Area of Focus: Physics - MOTION

Learning Objective 1: MOTION IN ONE DIMENSION - Students will describe and analyze the motion of an
object in terms of position, time, velocity, and acceleration.

Teaching Methods and Process:

Research

• Calculate the average velocity of a moving object using data obtained from measurements of
position of the object at two or more times.
• Model the position of objects mathematically.

Reason

• Consider changes in position and the time required to do so.

• Distinguish between distance and displacement.
• Distinguish between speed and velocity.

Relate

• Determine and compare the average and instantaneous velocity of an object from data
showing its position at given times.

Record

• Collect, graph, and interpret data for position vs. time to describe the motion of an object and
compare this motion to the motion of another object.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

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Area of Focus: Physics - MOTION

Learning Objective 2: TWO-DIMENSIONAL MOTION - Students will describe and analyze motion in two
dimensions, utilizing the independence of orthogonal motion. Relate the motion of objects to a frame of
reference.

Teaching Methods and Process:

Research

• Consider motion under multiple reference frames.

• Conduct experiments to show the independence of motion in orthogonal directions.

Reason

• Explore the properties of vectors, and apply them as models of two-dimensional motion.
• Extend vector properties to model projectile motion.

Relate

• Practice projectile motion through a simulated battleship game.

Record

• For a lab we use a Battleship game practicing projectile operations.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

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Area of Focus: Physics - MOTION

Learning Objective 3: NEWTON’S LAWS OF MOTION - Students will understand and apply Newton’s
Three Laws of Motion 1. Objects maintain velocity in the absence of a net force, 2. Force is directly
proportional to the product of mass and acceleration, and 3. For every force, there is an equal and
opposite force.

Teaching Methods and Process:

Research

• Objects maintain velocity in the absence of a net force.

• Force is directly proportional to the product of mass and acceleration.
• For every force there is an equal and opposite force.

Reason

• Demonstrate properties and principles of inertia under various forces

• Demonstrate through Atwood machines
• Model objects utilizing free-body diagrams to understand and calculate net forces, equilibrium,
and acceleration.

Relate

• Understand the difference between mass and weight

• Identify normal friction forces and apply them to various situations.

Record

• Lab to collect data showing forces have an equal and opposite reaction.
• Utilize the “horse and cart” model to show that 3rd law force pairs act on separate objects.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

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Area of Focus: Physics - MOMENTUM

Learning Objective 1: MOMENTUM - Students will understand how momentum quantifies motion using
mass and volume. Understand the natural law that momentum is conserved in the absence of an
external force.

Teaching Methods and Process:

Research

• The idea of momentum is to quantify motion. Historically people have tried to place a value on
what causes motion. Newton began his investigation asking the question how much motion
does an object have numerically. Newton reasoned that momentum was made up of the
product of mass and velocity.
• Derive Newton’s Second Law from the definition of momentum.

Reason

• Identify the product of force and time as an impulse, equivalent to a corresponding change of
momentum.
• Compare the amount of motion for small and large objects moving at the same speeds.
• Demonstrate impulses and their effect.
• Demonstrate how varying the amount of time that force is applied creates different results.
• Using Newton’s Third Law and the definition of impulse, show that momentum must be
conserved in the absence of external forces.

Relate

• Show how your concept of motion changes based on scenarios that include differences in
weight and speed.
• Discuss multiple scenarios that increase the time of an impact.

Record

• Conduct a lab investigation where carts collide together under elastic, inelastic, and perfectly
inelastic conditions.
• Determine that momentum is conserved for all of these cases.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

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Area of Focus: Physics - ENERGY

Learning Objective: ENERGY - Students will understand what energy is and how to quantify it. Use the
work-energy theorem and conservation of energy to analyze complex scenarios that are too difficult for
kinematic analysis.

Teaching Methods and Process:

Research

• Define work as the dot product of force and distance. We then define power as the rate at
which work is done.

Reason

• Classify types of energy, specifically potential and kinetic energy.

• Derive equations for potential and kinetic energy based on the definition of work.

Relate

• Demonstrate the various ways in which work can be done.

• Show that potential energy transfers into kinetic energy and vice versa perfectly, meaning there
is no loss of total energy.

