2009-2010
TexarkanaIndependentSchool District
I = Introduced P = Practiced M= Mastered
112.47Physics I Pre-AP,
Grade 11. High School
/ Grading Period
1 / 2 / 3 / 4 / 5 / 6
(c.1)The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
/ IPM
(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials
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(c.2)The student uses scientific methods during field and laboratory investigations. The student is expected to:
(A) plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology
/ IPM
(B) make quantitative observations and measurements with precision
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(C) organize, analyze, evaluate, make inferences, and predict trends from data
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(D) communicate valid conclusions
/ IPM
(E) graph data to observe and identify relationships between variables
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(F) read the scale on scientific instruments with precision
(c.3)The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information
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(B) express laws symbolically and employ mathematical procedures including vector addition and right-triangle geometry to solve physical problems
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(C) evaluate the impact of research on scientific thought, society, and the environment
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(D) describe the connection between physics and future careers
(E) research and describe the history of physics and contributions of scientists
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(c.4)The student knows the laws governing motion. The student is expected to:
(A)generate and interpret graphs describing motion including the use of real-time technology
Including
•The use of real-time technology
•Explain the informationon position-time, velocity-time and
acceleration-time graphs
/ I / PM
(B) analyze examples of uniform and accelerated motion including linear, projectile, and circular Including
•Linear
•Projectile
•Circular
•Solve acceleration problems involving uniform acceleration and free fall
/ IPM
(C) demonstrate the effects of forces on the motion of objects
Including
Newton’s Laws of Motion
1st Law: unbalanced forces produce motion
2nd Law: greater force more acceleration F = ma
3rd Law: forces work in pairs (water/bottle rockets) / IPM
(D) develop and interpret a free-body diagram for force analysisIncluding
•Interpret free-body diagrams of force analysis
•Describe the forces acting on an object moving on an inclined plane
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(E) identify and describe motion relative to different frames of reference Including
•Doppler effect, movement of planets/sun/moon relative to earth
•Dropping object out of an airplane (what would it look like from the plane vs. ground?)
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(c.5)The student knows that changes occur within a physical system and recognizes that energy and momentum are conserved.The student is expected to:
(A)interpret evidence for the work-energy theorem Including
•Explain why the sum of a moving object’s kinetic and potential energies does not change in a frictionless system and does change in real world systems object’s kinetic and potential
energies does not change in a frictionless system and does change in real world systems.
•Define work in terms of energy transfer.
•Calculate KE, PE (gravitational and elastic), & ME in linear systems.
/ I / PM
(B)observe and describe examples of kinetic and potential energy and their transformations
Including
•Describe transfer of energy in different systems (falling bodies, roller coasters).
•Classify energy forms according to how they aremeasured
- Gravitational potential energy- height
- Kinetic energy—velocity
- Thermal energy—temperature
- Elastic potential energy –stretch
- Electric potential energy – distance
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(C) calculate the mechanical energy and momentum in a physical system such as billiards, cars, and trains Including
•Billiards
•Cars
•Trains
•Space craft
•Solve problems involving mechanical energy.
•Calculate velocities in elastic and inelastic collisions.
•Solve problems involving transfer of energy and momentum.
/ IPM
(D) demonstrate the conservation of energy and momentum Including
•Define impulse and momentum
•Appreciate the importance of impulse and momentum in daily situations
- Protection in car accidents
o Seat belts
o Air bags
o Crumple zones
o Collapsible barriers
•In sports
o Collisions in football
o Collisions in auto racing
o Baseball
o Tennis
•Solve problems involving impulse and change of momentum.
•Explain the law of conservation of momentum.
•Solve problems involving the law of conservation of momentum.
/ IPM
(c.6)The student knows forces in nature.The student is expected to:
(A) identify the influence of mass and distance on gravitational forces Including
•Describe the law of universal gravitation.
•Calculate the amount of gravitational force between two objects.
