PHYSICS 2 Grade 12. Unit of Credit: 1 Year (Elective) Prerequisite: Physics 1 and Algebra 2

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1 PHYSICS 2 Grade 12 Unit of Credit: 1 Year (Elective) Prerequisite: Physics 1 and Algebra 2 Course Overview: Physics 2 is an attempt to further understand the universe, and is therefore, a study of matter, energy, and their interactions. The interactions occur on the level of cosmic phenomena, to that of the fundamental forces and particles, inclusive of all levels in between. In this second year of investigation of laws of motion, conservation principles of momentum and energy, gravitational effects, behavior of models to describe natural phenomena through laboratory experiences. The content of Physics 2 is arranged around the six MCPS science standards. All MCPS students will engage in scientific inquiry at all grade levels and in all classes. This is critical because students must engage in scientific inquiry regularly in order to understand science. A variety of teaching and instructional strategies will be employed including laboratory investigations, generating, and interpreting graphs and charts, class discussions, demonstrations, and student writing. Appropriate content, as well as communicating their understanding. Students will be assessed through a variety of means including standard paper and pencil tests, performance assessments, laboratory projects, and student writings and presentations. Units of Study: Topics from Modern Physics Quantum Physics Nuclear Physics Astronomy Cosmology Thermodynamics Principles The Laws of Motion and Gravitation Angular Motion Conservation Laws Optics Electromagnetic Radiation NOTE: Throughout this document, learning targets are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ). Bold items are essential learning targets.

2 Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations. 1. Generate a question, identify dependent and independent variables, formulate testable, multiple hypotheses, plan an investigation, predict its outcome, safely conduct the scientific investigations, and collect and analyze the data. 2. Select and use appropriate tools including technology to make measurements (in metric units), gather, process, and analyze data from scientific investigations using appropriate mathematical analysis, error analysis, and graphical representation. 3. Review evidence, communicate, and defend results, and recognize that the results of a scientific investigation are always open to revision by further investigations (through graphical representation or charts). 4. Analyze observations and explain with scientific understanding to develop a plausible model (atom, expanding universe). 5. Identify strengths, weaknesses, and assess the validity of the experimental design of an investigation through analysis and evaluation. 6. Explain how observations of nature form an essential base of knowledge among the Montana American Indians. Unit of Study: Topics from Modern Physics. Quantum Physics. Nuclear Physics. Astronomy. Cosmology. Thermodynamics Principles. The Laws of Motion and Gravitation. Angular Motion. Conservation Laws. Optics. Electromagnetic Radiation. 1.1 I can generate a question, identify dependent and independent variables, formulate testable, multiply hypotheses, plan an investigation, predict its outcome, safely conduct the scientific investigations, and collect and analyze the data. a. I can identify the various applications of scientific investigations (explore new phenomena, check on previous results, to test how well a hypothesis predicts, and to compare hypotheses). b. I can identify a testable question. c. I can identify, from a set of questions, which questions can be analyzed using a given set of sample data. d. I can distinguish the independent and dependent variables by examining a scientific experiment/investigation. e. I can write a testable question. f. I can generate a valid hypothesis. g. I can discriminate between a testable question and a hypothesis. h. I can compare and contrast a list of hypotheses to determine if they are testable. i. I can formulate a single or multiple hypotheses on any given experiment/investigation. j. I can use the independent and dependent variable to determine the materials, tools, and techniques needed for an investigation. k. I can formulate a sequential plan for an investigation. l. I can identify the appropriate safety practices for an investigation I can select and use appropriate tools including technology to make measurements (in metric units), gather, process, and analyze data from scientific investigations using appropriate mathematical analysis, error analysis, and graphical representation. a. I can design data tables/setup and show an organizational strategy. b. I can gather data (qualitative/quantitative) using appropriate measurements and methods. 1.1 dependent variable experiment hypothesis independent variable investigation testable question 1.2 error analysis qualitative quantitative