Record

• Demonstrate conversions of energy from potential to kinetic using cars on ramps, tossed
basketballs, and springs.
• Demonstrate the application of conservation of energy in simple machines such as levels and
pulleys.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

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Area of Focus: Physics – ROTATIONAL MECHANICS

Learning Objective: ROTATIONAL MECHANICS – Students will adapt the previous five sections of
classical mechanics to include the special case of rotation.

Teaching Methods and Process:

Show the fundamental difference between linear and rotational motion by spinning and showing that
different parts of my body move at different speeds.

Research

• Identify the angle of rotation as the only uniform kinematic variable by defining rotation as the
new kinematic variable.

Reason

• Redefine all mechanics equations into their rotational analogues.

• Define center of mass as the average location of an object’s mass and demonstrate that it is the
center of an object’s rotation.

Relate

• Demonstrate rotational inertia with adjustable mass rods.

• Demonstrate torque using levers and balance scales.

Record

• Demonstrate conservation of angular momentum with floating bike tires and turntables.
• Show that centripetal force is required for rotational motion.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

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Area of Focus: Physics – UGRAVITY & ORBITS

Learning Objective: UGRAVITY & ORBITS – Students will understand the factors effecting gravity and
orbits.

Teaching Methods and Process:

Tell the story of Copernicus, Brahe, Kepler, and Newton.

Research

• Explain Kepler’s three laws.

Reason

• Explain how to achieve orbit and calculate the speed necessary to do so as well as to escape
orbit.
• Use simulations to reason out Newton’s law of gravitation and use it to prove Kepler’s third law.

Relate

• Show that the sensation of weight derives from opposition to gravity not gravity itself.
• Show how differences in gravitational force across a body create title forces, and use this to
explain why the moon’s rotation and revolution have the same period.

Record

Learning Evaluation: Field trip to local planetarium.

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Area of Focus: Physics – MECHANICS OF MATERIALS / ATOMIC LEVEL PHYSICS AND SOLIDS

Learning Objective 1: MECHANICS OF MATERIALS SUB SECTION – ATOMIC LEVEL PHYSICS AND SOLIDS –
Students will understand how forces shape matter at the atomic level and how the subsequent
characteristics determine the behavior of solids, liquids, and gasses.

Teaching Methods and Process:

Research

• Explain how electro magnetic forces between protons and electrons create multi-shelled atoms
and drive chemical behavior.
• Define temperature as simply the amount that the atoms are vibrating within the spring lattice.

Reason

• Demonstrate Hooke’s law.

• Show how strong inter-atomic forces create huge lattices of atoms locked into place.
• Demonstrate and explain basic structures such as beams, columns, and arches.

Relate

• Relate Hooke’s law and electromagnetic forces to show how solids could be seen as a great
latticework of spring-connected atoms.
• Show how surface area increases at a quadratic rate, and volume increases at a cubic rate.
Discuss the implications of this relationship.

Record

• Construct balsa wood bridges to investigate structures.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

Learning Objective 2: LIQUIDS – Students will differentiate liquids from solids as substances whose
interatomic forces cannot contain an atom’s motion.

Teaching Methods and Process:

Research

• Define pressure as force per area and show that sharpness comes from having a very small area.
• Explain Archimedes’ principle. Use Archimedes’ principle to explain ships, icebergs, and stability.
• Explain Pascal’s principle and its use in hydraulic lifts.

Reason

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 • Demonstrate the incompressibility of liquids by hammering in a nail with a water-filled glass jar.
• Demonstrate that pressure in a fluid depends only the depth of the fluid.
• Demonstrate liquefaction using sugar in a bowl
• Demonstrate how fluid pressure acts in all directions with clay and an upside down Mason jar
full of water.

Relate

• Relate this principle to water towers and civil water systems.

Record

• Demonstrate surface tension.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

Learning Objective 3: GASES – Students will show that the interatomic forces between gas particles
aren’t strong enough to hold the atoms in place or prevent them from escaping from each other.

Research

• Explain that the void between gas particles allows gasses to be compressed.
• Explain Boyle’s law and demonstrate its application in barometers and vacuums.
• Explain how Archimedes principle applies to gasses.

Reason

• Demonstrate the magnitude of air pressure with Magdeburg spheres.