•Compare the acceleration of gravity on earth with other planets
•Understand apparent weightlessness in terms of free-fall
•Predict the speed necessary for a given satellite to remain in a circular orbit around the earth.
•Describe and calculate escape velocity
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(B)research and describe the historical development of the concepts of gravitational, electrical, and magnetic force Including
•Trace the historical progression of thought regarding gravity (Newton,Cavendish, Einstein)
•Trace the history of our understanding of electricity and magnetism (Franklin,Millikan, Coulomb, Faraday,Michelson and Maxwell)
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(C)identify and analyze the influences of charge and distance on electric forces Including
•Use the law of conservation of electric charge to explain experimental result.
•Describe how a Van de Graff generator works.
•Solve problems involving Coulomb’s law.
•Solve electric field intensity problems.
•Describe charging by induction
•Describe elementary charges
•Convert elementary charges to coulombs.
•Describe electric potential difference
•Define capacitance.
•Describes the properties of electric fields.
Describe the effects of electric fields on charges.
/ IP / PM
(D)demonstrate the relationship between electricity and magnetism Including
•Explain Faraday’s law of induction.
•Explain Lenz’s law.
•Explain why a rotating loop in a magnetic field produces
alternating current.
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(E)design and analyze electric circuits Including
•Solve problems to determine the electric potential difference.
•Solve problems to determine the resistance of a wire.
•Diagram series and parallel electric circuits.
•Solve problems involving current, potential difference, and resistance in series and parallel circuits.
•Design and analyze electric circuits.
•Describe what causes electrical overload in circuits and how circuits can be protected from overload.
•Describe how to prevent accidental shock from an electric current.
/ IPM
(F)identify examples of electrical and magnetic forces in everyday life
Including
•Solve problems involving electric power
•Describe the direction of amagnetic field.
•Describe magnetic field lines.
•Solve problems to determine the force that a magnetic field exerts on a charged particle.
•Explain how a transformer works.
•Compare and contrast the current and voltage in the wires in a long distance transmission line and the wires that carry electricity to a home.
•Describe medical applications
- MRI
- Cat Scan
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(c.7)The student knows the laws of thermodynamics. The student is expected to:
(A)analyze and explain everyday examples that illustrate the laws of thermodynamics Including
1st Law: energy is conserved (any transducer/energy in = energy out)
2nd Law: entopy is increasing (hot things cool down)
3rd Law: entropy is absolute OK is absolute zero (cyrogenics)
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(B)evaluate different methods of heat energy transfer that result in an increasing amount of disorder Including
•Define heat in terms of molecular motion including convection, conduction, and radiation.
•Describe the concept of thermal equilibrium.
•Explain the importance of specific heat.
•Define entropy.
•Explain the relationship between temperature, heat and work.
•Describe the relationship between energy and entropy as it relates to a system and its environment
/ IPM
(c.8)The student knows the characteristics and behavior of waves.The student is expected to:
(A)examine and describe a variety of waves propagated in various types of media and describe wave characteristics such as velocity, frequency, amplitude, and behaviors such as reflection, refraction, and interference Including
•Velocity
•Frequency
•Amplitude
Describe wave behaviors
Including
Reflection
•Refraction
•Interference
•Determine the relationship between the length of stretch of a spring and the applied force
•Determine the period of a simple pendulum
•Describe pulses and periodic waves
•Describe waves in terms of
- Period
- Frequency
- Amplitude
- Phase
- Energy
•Solve problems involving
- Wave frequencies
- Wavelengths
- Speed
•Describe the relationship between wavelength and wave diffraction
•Describe the properties of simple harmonic motion and oscillation
•Define resonance
•Describe standing waves and how they are formed
•Describe the behavior of waves at media boundaries
•Describe the effects of constructive and destructive interference
•Define node, and antinode
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(B)identify the characteristics and behaviors of sound and electromagnetic waves Including
•Explain how sound waves are produced
•Explain the Doppler effect
•Define intensity as it relates to sound and wave characteristics
•Describe the condition which produce beats
•Explain why different instruments playing the same note sound different
•Describe how a standing wave is produced and locates the nodes and antinodes
•Explain how standing waves relate to string and pipe instruments
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(C)interpret the role of wave characteristics and behaviors found in medicinal and industrial applications Including
MRI, CAT Scan, sonogram, seismic (Richter scale), echolocation, sonar, microwaves, Doppler weather, and police radar)
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(c.9)The student knows simple examples of quantum physics. The student is expected to:
(A)describe the photoelectric effect Including
Photons/light follows a straight line path until it encounters metal ejecting electrons and creating an electric current
- Waves transfer energy
- Wave particle duality
Waves with sufficient frequency have enough energy to release
/ IPM
(B)explain the line spectra from different gas-discharge tubes Including
•Identify gases by their spectra.