3 c. I can apply the metric system by appropriate use of units and conversion factors. d. I can apply appropriate mathematical analysis. e. I can demonstrate graphing design (placement of dependent and independent variables, scales, units, keys, titles, labels, graph types). f. I can identify possible sources of error. g. I can identify and interpret trends in data using graphical analysis. 1.3 I can review evidence, communicate and defend results, and recognize that the results of a scientific investigation are always open to revision by further investigations (through graphical representation or charts). a. I can identify techniques used to review evidence (summary, graphical organizers, models). b. I can identify relationship between data trends and scientific concepts. c. I can determine appropriate communication techniques to communicate and defend results. d. I can communicate interpretations and conclusions using scientific concepts, mathematical relationships and technology. e. I can justify and defend conclusions based on evidence. f. I can explain why conclusions based on evidence are open to revision upon further investigation I can analyze observations and explain with scientific understanding to develop a plausible model (atom, expanding universe). a. I can identify that various types of models (physical, mental graphical, and mathematical) can be used to illustrate scientific concepts. b. I can explain why models are used to express scientific concepts. c. I can use models to investigate and represent scientific concepts. d. I can generate a model based on evidence gathered in an investigation I can identify strengths, weaknesses, and assess the validity of the experimental design of an investigation through analysis and evaluation. a. I can identify and assess the characteristics of a valid investigation. b. I can identify experimental error and communicate suggestions for modified or redesigned experiment. c. I can compare and contrast the validity of various experiments designed to measure the same outcome I can explain how observations of nature form an essential base of knowledge among the Montana American Indians. a. I can explain how observations of nature form and essential base of knowledge. b. I can describe an example of Montana American Indians using observation to develop cultural knowledge and practices. 1.3 evidence 1.4 model 1.5 experimental design valid Standard 2: Students, through the inquiry process, demonstrate knowledge of properties, forms, changes, and interactions of physical and chemical systems. 1. Describe the structure of atoms, including knowledge of (a) subatomic particles and their relative masses, charges, and locations within the atom, (b) the electrical and nuclear forces that hold the atom together, (c) fission and fusion, and (d) radioactive decay. 2. Explain how the particulate level structure and properties of matter affect its macroscopic properties, including the effect of (a) valence electrons on the chemical properties of elements and the resulting periodic trends in these properties, (b) chemical bonding, (c) molecular geometry and intermolecular forces, (d) kinetic molecular theory on phases of matter, and (e) carbon-carbon atom bonding on biomolecules.

4 4. Identify, measure, calculate, and analyze relationships associated with matter and energy transfer or transformations, and the associated conservation of mass. 5. Explain the interactions between motions and forces, including (a) the laws of motion and (b) an understanding of the gravitational and electromagnetic forces. 6. Explain how energy is stored, transferred, and transformed, including (a) the conservation of energy, (b) kinetic and potential energy and energy contained by a field, (c) heat energy and atomic and molecular motion, and (d) energy tends to change from concentrated to diffuse. 7. Describe how energy and matter interact, including (a) waves, (b) the electromagnetic spectrum, (c) quantization of energy, and (d) insulators and conductors. Unit of Study: Quantum Physics. Nuclear Physics. Thermodynamic Principles. Electromagnetic Radiation. 2.1 I can describe the structure of atoms, including knowledge of (a) subatomic particles and their relative masses, charges, and locations within the atom, (b) the electrical and nuclear forces that hold the atom together, (c) fission and fusion, and (d) radioactive decay. a. I can compare and contrast subatomic particles in relation to their relative masses, charges, and location. b. I can compare and contrast the number of subatomic particles in different elements and their isotopes. c. I can recognize there is an electrical force of attraction/repulsion. d. I can recognize there are strong nuclear forces that keep the nucleus intact. e. I can explain radioactive decay and provide examples. f. I can explain nuclear fission and fusion and provide examples. 2.2 I can explain how the particulate level structure and properties of matter affect its macroscopic properties, including the effect of (a) valence electrons on the chemical properties of elements and the resulting periodic trends in these properties, (b) chemical bonding, (c) molecular geometry and intermolecular forces, (d) kinetic molecular theory on phases of matter, and (e) carbon-carbon atom bonding on biomolecules. a. I can recognize the Periodic Table is organized based on a series of repeating patterns. b. I can utilize the Periodic Table to determine the number of valence electrons of an element. c. I can utilize the Periodic Table to predict, from neutral atoms, the formation of ions with the number of electrons gained or lost. d. Recognize that chemical properties of electrons change with the number of valence electrons. e. I can compare and contrast ionic, covalent, and hydrogen bonds. f. I can describe the significance of electrons in interactions between atoms and why they sometimes form bonds. g. I can explain how the chemical bonding of a molecule affects it macroscopic (physical) properties. h. I can explain how the molecular geometry of a molecule (water) affects polarity and cohesive/adhesive properties. i. I can describe the physical properties of each state of matter: solid, liquid, and gas. j. I can describe, using the kinetic molecular theory, the behavior of particles in each state of matter: solid, liquid, and gas. k. I can use a phase change diagram to describe changes energy and state. l. I can explain how electrons are shared in single, double, triple bonds. 2.1 atomic mass atomic number electrical force electron element isotope neutron nuclear force proton 2.2 adhesion biomolecules carbon-carbon bonds chemical bond cohesion condensation deposition double freezing ions melting molecular geometry polarity single sublimation triple bonds valence electrons vaporization (boiling and evaporation)