• Demonstrate air pressure via siphons.

Relate

• Explain various phenomenon such as Pietot tubes, cavitation, and curving trajectories.
• Briefly explain origins and uses of plasma.

Record

• Derive Bernoulli’s principle. Apply Bernoulli’s principle to demonstrate

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response tests
and quizzes.

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Area of Focus: WAVES, SOUND, MUSIC

Learning Objective: UWAVES/SIMPLE HARMONIC MOTION, STANDING, SOUND & MUSIC – Students will
understand and analyze repetitive motion. We are going to demonstrate simple harmonic motion (shm)
pendulums, and springs. We will then learn what governs a spring by changing the following
parameters: length, mass, stiffness.

Teaching Methods and Process:

STANDING WAVES: Show how standing waves occur for only specific multiples of frequency, based on
the strings length, tension, and density.

Research:

• Define types of waves.

• Define the anatomy of a wave, i.e. Amplitude wavelength frequency
• Derive wave speed or the equation for wave speed. Show that everything vibrates based
on its mass and stiffness.

Reason

• Demonstrate superposition of waves using an oscillating water fountain and a strobe

light.
• Demonstrate the phenomenon of standing waves with a taught string and oscillator.
• Show how superposition of waves determines the earthquake behavior of a building by
showing numerous examples of building types.

Relate

• Extend the standing wave principle to explain musical instruments. Demonstrate the
Doppler effect.
• Show how the Doppler effect is used in astronomy to determine the velocity of objects
in space.
• Use the Doppler effect to explain shock waves, sonic booms, and wakes.

Record

• Demonstrate transverse and longitudinal waves using Slinkys.

• Demonstrate waves super position on excel spreadsheets leading to a discussion of
destructive and constructive interference.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response
tests and quizzes.

SOUND: Demonstrate sound to be a wave using sand on a drum.

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Research:

• Use an oscilloscope to connect wave amplitude with volume and wave frequency with
pitch.
• Show that sound waves require a medium using a bell and a vacuum chamber.
• Mathematically determine the variables effecting sound wave velocity.

Reason:

• Demonstrate reflection and refraction.

• Conduct a laboratory experiment using tuner boxes to demonstrate resonance and
beats.
• Demonstrate resonance using shaker trays and Chaldni plates,
• Define intensity and loudness using decibels.

Relate:

• Compare and contrast the ear to a megaphone.

• Extend the principle of superposition to musical harmonics, octaves and overtones.
• Show waveforms of different instruments including the voice to explain how
superposition creates unique identifiable sounds.

Record:

• Show how the musculature and structure of the voice box creates different pitches,
amplitudes, and timbres.
• Show how the principle of superposition is used to record sound.

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Area of Focus: Physics – HEAT

Learning Objective: HEAT, LAWS OF THERMODYNAMICS, HEAT TRANSFER, PHASE CHANGES - Students
will understand that heat is another way to transfer energy and how entropy drives all natural processes
in the universe.

Teaching Methods and Process:

Research

• Identify temperature as a measure of the average kinetic energy of the particles of a

substance.
• Identify heat as the transfer of energy from one substance to another.
• Define specific heat and connect this idea with temperature as a measure of average
kinetic energy.
• Derive the math equation 𝑄 = 𝑚𝑐Δ𝑇
• Explore the three ways heat is transferred: conduction, convection, radiation.
• Explore the concept of insulators and conductors and heat transfer rate.

Reason

• Show that with larger kinetic energies, objects will vibrate in larger amplitudes, thus
increasing the size of an object and decreasing its density.
• Identify the sensation of “hot” as rapid energy inflow, and “cold” as rapid energy
outflow.
• Show how changing phase from solid to liquid and beyond requires additional energy
just to change phases.
• Include thermal energy flow into the energy equation, creating the 1st Law of
Thermodynamics.
• Observe the effects of the 1st Law of Thermodynamics by creating an adiabatic process
in which a piece of cotton is ignited by simply compressing the air in the chamber
containing the cotton.

Relate

• Discuss the 2nd Law of Thermodynamics, and how natural processes flow toward
creating higher entropy.
• Discuss how doing work is the only way to counteract increases in entropy, and that
living things are the only objects observed to actively perform work. This gives evidence
for the existence of God, in that living beings have evolved to lower states of entropy,
not higher levels of entropy.

