laws of Thermodynamics: Too Hot, Too Cold, Just Right// I can:
 * **Assess** experimentally the final temperature when two liquids of different temperatures are mixed
 * I will **measure** the temperatures of certain amounts of hot water and cold water, mix them together, and measure their temperature.
 * I will do this for different volumes of cold water to determine the relationship between changing the volume of cold water and the final temperature of the warm/cold water mixture.
 * **Assess** experimentally the final temperatures when a hot metal is added to cold water
 * I will **plan and run an experiment** to compare how temperature changes when hot and cool water are mixed compared to cool water with a piece of hot metal placed in it.
 * **Calculate** the heat lost and the heat gained of two objects after they are placed in thermal contact
 * I will **read** about specific heat and then calculate the specific heat of the metal they used in the experiment.
 * I will, also, **calculate** final temperatures and heat transfers between objects in contact using equations derived from the law of conservation of energy.
 * **Discover** if energy is conserved when two objects are placed in thermal contact and reach an equilibrium temperature
 * I will **read** about conservation of energy and how this is represented mathematically using the heat transfer equation.
 * **Explain** the concept of entropy as it relates to objects placed in thermal contact
 * I will **read** about and discuss the laws of thermodynamics, thermal energy, temperature, and entropy.
 * I will **use** the concept of entropy to **explain** what happens when objects are in thermal contact, and when the number of particles increases.

Section 8 //Energy Consumption: Cold Shower// I can:
 * **Calculate** the heat gained by a sample of water
 * I will **measure** the change in temperature of water heated by a resistor and then calculate the heat energy transferred to the water.
 * **Calculate** the electrical energy converted into heat by a resistor
 * I will **calculate** the energy converted into heat energy by a resistor using the power rating listed on the appliance and the time measured for the heating of the water.
 * **Calculate** the efficiency of a transformation of electrical energy to heat
 * I will **calculate** the efficiency of the resistor used to heat the water using the calculation of the increase of thermal energy of the water and energy output of the resistor.
 * I will also **consider** what happened to the energy that is not considered to be useful energy for different situations.
 * **Explore** the power ratings and energy consumption levels of a variety of electrical appliances
 * I will **apply** the concepts of energy consumption and power to explore how much energy is used by a variety of appliances.

Section 9 //Comparing Energy Consumption: More for Your Money// I can:
 * **Measure** and compare the energy consumed by appliances
 * I will **measure** the initial and final temperatures and the time involved in heating a known amount of water using a microwave, a hotpot, and an immersion heating coil.
 * I will **calculate** the energy consumed to heat the water from the known power ratings and time.
 * **Compare** the costs of operating a variety of electrical appliances in terms of power ratings, amount of time each appliance is used, and billing rate
 * I will **measure** time and temperature change involved in heating a known amount of water.
 * I will **calculate** the energy transferred to the water using the mass, specific heat, and measured temperature change.
 * I will **compare** the energy consumed by each heating appliance to the amount of energy transferred to the water.
 * I will also compare the costs of using various appliances, selected in the previous session, for a month.
 * **Distinguish** among the three ways of heat transfer
 * I will **discuss** how heat energy may be transferred by conduction, convection, and radiation and describe the method of heat transfer for each appliance used to heat the water.
 * I will **distinguish** between these types of heat transfer as I answer questions.

Section 1 Section 2 Section 4
 * Chapter 7 **

Section 1 Section 2 Section 5 Section 6 Section 7
 * Chapter 8 **

===** Semester 1 ** ===