West Windsor-Plainsboro Regional School District

Course Title: Physics Honors

 Unit Title: Forces and Motion
Content Area: Science
Course & Grade Level: Physics Honors, 10-12
Summary and Rationale
In this unit students explore the patterns and relationships of fundamental kinematics, concentrating on
developing understanding of speed, velocity and acceleration. They will then correlate these patterns
with Newton’s Second Law and how it applies in specific situations such as surfaces with friction and the
Universal Law of Gravitation.
Recommended Pacing
48 days
NGSS Standards/Performance Expectations
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. (Clarification Statement: Examples of data could include tables or graphs
HS-PS2-1
of position or velocity as a function of time for objects subject to a net unbalanced force,
such as a falling object, an object rolling down a ramp, or a moving object being pulled
by a constant force.)
Use the mathematical representation of Newton’s Law of Gravitation to describe and
HS-PS2-4 predict gravitational forces between objects. (Clarification Statement: Emphasis is on
both quantitative and conceptual descriptions of gravitational fields.)
Evaluate a solution to a complex real-world problem based on prioritized criteria and
HS-ETS1-3 trade-offs that account for a range of constraints, including cost, safety, reliability, and
aesthetics as well as possible social, cultural, and environmental impacts.
Instructional Focus
Unit Enduring Understandings
● Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it
requires revision for subatomic scales or for speeds close to the speed of light.
● Newton’s law of universal gravitation provides the mathematical model to describe and predict
the effects of gravitational forces between distant objects.
● Systems often change in predictable ways; understanding the forces that drive the
transformations and cycles within a system, as well as the forces imposed on the system from
the outside, helps predict its behavior under a variety of conditions.
● Empirical evidence is required to differentiate between cause and correlation and make claims
about specific causes and effects.
● Newton’s Laws accurately predict circular motion of systems and with the Universal Law of
Gravitation can be used to explain planetary motion.
Unit Essential Questions
● How can one explain and predict interactions between systems?
● How can we predict the future?

Content Statements
● Objects accelerate due to interactions with other objects that result in a net force on that object.
● The relationship a = ΣF/m (Newton’s Second Law) is written to show cause and effect, namely
that a net force on an object causes the object to accelerate.
 ○ A more massive object experiencing the same net force as a less massive object has a
smaller acceleration, and a larger net force on a given object produces a correspondingly
larger acceleration.
● The result of gravitation is a constant acceleration within small displacements on macroscopic
objects as evidenced by the fact that the ratio of net force to mass remains constant.
● Newton’s Law of Gravitation describes the gravitational force between two objects according to
their mass and the distance between them. The mathematical representation of the force the
gravitational field exerts on a system is Fg = −G m1m2 /d2, where the negative sign represents the
attractive nature of the gravitational interaction.
● Vectors can be decomposed into components and/or recombined into a resultant vector.
● Changes in two-dimensional motion are dependent upon the force components in each
dimension.
● There must be a net force exerted toward the center of a circle for a system to exhibit uniform
circular motion.
● The acceleration of a system in uniform circular motion is mathematically modeled with the
equation ar = v2/r, where v is the constant speed of the system and r is the radius of the circular
path.
Ability Objectives
● Students will analyze data using tools, technologies, and/or models (e.g., computational,
mathematical) in order to make valid and reliable scientific claims or determine an optimal
design solution. Students organize data that represent the net force on a macroscopic object, its
mass (which is held constant), and its acceleration (e.g., via tables, graphs, charts, vector
drawings).
● Students use tools, technologies, and/or models to analyze the data and identify relationships
within the datasets.
● Students use the analyzed data as evidence to describe that the relationship between the
observed quantities is accurately modeled across the range of data by the formula a = ΣF/m.
● Students use the data as empirical evidence to distinguish between causal and correlational
relationships linking force, mass, and acceleration.
● Students clearly define the system of the interacting objects that is mathematically represented.
● Using the given mathematical representations, students identify and describe the gravitational
attraction between two objects as the product of their masses divided by the separation distance
squared (Fg = −G m1m2 /d2), where a negative force is understood to be attractive.
● Students correctly use the given mathematical formulas to predict the gravitational force
between objects.
● Students use vector math to analyze forces and changes in motion in two-dimensions (including
uniform circular motion).
Sample Performance Tasks - Specific for Unit 1:
● Students will use patterns to develop Newton’s Second Law by collection and analysis of real
world data (HS-PS2-1, CC1).
● Students will be able to conduct graphical and mathematical analysis through comparison of
kinematics and dynamics-related physical quantities (Newton’s Second Law) to represent
causality (HS-PS2-1, CC2).
● Students will use system and system models and force diagrams to make mathematical
predictions and explanations of apparent weight changes in an elevator, applying Newton’s
Second Law (HS-PS2-1, CC4).
 ● Students will be able to use data to determine different gravitational force constants based on
scale and proportion of different planets’ mass or locations far from Earth’s surface and
Newton’s Universal Law of Gravitation (HS-PS2-4, CC3).
● Students will be able to select and evaluate the structure and function of possible solutions to a
real traffic-related engineering design problem using mathematical representations (HS-ETS1-3,
CC6).
● Students will be able to determine the mass of a celestial body (extension: exoplanets orbiting
distant stars) by applying Newton’s Second Law and Universal Law of Gravitation to an
appropriate system, with real data and mathematical representations (HS-PS2-1, HS-PS2-4, CC4,
extension: HS-ETS1-3).
Resources
Core Text:
Physics - Wilson, Buffa, Lou
ISBN 978-0-13-244275-6