•Illustrate and explain the line spectra from different gas-discharge tubes.
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Additional TEKS
112.42Integrated Physics and Chemistry,Grade 9.High School
/ Grading Period
1 / 2 / 3 / 4 / 5 / 6
(c.4)The student knows concepts of force and motion evident in everyday life.The student is expected to:
(A) calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines; {Science Grade 11 Obj. 5} Including
•Effects in
- The human body
- Moving toys
- Machines
•Define force and identifies examples of forces in the environment
•Describe the effect of friction on motion
•Calculate the net force in a simple system
•Describe how speed, force, work and power are related
•Interpret distance-time graphs and velocity-time graphs
•Define free fall and explain why free fall varies for objects of different masses and sizes
•Define average speed, instantaneous speed, constant speed and terminal velocity
/ IPM
(B) investigate and describe applications of Newton's laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits; and {Science Grade 11 Obj. 5} Including
•Explain and give examples of Newton’s three laws of motion
•Identify modern applications of Newton’s laws in a variety of disciplines (astronomy, geology, athletics, transportation)
/ IP / M
(D) investigate and demonstrate [mechanical advantage and] efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps. {Science Grade 11 Obj. 5}Including
•Levers
•Motors
•Wheels and axles
•Pulleys
•Ramps
•Define “mechanical advantage and efficiency “of various machines. Calculate the values of each machine’s mechanical advantage and efficiency.
oLevers
oMotors
owheels and axles
opulleys
Including
•Levers
•Motors
•Wheels and axles
•Pulleys
•Ramps
•Define “mechanical advantage and efficiency “of various machines. Calculate the values of each machine’s mechanical advantage and efficiency.
oLevers
oMotors
owheels and axles
opulleys
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(c.5)The student knows the effects of waves on everyday life.The student is expected to:
(B) demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials. {Science Grade 11 Obj. 5} Including
•Interference – losing radio signal on a road trip
•Reflection – mirror, remote controls
•Polarization – sunglasses
•Refraction – objects in water
•Resonance – TacomaNarrowsBridge video (what happened?)
•Determine the angle of reflection when given the angle of incidence in secular reflection
/ IP / PM
(c.6)The student knows the impact of energy transformations in everyday life. The student is expected to:
(A) describe the law of conservation of energy; {Science Grade 11 Obj. 5} Including
•Potential energy
•Kinetic energy
•Conversions between
- KE
- PE
- How they relate to ME
•Determine the kinetic energy of an object, given its mass and velocity.
•Determine the potential energy of an object, given its mass and its height.
•Analyze energy transformations
- Potential to kinetic
- Solar to electrical
/ IP / M
(B) investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation; and {Science Grade 11 Obj. 5} Including
•Energy transfer
•Particle motion according to the Kinetic Theory
•Conductors
•Insulators
•Temperature conversations (K, °F, & °C)
•Calculate specific heat
•Phase changes
•Illustrate heat transference in a range of situations
•Heating water-convention
•A.C. ducts – in ceiling, cold air sinks
•Solar energy - radiation
/ IPM
(D) investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar cells. {Science Grade 11 Obj. 5}Including
•Rechargeable or disposable batteries
•Solar cells
•Determine the amount of electric power in a system.