Record

• De-couple the idea of “hot” and “cold” from heat by utilizing three demonstrations:
first, set up three water buckets, containing hot, lukewarm, and cold water. Have
students put their hands into the hot and cold buckets, and then after their hands have
acclimated have them place their hands in the lukewarm water. They will feel that the
water is “hot” and “cold” simultaneously. Second, melt ice with a “cold” plate, and
finally strike a penny with a hammer to create a hot object.

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Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response
tests and quizzes.

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Area of Focus: Physics – ELECTRICITY and MAGNETISM

Learning Objective: VOLTS, Amperes, Ohms, Simple Circuits, Motors and Generators – Students will
understand the nature of electrostatic forces, and how these forces drive electrons through basic
circuits. Understand the relationship between electricity and magnetism, and how one can be used to
create another.

Teaching Methods and Process:

Research:

• Demonstrate the attraction and repulsion of opposite and like charges.

• Explain that charge, like mass, is conserved.
• Show that the force between two charges follows the same field behavior as gravity,
and thus has a similar form equation, known as Coulomb’s law, 𝐹 = 𝑘𝑞1 𝑞2 /𝑟 2.
• Show friction, induction, and polarization.
• Show that charges have potential energy from being affected by other electric fields in
the same way that a mass has potential energy from being attracted to a gravity field.
• Define voltage as the amount of work that can possibly done per unit charge.
• Define current as the amount of charge moving per second.

Reason:

• Show how circuits work using an automated penguin game. This demonstrates how the
potential energy (voltage) of a charge pushes the electrons to flow (current) through a
physical body that resists its motion (resistance) to drive electric systems.
• Define this relationship mathematically (Ohm’s Law) as 𝑉 = 𝐼𝑅.

Relate:

• Use the conservation of charge to explain and demonstrate series and parallel circuits.
• Compare and contrast magnetic and electric forces.

Record:

• Demonstrate magnetic fields.

• Demonstrate via right hand rule that magnetic fields are created by and are orthogonal
to electric currents. Demonstrate that moving magnetic fields create electric currents.
• Identify the source of magnetism in the subatomic spinning (i.e. moving) electrons.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response
tests and quizzes.

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Area of Focus: Physics – LIGHT

Learning Objective: PROPERITIES OF LIGHT, COLOR, REFLECTION – Students will understand the nature
of light, how it mixes and bends.

Teaching Methods and Process:

Research

• Determine the nature of light, beginning both with the idea of light as a wave and light
as a particle. Transition to measuring the speed of light, and end with Maxwell’s
equation, which explains the speed of light.
• Combine theories to show that light is self-perpetuating electric and magnetic fields.

Reason

• Explain transparency and opacity at the atomic level.

• Explain constructive and destructive addition of color using a lamp with moveable
mirrors and colored transparencies.

Relate

• Extend the constructive and destructive addition of colors to explain the blue sky and
red sunset. Create a blue sky and sunset in a water filled fish tank.
• Use lenses to explain mirrors, reflection, and refraction. Show that rainbows are conical,
and do not have an “end.”

Record

• Demonstrate the wave properties of light through double slit experiments and
polarization lenses.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response
tests and quizzes.

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Area of Focus: Physics – RELATIVITY

Learning Objective: RELATIVITY, MOTION, TIME, SPACE – Students will understand the relative nature of
time and space.

Teaching Methods and Process:

Research

• Show mathematically the nature of the universe when moving at the speed of light. If
moving at the speed of light, all time outside of your reference frame would pass in an
instant, and all lengths ahead of you will contract to a single point, resulting in you
existing in all places along that line at once.

Reason

• Derive the Lorentz factor, using a theoretical train with a mirror on the roof and a
flashlight directly below.

Relate

• Extend the Lorentz factor to velocity to show how time passes at different rates for
different reference frames.
• Extend the Lorentz factor to distance to show how lengths change for different
reference frames.

Record

• Extend the Lorentz factor to momentum to explain why the speed of light is the speed
limit of the universe.

Learning Evaluation:

• Daily, periodic quizzes to immediately implement new concepts.

• Summative assessments including multiple response, open answer and written response
tests and quizzes.

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