Suggested Resources:
http://www.nap.edu/catalog.php?record_id=13165
http://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/HS%20PS2%20Evi
dence%20Statements%20June%202015%20asterisks.pdf
http://www.nextgenscience.org
https://www.aapt.org/K12/upload/Physics-in-the-NGSS.pdf
https://docs.google.com/a/wwprsd.org/spreadsheets/d/16bw9s5xIOztwW3REnCrR33dytzFZSOKxhRVW
Xg4pkNg/edit?usp=sharing
http://phet.colorado.edu
http://physicsclassroom.com
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
 Analysis of a Problematic Intersection

Performance Expectations

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs
that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible
social, cultural, and environmental impacts.

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world
problem with numerous criteria and constraints on interactions within and between systems relevant to the
problem.

Natural Phenomenon

The increase in population increases the number of vehicles on the road. The increased vehicle traffic
creates a need for a way to safely and efficiently direct vehicles through intersections. Without an effective
solution, vehicular accidents are likely occur.

Design Task/Solution

Task: Student groups are provided with either an intersection without traffic signals or data regarding traffic
incidents at a busy intersection. Students will use constructed physics knowledge to design and propose
solutions for improving the traffic flow at the intersection. Solutions can include complex interventions
such as rotaries, turn lanes, etc.

Solution: For the intersection as is and for the improved intersection: detailed diagrams, mathematical and
conceptual analysis of the traffic flows, description of the alternative solutions, description of the best
solution, cost analysis.

Science and Engineering Standards

ETS1.B.HS.1 When evaluating solutions, it is important to take into account a range of constraints, including
cost, safety , reliability , and aesthetics, and to consider social, cultural, and environmental impacts. (HS-
ETS1-3)

ETS1.B.HS.2 Both physical models and computers can be used in various ways to aid in the engineering
design process. Computers are useful for a variety of purposes, such as running simulations to test different
ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive
presentation to a client about how a given design will meet his or her needs. (HS-ETS1-4)

PS2.A.HS.1 Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-
PS2-1)
Lesson Performance Tasks
Gathering

Students will be given initial data about the intersection which they will analyze by applying kinematics
models to that data in order to determine the need for an improved solution (wait times, etc). In this way
they will define the problem that exists before designing a solution.

Assessment: What should this look like in your classroom?

Students will work collaboratively to analyze the current situation; students will produce charts, diagrams,
and mathematical models that correlate with their analysis of the problem.

Reasoning

Students will be able to analyze and evaluate the solution and adjust their model as needed to reflect the
feasibility of their proposed change(s).

Assessment: What should this look like in your classroom?

Student discussion of the intersection will demonstrate a clear understanding of the strengths and
limitations of their choices as they relate to the challenges of designing an effective traffic intersection.

Resource for students to test their solution with a computer model (ETS 1-4):
http://volkhin.com/RoadTrafficSimulator/

Communicating Reasoning

Students will be able to present their solution and alternative solutions and explain and defend their
choices, using evidence-based reasoning based on their analysis of all the alternatives taking into account
relevant variables.

Assessment: What should this look like in your classroom?

The detailed diagram will reflect the evidence and reasoning used to arrive at their solution. The diagram
should be to scale (CCC) and correlate with the mathematical model used to develop it in addition to the
real world data given.