•Explain why people are continually trying to conserve energy sources.
•Differentiate between batteries and generators
/ IPM
(c.7)The student knows relationships exist between properties of matter and its components.The student is expected to:
(A) investigate and identify properties of fluids including density, viscosity, and buoyancy; and {Science Grade 11 Obj. 4}Including
•Density
•Viscosity
•Buoyancy
•Describe the properties of a variety of fluids in terms of density, viscosity, and buoyancy
•Describe Bernoulli’s Principle and its application
•Describe Pascal’s principal and its applications
•Define and explain the phase changes
•Interpret simple phase diagrams
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(D) relate the chemical behavior of an element including bonding, to its placement on the periodic table. Integrated Physics and Chemistry (8) Science Concepts. The student knows that changes in matter affect everyday life. The student is expected to {Science Grade 11 Obj. 4} Including
•Bonding
- Ionic
- Covalent
- Metallic
•Periods
•Groups/Family
•Metals
•Nonmetals
•Metalloids
•Transition metals
•Inner-transition metals (rare earth)
•Element symbols
•Polyatomic ions
•Atomic mass
•Predict oxidation numbers
•Write formulas using charges
•Naming compounds
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(c.8)The student knows that changes in matter affect everyday life. The student is expected to:
(A) distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle; and {Science Grade 11 Obj. 4} Including
•Oxidation
•Digestion
•Changes in states
•Stages in the rock cycle
•Identify indications of a chemical change
- Release of gas
- Color change
- Precipitate formation
- Energy change
•Describe variables that may affect the outcomes of physical
and chemical experiments
•Differentiate between chemical and nuclear reactions
•Classify changes as chemical or physical
•Define melting point and boiling point
•Know the solutions and properties of states of matter as it applies to intermolecular forces.
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(C)investigate and identify the law of conservation of mass. Integrated Physics and Chemistry (9) Science Concepts. The student knows how solution chemistry is a part of everyday life. The student is expected to {Science Grade 11 Obj. 4}Including
•Recognize that atoms are rearranged in a reaction.
•Explain and demonstrate the law of conservation of mass
•Identify the parts of a chemical equation:
- Reactants
- Yield sign
- Product
•Be able to balance simple chemical equations
•Classify different reaction types
- Synthesis
- Decomposition
- Combustion
- Single displacement
- Double displacement
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(c.9)The student knows how solution chemistry is a part of everyday life. The student is expected to:
(A)relate the structure of water to its function [as the universal solvent]; {Science Grade 11 Obj. 4} Including
•Structure of water as liquid
•Structure of water as solid
•Solubility
•Describe the properties of water including hydrogen bonding and explain why water is the universal solvent
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(B)relate the concentration of ions in a solution to physical and chemical properties such as pH, electrolytic behavior, and reactivity; and {Science Grade 11 Obj. 4} Including
More H+, the more acidic, lemons, acids, heartburn
More OH, the more basic, bleach, ammonia
Electrolytes- dehydration, PowerAde, Gatorade
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(D)demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent. {Science Grade 11 Obj. 4} Including
•Temperature
•Pressure
•Nature of the solute and solvent
•To make sweeter tea, dissolve sugar in hot tea, not cold
Thermal pollution with respect to oxygen solubility. As temperature increases, concentration of oxygen decreases. CO2 dissolved in soft drinks with respect to temperature and pressure. Effect of particle size on rate of dissolving. “Like dissolves like” (Salt dissolves in water. Nail polish dissolves in acetone)
/ P
112.43Biology,
Grade 10.High School
/ Grading Period
1 / 2 / 3 / 4 / 5 / 6
(c.2)The student uses scientific methods during field and laboratory investigations. The student is expected to:
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and {Science Grade 11 Obj. 1}
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(c.4)The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:
(B) investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules. {Science Grade 11 Obj. 2}Including