Students will evaluate each other’s solutions in terms of cost, safety, and reliability.
 Unit Title: Conserved Quantities
Content Area: Science
Course & Grade Level: Physics Honors, 10-12
Summary and Rationale
In this unit, students apply concepts previously learned as well as principles of conservation of energy
and momentum to investigate relationships between and within systems. Relationships may include
work, power, and the transfer and/or transformation of energy or momentum.
Recommended Pacing
32 days
NGSS Standards/Performance Expectations
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. (Clarification
HS-PS2-2
Statement: Emphasis is on the quantitative conservation of momentum in interactions
and the qualitative meaning of this principle.)
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
HS-PS3-1
and out of the system are known. (Clarification Statement: Emphasis is on explaining
the meaning of mathematical expressions used in the model.)
Develop and use models to illustrate that energy 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). (Clarification Statement: Examples of
HS-PS3-2 phenomena at the macroscopic scale could include the conversion of kinetic energy to
thermal energy, the energy stored due to position of an object above the earth, and the
energy stored between two electrically-charged plates. Examples of models could
include diagrams, drawings, descriptions, and computer simulations.)
Design a solution to a complex real-world problem by breaking it down into smaller,
HS-ETS1-2
more manageable problems that can be solved through engineering.
Instructional Focus
Unit Enduring Understandings
● Momentum is defined for a particular frame of reference; it is the mass times the velocity of the
object. In any system, momentum is always conserved in all directions.
● If a system interacts with objects outside itself, the total momentum of the system can change;
however, any such change is balanced by changes in the momentum of objects outside the
system.
● Energy is a quantitative property of a system that depends on the motion and interactions of
matter within that system. There is a single quantity called energy. Energy is continually
transferred from one object to another and between its various possible forms.
● Energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
“Mechanical energy” generally refers to some combination of motion and stored energy in an
operating machine.
● Conservation of energy means that the total change of energy in any system is always equal to
the total energy transferred into or out of the system. Energy cannot be created or destroyed,
but it can be transported from one place to another and transferred between systems.
Mathematical expressions, which quantify how the stored energy in a system depends on its
 configuration (e.g., relative positions of charged particles, compression of a spring) and how
kinetic energy depends on mass and speed, allow the concept of conservation of energy to be
used to predict and describe system behavior. The availability of energy limits what can occur in
any system.
● Models can be used to predict the behavior of a system, but these predictions have limited
precision and reliability due to the assumptions and approximations inherent in models.
● Science assumes the Universe is a vast single system in which basic laws are consistent.
● Energy cannot be created or destroyed; it only moves between one place and another place,
between objects or between systems.
● When investigating or describing a system, the boundaries and initial conditions of the system
need to be defined.
● Systems often change in predictable ways; understanding the forces that drive the
transformations and cycles within a system, as well as the forces imposed on the system from
the outside, helps predict its behavior under a variety of conditions.
Unit Essential Questions
● What is the best alternative energy source besides chemical or fossil fuels?
● If SUVs are safer to drive, should everyone drive them?
Content Statements
● A system is defined as at least two interacting objects.
● Momentum for each object in a system is defined as the product of its mass and its velocity (p =
mv), which describes a vector quantity.
● For a given change in momentum, force in the direction of the change in momentum is
decreased by increasing the time interval of the collision (FΔt = mΔv)
● The momentum of a system and its surroundings is conserved at a macroscopic level.
● The boundaries of the system and that the reference level for potential energy = 0 (the potential
energy of the initial or final state does not have to be zero).
● Energy flows in or out of the system. Initial and final energies of the system’s components are all
expressed as a total amount of Joules.
● The energy of the system and surroundings is conserved at a macroscopic level.
● As one form of energy increases, others must decrease by the same amount as energy is
transferred among and between objects.
● Collisions can be classified as two types: elastic and inelastic, where in elastic collisions kinetic
energy remains constant before and after the collision. In inelastic collisions a portion of kinetic
energy is transformed into other types of energy.
Ability Objectives
● Students clearly define the system of the two interacting objects that is represented
mathematically, including boundaries and initial conditions.
● Students identify and describe the momentum of each object in the system as the product of its
mass and its velocity, p = mv, using the mathematical representations and vector quantities.
● Students identify the claim, indicating that the momentum of a system of two interacting objects
is constant if there is no net force on the system.
● Students use the mathematical representations to model and describe the physical interaction of
the two objects in terms of the change in the momentum of each object as a result of the
interaction.
● Students use the mathematical representations to model and describe the momentum of the
system by calculating the vector sum of momenta of the two objects in the system.
● Students use the analysis of the motion of the objects before the interaction to identify a system
 with essentially no net force exerted on it.
● Based on the analysis of the momentum of the system, students support the claim that the
momentum of the system is the same before and after the interaction between the objects in
the system, so that momentum of the system is constant.
● Students identify that the analysis of the momentum of each object in the system indicates that
any change in momentum of one object is balanced by a change in the momentum of the other
object, so that the momentum is constant.
● Students use the algebraic descriptions of the initial and final energy state of the system, along
with the energy flows to create a computational model that is based on the principle of the
conservation of energy.
● Students use models to show that in closed systems the energy is conserved on a macroscopic
scale so that as one form of energy changes, the system energy remains constant, as evidenced
by the other forms of energy changing by the same amount or changes only by the amount of
energy that is transferred into or out of the system.
● Students use models to illustrate that energy at the macroscopic scale can be accounted for as a
combination of energy associated with the motions of objects and energy associated with the
relative positions of objects on a macroscopic scale.
● Student model elastic and inelastic collisions using energy and momentum principles.
Sample Performance Tasks - Specific for Unit 2:
● Students will be able to represent conserved quantities and account for patterns of system
changes by using diagrams and mathematical representations (HS-PS3-1, CC1, CC4).
● Students will be able to apply energy and momentum conservation principles and mathematical
representations to real world applications and systems (HS-PS3-2, CC5).
● Students will be able to design a structure or plan in order to minimize impact during collisions,
evaluating their structure by applying mathematical relationships, and considering cause and
effect relationships between relevant physical quantities (HS-PS2-2, CC6, CC7).
● Students will be able to complete a design project that uses the concepts of elastic and inelastic
processes within a system evaluating their solutions mathematically (HS-PS2-2, HS-PS3-1, HS-
PS3-2, HS-ETS1-2, CC5, CC6, CC7).
Resources
Core Text:
Physics - Wilson, Buffa, Lou
ISBN 978-0-13-244275-6
Suggested Resources:
http://www.nap.edu/catalog.php?record_id=13165
http://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/HS%20PS2%20Evi
dence%20Statements%20June%202015%20asterisks.pdf
http://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/HS%20PS3%20Evi
dence%20Statements%20June%202015%20asterisks.pdf
http://www.nextgenscience.org
https://www.aapt.org/K12/upload/Physics-in-the-NGSS.pdf
https://docs.google.com/a/wwprsd.org/spreadsheets/d/16bw9s5xIOztwW3REnCrR33dytzFZSOKxhRVW
Xg4pkNg/edit?usp=sharing
http://phet.colorado.edu
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
http://physicsclassroom.com
 Forensic Physics

Performance Expectations

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.

Natural Phenomenon

The forensics lab of a local police department is interested in learning how to determine the coefficient of
friction between two surfaces – the tires of a vehicle and the road. They need this information to help them
relate the length of the skid marks to the speed of a vehicle before it started skidding. Your group, as a part
of an interview process for a lucrative contract with the local police department, is asked to devise a
mathematical model that can be used to determine the coefficient of friction between the tire rubber and
the asphalt by simulating a collision. They also asked you to write a detailed report about the experiment so
they can replicate it.

Design Task/Solution

Task: Students will work in teams to design an experiment and devise a mathematical model that can be
used to determine the coefficient of friction between the tire rubber and the asphalt by simulating a
collision.

Solution: Students will create detailed diagrams, a mathematical model, and a write-up of their designed
experiment.

Science and Engineering Standards

ETS1.B.HS.1 When evaluating solutions, it is important to take into account a range of constraints, including
cost, safety , reliability , and aesthetics, and to consider social, cultural, and environmental impacts. (HS-
ETS1-3)
PS3.A.HS.1 Energy is a quantitative property of a system that depends on the motion and interactions of
matter and radiation within that system. That there is a single quantity called energy is due to the fact that
a system’s total energy is conserved, even as, within the system, energy is continually transferred from one
object to another and between its various possible forms. (HS-PS3-1), (HS-PS3-2)

PS3.B.HS.1 Conservation of energy means that the total change of energy in any system is always equal to
the total energy transferred into or out of the system. (HS-PS3-1)

PS3.B.HS.2 Energy cannot be created or destroyed, but it can be transported from one place to another and
transferred between systems. (HS-PS3-1),(HS-PS3-4)

PS3.B.HS.3 Mathematical expressions, which quantify how the stored energy in a system depends on its
configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy
depends on mass and speed, allow the concept of conservation of energy to be used to predict and
describe system behavior. (HS-PS3-1)

PS2.A.HS.3 If a system interacts with objects outside itself, the total momentum of the system can change;
however, any such change is balanced by changes in the momentum of objects outside the system. (HS-
PS2-2),(HS-PS2-3)

Lesson Performance Tasks

Gathering

Students will work collaboratively to develop a simplified model of a car crash, which they will then analyze
and evaluate in terms of conserved quantities.

Assessment: What should this look like in your classroom?

Students will initially develop a plan for their model and experimental design. They will assess their ability
to work collaboratively in addition to the feasibility of their initial experimental design, which they will
compare and test with other groups.

Reasoning

Students will utilize their simplified model and their experimental design in order to calculate the
coefficient of friction of relevant surfaces. They will consider conservation of energy and momentum,
kinematics, and dynamics in order to fully evaluate their proposed model/solution.

Assessment: What should this look like in your classroom?

Students will compare their value of the coefficient of friction with that of other groups in order to test the
validity of their model and experimental design.

Communicating Reasoning

Students will present their solution and explain and defend their choices using evidence-based reasoning
based on their analysis of all the alternatives taking into account relevant variables.

Assessment: What should this look like in your classroom?

Students will write a detailed report about the experiment so it can be replicated by a local police
department. Report will include diagrams, mathematical models, and limiting factors such as assumptions
and uncertainties.
 Unit Title: Electricity and Magnetism
Content Area: Science
Course & Grade Level: Physics Honors, 10-12
Summary and Rationale
In this unit students apply the concepts previously learned to investigate the electric and magnetic
behavior of materials and the conceptual framework of fields. Students will also explore the relationships
between electric and magnetic fields.
Recommended Pacing
38 days
NGSS Standards/Performance Expectations
Use the mathematical representation of Coulomb’s Law to describe and predict the
HS-PS2-4 electrostatic forces between objects. (Clarification Statement: Emphasis is on both
quantitative and conceptual descriptions of electric fields.)
Plan and conduct an investigation to provide evidence that an electric current can
HS-PS2-5 produce a magnetic field and that a changing magnetic field can produce an electric
current.
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
HS-PS3-5 the interaction. (Clarification Statement: Examples of models could include drawings,
diagrams, and texts, such as drawings of what happens when two charges of opposite
polarity are near each other.)
Design a solution to a complex real-world problem by breaking it down into smaller,
HS-ETS1-2
more manageable problems that can be solved through engineering.
Instructional Focus
Unit Enduring Understandings
● Coulomb’s law provides the mathematical models to describe and predict the effects of
electrostatic forces between distant objects. Forces at a distance are explained by fields
permeating space that can transfer energy through space.
● Magnets or changing electric fields cause magnetic fields; electric charges or changing magnetic
fields cause electric fields.
● Attraction and repulsion between electric charges at the atomic scale explain the structure,
properties, and transformations of matter, as well as the contact forces between material objects.
● “Electrical energy” may mean energy stored in a battery or energy transmitted by electric
currents.
● Phenomena at the macroscopic scale are better understood at the microscopic scale, at which all
of the different manifestations of energy can be modeled as either motions of particles or energy
stored in fields (which mediate interactions between particles).
● Electric and magnetic force fields contain energy and can transmit energy across space from one
object to another. When two objects interacting through a force field change relative position, the
energy stored in the force field is changed. Each force between the two interacting objects acts in
the direction such that motion in that direction would reduce the energy in the force field
between the objects. However, prior motion and other forces also affect the actual direction of
motion.
Unit Essential Questions
● How do Earth's magnetic properties affect our lives?
● How can the relationship between E-fields and B-fields be applied in order to engineer solutions
to technological challenges?
● With a push to move beyond fossil fuels, what are the benefits and limitations of alternative
energy sources?
Content Statements
● The electrostatic force, FE on ion = kq1q2/d2, between two objects is the product of their individual
charges divided by the separation distance squared. This force can be attractive or repulsive.
o The ratio between electric forces between objects with a given charge is a pattern that is
independent of distance.
● The change in the energy of objects interacting through electric forces depends on the distance
between the objects.
● Electrons can move freely in metals. When ions can move freely in a material that material is
defined as a “conductor”. “Dielectrics” (“insulators”) are materials that Ωdo not allow ions to
move freely through them.
● A capacitor is a circuit element used to store energy by separating charge.
● Magnetic fields exert forces on moving ions; this force is perpendicular to both the velocity of the
ion and the direction of the B-field. This force can be mathematically represented as a cross
product, FB on ion = qv x B.
● Electric currents create magnetic fields and changing magnetic fields create electric currents.
● The magnitude of the induced emf in a wire can be represented mathematically as ε = ΔΦ B/∆t,
where the direction is determined by Lenz’s Law.
Ability Objectives
● Students clearly define the system of the interacting objects that is mathematically represented.
● Students correctly use the given mathematical formula to predict the electrostatic force between
charged objects.
● Students describe the phenomenon under investigation, which includes the following idea: that
an electric current produces a magnetic field and that a changing magnetic field produces an
electric current.
● Students develop an investigation plan and describe the data that will be collected and the
evidence to be derived from the data about
○ an observable effect of a magnetic field that is uniquely related to the presence of an
electric current in the circuit, and
○ an electric current in the circuit that is uniquely related to the presence of a changing
magnetic field near the circuit. Students describe why these effects seen must be causal
and not correlational, citing specific cause-effect relationships.
● Students develop an investigation plan and describe the data that will be collected and the
evidence to be derived from the data about
○ The use of an electric circuit through which electric current can flow, a source of electrical
energy that can be placed in the circuit, the shape and orientation of the wire, and the
types and positions of detectors;
○ A means to indicate or measure when electric current is flowing through the circuit;
○ A means to indicate or measure the presence of a local magnetic field near the circuit; and
○ A design of a system to change the magnetic field in a nearby circuit and a means to
indicate or measure when the magnetic field is changing.
 ● In the plan, students state whether the investigation will be conducted individually or
collaboratively.
● Students measure and record electric currents and magnetic fields.
● Students evaluate their investigation, including an evaluation of
○ The accuracy and precision of the data collected, as well as limitations of the
investigation; and
○ The ability of the data to provide the evidence required.
● If necessary, students refine the investigation plan to produce more accurate, precise, and useful
data such that the measurements or indicators of the presence of an electric current in the circuit
and a magnetic field near the circuit can provide the required evidence.
● Students use at least two different formats (including oral, graphical, textual and mathematical)
to communicate scientific and technical information, including fully describing the structure,
properties, and design of the chosen material(s). Students cite the origin of the information as
appropriate.
● Students describe that, for all materials, electrostatic forces on the atomic and molecular scale
results in contact forces (e.g., friction, normal forces, stickiness) on the macroscopic scale.
● Students develop a model in which they identify and describe the relevant components to
illustrate the forces and changes in energy involved when two objects interact, including:
○ The two objects in the system, including their initial positions and velocities (limited to
one dimension).
○ The nature of the interaction (electric or magnetic) between the two objects.
○ The relative magnitude and the direction of the net force on each of the objects.
○ Representation of a field as a quantity that has a magnitude and direction at all points in
space and which contains energy.
● In the model, students describe the relationships between components, including the change in
the energy of the objects, given the initial and final positions and velocities of the objects.
● Students use the model to determine whether the energy stored in the field increased,
decreased, or remained the same when the objects interacted.
● Students use the model to support the claim that the change in the energy stored in the field
(which is quantitatively determined) is consistent with the change in energy of the objects.
● Using the model, students describe the cause and effect relationships on a qualitative and
quantitative level between forces produced by electric or magnetic fields and the change of
energy of the objects in the system.
● Students construct a heuristic (such as a right-hand rule) to remember the direction of B-field
lines and/or direction of force exerted on a moving ion.
● Students construct Lenz’s Law through pattern recognition of data from real or simulated
experiments.
Sample Performance Tasks - Specific for Unit 3:
● Students will use patterns in data to discover how to create a simple circuit consisting of a
battery, light bulb, and a single wire (HS-PS3-5, CC1).
● Students will develop a pattern for electrostatic interactions through a series of observational
experiments and using their data as evidence (HS-PS2-4, CC1).
● Students will compare and contrast representationally the quantities associated with electrical,
magnetic and gravitational fields, the behavior of objects in these fields, and look for causal
explanations and mathematical relationships in these comparisons (HS-PS2-4, HS-PS3-5, CC1,
CC2).
 ● Students will compare and contrast representationally sources of electrical energy for human use
and explain the mechanism of how energy is transformed in each case (HS-PS2-5, HS-ETS1-2, CC2,
CC5, CC6).
● Students will mathematically or representationally predict or engineer the behavior of ions in
electric and/or magnetic fields by considering energy principles, the mechanism of such behavior
change, and the defined system (HS-PS3-5, HS-ETS1-2, CC6, CC7).

Resources
Core Text:
Physics - Wilson, Buffa, Lou
ISBN 978-0-13-244275-6

Suggested Resources:
http://www.nap.edu/catalog.php?record_id=13165
http://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/HS%20PS2%20Evid
ence%20Statements%20June%202015%20asterisks.pdf
http://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/HS%20PS3%20Evid
ence%20Statements%20June%202015%20asterisks.pdf
http://www.nextgenscience.org
https://www.aapt.org/K12/upload/Physics-in-the-NGSS.pdf
https://docs.google.com/a/wwprsd.org/spreadsheets/d/16bw9s5xIOztwW3REnCrR33dytzFZSOKxhRVWX
g4pkNg/edit?usp=sharing
https://www.youtube.com/watch?v=NJUTUFAWfEY
http://phet.colorado.edu
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
 Design and Build a Motor and/or Generator

Performance Expectations
HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs
that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible
social, cultural, and environmental impacts.

Natural Phenomenon

The interaction of electric and magnetic fields has been observed since the Civil War era. A changing
magnetic field in the presence of a coil of wire will induce a voltage and current in the coil. Transformation
of energies is implicit in this natural phenomenon and is analogous to a variety of other energy
transformation processes in the natural world.

Task: Students will design and build a functioning electrical motor and/or generator by applying the
concepts of electromagnetic interaction, induction, and energy transformation. Then, students will use their
understanding of how a motor and/or generator works to propose a solution to their own real-world
problem or evaluate an existing solution to a real-world problem.

Solution: Students will build a functioning electrical motor and/or generator and explain how it works.
Students will explain how they can use a simple motor/generator with modifications to solve a real-world
problem in their every-day life or explain a design of an existing solution to a real-world problem.

Science and Engineering Standards

ETS1.C.HS.1 Criteria may need to be broken down into simpler ones that can be approached systematically,
and decisions about the priority of certain criteria over others (trade-offs) may be needed.

PS3.5.HS 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.

PS2.B.HS.2 Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating
space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric
charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5)

PS3.A.HS.1 “Electrical energy” may mean energy stored in a battery or energy transmitted by electric
currents.

PS3.C.HS.1 When two objects interacting through a field change relative position, the energy stored in the
field is changed. (HS-PS3-5)
Lesson Performance Tasks
Gathering
Students will be introduced to the natural phenomenon of a compass being deflected by a current and will
develop a model to explain their observations. Then we will have a discussion about requirements for
magnetic force and right hand rules. Students will then research how to build a simple motor and/or
generator.

Assessment: What should this look like in your classroom?

Students will develop a model by working collaboratively. They will use their model (together with some
refinements as they research) to build a working motor and/or generator using available materials.

https://phet.colorado.edu/en/simulation/faraday
https://phet.colorado.edu/en/simulation/faradays-law

http://web.mit.edu/cmse/educational/motor_lp_kristy.pdf

Reasoning

Students will refine and optimize their design as necessary in order to produce the most efficient
motor/generator possible. Once their device is functional and optimized, students will identify a real-world
problem that they could solve with a version of their device; they will modify/scale up their design to solve
this problem. Alternatively, they can choose to evaluate an existing solution to a real-world problem (tidal
generators, wind turbines, etc.) for long-term energy generation societal needs.

Assessment: What should this look like in your classroom?

They will measure the RPM output of their motor (or power production of their generator) in order to
assess their device’s efficiency and will document changes that they make in their design. They will produce
a blueprint with specifications for their device along with their measured RPM/efficiency. They will produce
a modified version of their motor/generator (design) that they could use to solve a problem they have
identified.

Communicating Reasoning
Students will be able to communicate physics concepts and reasoning which explain the design variables,
design specifications and overall operation.

Assessment: What should this look like in your classroom?

Students will communicate their findings and reasoning in a variety of ways such as laboratory reports and
gallery walks.
 Unit Title: Waves
Content Area: Science
Course & Grade Level: Physics Honors, 10-12
Summary and Rationale
In this unit students will learn that most of the energy in the Universe travels through waves. Wave
mechanics is crucial to understanding the transmission and transformation of energy. Students will
investigate the behavior of waves and understand that light acts both as a particle and a wave.
Recommended Pacing
40 days
NGSS Standards/Performance Expectations
Use mathematical representations to support a claim regarding relationships among the
frequency, wavelength, and speed of waves traveling in various media. (Clarification
HS-PS4-1 Statement: Examples of data could include electromagnetic radiation traveling in a
vacuum and glass, sound waves traveling through air and water, and seismic waves
traveling through the Earth.)
Evaluate questions about the advantages of using a digital transmission and storage of
information. (Clarification Statement: Examples of advantages could include that digital
HS-PS4-2 information is stable because it can be stored reliably in computer memory, transferred
easily, and copied and shared rapidly. Disadvantages could include issues of easy
deletion, security, and theft.)
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. (Clarification Statement: Emphasis is
HS-PS4-3
on how the experimental evidence supports the claim and how a theory is generally
modified in light of new evidence. Examples of a phenomenon could include resonance,
interference, diffraction, and photoelectric effect.)
Evaluate the validity and reliability of claims in published materials of the effects that
different frequencies of electromagnetic radiation have when absorbed by matter.
(Clarification Statement: Emphasis is on the idea that photons associated with different
HS-PS4-4 frequencies of light have different energies, and the damage to living tissue from
electromagnetic radiation depends on the energy of the radiation. Examples of published
materials could include trade books, magazines, web resources, videos, and other
passages that may reflect bias.)
Communicate technical information about how some technological devices use the
principles of wave behavior and wave interactions with matter to transmit and capture
HS-PS4-5 information and energy. (Clarification Statement: Examples could include solar cells
capturing light and converting it to electricity; medical imaging; and communications
technology.)
Analyze a major global challenge to specify qualitative and quantitative criteria and
HS-ETS1-1
constraints for solutions that account for societal needs and wants.
 Instructional Focus
Unit Enduring Understandings
● A wave is a model of energy transport. The energy of waves like any form of energy can be
changed into other forms of energy.
● The wavelength and frequency of a wave are related to one another by the speed of travel of the
wave, which depends on the type of wave and the medium through which it is passing.
● The reflection, refraction, and transmission of waves at an interface between two media can be
modeled on the basis of these properties.
● Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing
electric and magnetic fields or as particles called photons
● All electromagnetic radiation travels through a vacuum at the same speed, called the speed of
light. Its speed in any other given medium depends on its wavelength and the properties of that
medium.
● Multiple technologies based on the understanding of waves and their interactions with matter
are part of everyday experiences in the modern world (e.g., medical imaging, communications,
scanners) and in scientific research. They are essential tools for producing, transmitting, and
capturing signals and for storing and interpreting the information contained in them.
Unit Essential Questions
● How are different models of waves useful in understanding the behavior of waves?
● How can waves as a transmission of energy and information be applied in order to engineer
solutions to technological challenges?
● What are the benefits of wireless communication and how will it evolve?
Content Statements
● The product of the frequency and the wavelength of a particular type of wave in a given medium
is constant and identify this relationship as the wave speed according to the mathematical
relationship. The product of the frequency and the wavelength of a particular type of wave in a
given medium is constant, and identify this relationship as the wave speed according to the
mathematical relationship 𝑣 = 𝑓ƛ
● Electromagnetic radiation can be described by both a particle model and a wave model.
● The photoelectric effect is evidence for the photon model of light and has real-world
technological applications such as solar panels and LED’s.
● The energy of the absorbed photons can be modeled as E = hf = hc/λ, where h is Planck’s
constant, f is the frequency of the absorbed photons, c is the speed of light in a vacuum, and λ is
the wavelength.
● The photoelectric effect can be described by the work function, 𝝓, which is a quantitative
measure of how much energy must be put into the system of the electron bound to its bulk metal
to remove it from the metal. Different materials have different work functions.
● Exposure of living tissue to radiation (electromagnetic or material) causes varying degrees of
damage and can lead to DNA damage on the microscopic scale and health problems on the
macroscopic scale.
● Young’s Double Slit Experiment shows, quantitatively, that light can be modeled as a wave or a
particle.
o The equation relating spacing between constructive interference bands and the center
band is modeled as y ~ mλD/d, where D is the distance to the screen from the slits, d is
the distance between the slits, and λ is the wavelength of the light incidence on the slits.
This is part of the wave model of light.
Ability Objectives
● Students identify and describe the relevant components in the mathematical representations.
● Students describe the stability and importance of the systems that employ digital information as
they relate to the advantages and disadvantages of digital transmission and storage of
information.
● Students identify and evaluate the given explanation that is to be supported by the claims,
evidence, and reasoning to be evaluated, and that includes the following idea: Electromagnetic
radiation can be described either by a wave model or a particle model, and for some situations
one model is more useful than the other.
● Students evaluate the given evidence for interference behavior of electromagnetic radiation to
determine how it supports the argument that electromagnetic radiation can be described by a
wave model.
● Students evaluate the phenomenon of the photoelectric effect to determine how it supports the
argument that electromagnetic radiation can be described by a particle model.
● Students will quantify the photoelectric effect using principles of conservation of energy.
Sample Performance Tasks - Specific for Unit 4:
● Students will be able to research at least two devices that communicate technical information
and ideas and the physical principles upon which the devices depend, thus investigating
interdependence of science, engineering and technology and the influence of these on society.
(HS-PS4-2, HS-PS4-5, HS-ETS1-1, CC2, CC4, CC6).
● Students will be able to investigate and evaluate the quantitative properties of waves such as
mechanical, light and sound and evaluate the cause and effect relationships among the
properties. (HS-PS4-1, CC4, CC5).
● Students will be able to evaluate observations regarding properties of light as evidence for a
wave or particle model as a system and quantitatively evaluate experimental data (HS-PS4-3,
CC2, CC4, CC7).
● Students will be able to research and quantitatively describe electromagnetic waves of varying
wavelengths and describe the mechanism of their effects on living organisms (HS-PS4-4, CC2,
CC4, CC7).
Resources
Core Text:
Physics - Wilson, Buffa, Lou
ISBN 978-0-13-244275-6
Suggested Resources:
http://www.nap.edu/catalog.php?record_id=13165
http://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/HS%20PS4%20Evi
dence%20Statements%20June%202015%20asterisks.pdf
http://www.nextgenscience.org
https://www.aapt.org/K12/upload/Physics-in-the-NGSS.pdf
https://docs.google.com/a/wwprsd.org/spreadsheets/d/16bw9s5xIOztwW3REnCrR33dytzFZSOKxhRVW
Xg4pkNg/edit?usp=sharing
http://www.history.com/shows/modern-marvels/season-11/episode-30
http://phet.colorado.edu
http://physicsclassroom.com
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
http://imgs.xkcd.com/blag/radiation.png
https://www.youtube.com/watch?v=GGmaXX59aq8
 Data Transmission and Storage Project

Performance Expectations

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints
for solutions that account for societal needs and wants.

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs
that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible
social, cultural, and environmental impacts.

Natural Phenomenon

In today’s digital world, information is encoded and transmitted in what appears to be real time. More and
more technology is becoming wireless, and this communication tool will continue to evolve. How is the
notion of waves as a transmission of energy and information applied to technology? How has it been used
to engineer solutions to technological challenges?

Moore’s Law is a computing term which originated around 1970; the simplified version of this law states
that processor speeds, or overall processing power for computers will double every two years. There is
much discussion regarding whether processing power and storage will continue along this trend or plateau,
and what innovations might affect this trend.

Design Task/Solution

Task: In teams of 2 or 3, students will pick an innovation to research, analyze, and evaluate. They will create
a model (computational/mathematical encouraged) to estimate societal needs and constraints and to
evaluate their solution.

Solution: Students will, after researching their chosen technology, estimate how societal requirements for
information storage/transmission are going to change over a specific time frame (20 years, for example,
based on current trends) within the context of their chosen technology. They will evaluate their chosen
technology’s ability to accommodate this increased demand. In this way they will analyze societal needs
within the context of data storage and transmission, and then evaluate possible solutions to that changing
need.

Science and Engineering Standards

ETS.1.A.HS.1 Criteria and constraints also include satisfying any requirements set by society , such as taking
issues of risk mitigation into account, and they should be quantified to the extent possible and stated in
such a way that one can tell if a given design meets them.

ETS.1.C.HS.1 Criteria may need to be broken down into simpler ones that can be approached systematically,
and decisions about the priority of certain criteria over others (trade-offs) may be needed.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the
frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples
of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling
through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment
is limited to algebraic relationships and describing those relationships qualitatively.]

HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of
information. [Clarification Statement: Examples of advantages could include that digital information is
stable because it can be stored reliably in computer memory, transferred easily, and copied and shared
rapidly. Disadvantages could include issues of easy deletion, security, and theft.]

PS4.A.HS.2 Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this
form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.
(HS-PS4-2), (HSPS4-5)

PS4.C.HS.1 Multiple technologies based on the understanding of waves and their interactions with matter
are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners)
and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for
storing and interpreting the information contained in them. (HS-PS4-5)

Lesson Performance Tasks

Gathering

Students will obtain and evaluate information regarding data transmission and storage from a historical
perspective, especially wired versus wireless technologies. Students will then investigate present day
technologies.

Link to Modern Marvels: Wiring America

https://www.youtube.com/watch?v=vuRNs50VMJ0

● http://www.explainthatstuff.com/analog-and-digital.html
● https://www.youtube.com/watch?v=XCu6L4kQF3k
● http://tinyurl.com/lgd3g8z (first 2 pages)
● https://learn.sparkfun.com/tutorials/analog-vs-digital
● http://www.gcat.org.uk/blog/?tag=sound-recording
● http://www.howstuffworks.com/
● https://en.wikipedia.org/wiki/Moore%27s_law

Assessment: What should this look like in your classroom?

With Chromebook access, students will research past and current technologies focusing on key issues such
as but not limited to wired vs. wireless, digital vs. analog, and advantages and disadvantages of each.
Reasoning

Students will consider the following critical questions and issues:

● Regarding the trend toward more internet access via mobile devices and less via wired devices, what
are the technological challenges that must be addressed?
● What are the two most important new technologies for solving world problems in the areas of
health and communications?
● What technological advances in information technology have the possibility to change the world?
● What are the advantages and limitations of current technology in the area of health and
communications?
● Are we headed for an information crisis, where current technology cannot keep up with demand for
storage and transmission of data?

Assessment: What should this look like in your classroom?

Based on their chosen technology, students will explain the technical details, advantages and
disadvantages, and especially how their chosen technology may meet the demands of the future. They will
develop a model to utilize as they make their predictions and evaluate their solutions.

Communicating Reasoning

Students will be able to communicate physics concepts and reasoning with emphasis on technologies
meeting future societal needs.

Assessment: What should this look like in your classroom?

Students will communicate their findings, models, and reasoning in a variety of ways such as presentations,
posters, Socratic circle, Harkness Table, and/or gallery walks.