5 m. I can explain how the variety of carbon-carbon bonds leads to the diversity of molecules. 2.4 I can identify, measure, calculate, and analyze relationships associated with matter and energy transfer or transformations, and the associated conservation of mass. a. I can describe the law of conservation of mass. b. I can measure and/or calculate energy transfer for a sample set of data or experiment. c. I can analyze the relationship between energy transfer and physical properties of matter. d. I can explain the unique circumstances allowing mass to transform into energy, or energy into mass. 2.5 I can explain the interactions between motions and forces, including (a) the laws of motion and (b) an understanding of the gravitational and electromagnetic forces. a. I can explain given F = ma, the relationship between force and acceleration in uniform motion. b. I can solve simple kinematics problems using the kinematics equations for uniform acceleration: v avg =d/t, a= v/t, and d=1/2 at². c. I can distinguish between a scalar quantity and a vector quantity. d. I can list examples of different types of forces. e. I can describe the role of friction in motion. f. I can describe situations that illustrate Newton s three laws of motion. g. I can explain the relationship between mass and distance in relation to gravitational force. h. I can describe the relationship between magnetism and electricity and the resulting electromagnetic force. 2.6 I can explain how energy is stored, transferred, and transformed, including (a) the conservation of energy, (b) kinetic and potential energy and energy contained by a field, (c) heat energy and atomic and molecular motion, and (d) energy tends to change from concentrated to diffuse. a. I can describe the differences between kinetic energy and potential energy. b. I can explain the relationship between kinetic energy and potential energy in a system. c. I can discuss the conservation of energy. 2.7 I can describe how energy and matter interact, including (a) waves, (b) the electromagnetic spectrum, (c) quantization of energy, and (d) insulators and conductors. a. I can identify and illustrate different types of waves. b. I can compare and contrast the similarities and differences between longitudinal and transverse mechanical waves. c. I can explain how waves interact with media. d. I can compare the various electromagnetic waves (gamma rays, x-rays, ultraviolet, visible, infrared, microwave, and radio waves) in terms of energy and wavelength. e. I can identify practical uses of various electromagnetic waves. f. I can compare the visible light colors in terms of energy and wavelength. g. I can recognize that atoms and molecules can gain or lose energy only in particular discrete amounts. h. I can recognize that every substance emits and absorbs certain wavelength. i. I can explain how electromagnetic waves are superposed, bent, reflected, 2.4 Law of Conservation of Mass 2.5 scalar quantity vector quantity force mass acceleration velocity inertia gravitational force electromagnetic force 2.6 calories energy heat joules kinetic energy potential energy temperature 2.7 amplitude conductor current electromagnetic spectrum frequency insulator period photon reflection refraction resistance voltage power wavelength

6 refracted, and absorbed. j. I can describe the difference between an electrical conductor and an electrical insulator. k. I can describe the difference between a heat conductor and a heat insulator. l. I can explain how electricity is involved in the transfer of energy. Standard 3. Students, through the inquiry process, demonstrate knowledge of characteristics, structures, and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. **Standard 3 is not addressed in this course. Unit of Study: Standard 4: Students through the inquiry process, demonstrate knowledge of the composition, structures, processes, and interactions of Earth s systems and other objects in space. 1. Describe the origin, location, and evolution of stars and their planetary systems in respect to the solar system, the Milky Way, the local galactic group, and the universe. 2. Relate how evidence from advanced technology applied to scientific investigations (large telescopes and space borne observatories), has dramatically impacted our understanding of the origin, size, and evolution of the universe. Unit of Study: Astronomy. Cosmology. 4.6 I can describe the origin, location, and evolution of stars and their planetary systems in respect to the solar system, the Milky Way, the local galactic group, and the universe. a. I can describe the Big Bang Theory. b. I can summarize evidence supporting the Big Bang Theory. c. I can summarize the evolution of stars from birth to death. d. I can identify the importance of fusion in a star s evolutionary cycle. e. I can explain in the relationship between stars and planets in a solar system. f. I can compare and contrast the characteristics of planets and stars. g. I can explain current theories of the formation of a solar system. h. I can explain how the formation and evolution of a solar system influences the compositions and placement of objects within it. i. I can define galaxy. j. I can describe the shape of the Milky Way Galaxy and our place in it. k. I can illustrate the hierarchy of stars, planets, solar systems, galaxies, and galactic group in the universe. 4.7 I can relate how evidence from advanced technology applied to scientific investigations (large telescopes and space borne observatories), has dramatically impacted our understanding of the origin, size, and evolution of the universe. a. I can discuss how various types of technology are used to study space. b. I can compare the advantages and disadvantages of various tools used to study space. c. I can assess how our understanding of the universe changes as technology advances. 4.6 accretion Big Bang Theory galaxy nebula nova nuclear fusion planet solar system star Standard 5: Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures, and societies.

7 1. Predict how key factors (technology, competitiveness, and world events) affect the development and acceptance of scientific thought. 2. Give examples of scientific innovation challenging commonly held perceptions. 4. Analyze benefits, limitations, costs, consequences, and ethics involved in using scientific and technological innovations (biotechnology, environmental issues. Unit of Study: Topics from Modern Physics. Quantum Physics. Nuclear Physics. Astronomy. Cosmology. Thermodynamics Principles. Laws of Motion and Gravitation. Angular Motion. Conservation Laws. Optics. Electromagnetic Radiation. 5.1 I can predict how key factors (technology, competitiveness, and world events) affect the development and acceptance of scientific thought. a. I can identify an example of scientific thought that has been or is affected by key factors such as technology, competitiveness (industrial, political, religious, etc.) world events, etc. b. I can analyze how the development and/or acceptance of this example were influenced by various factors. c. I can justify the analysis using cited peer-reviewed sources. d. I can predict and discuss how key factors could impact the development and acceptance of scientific thought. 5.2 I can give examples of scientific innovation challenging commonly held perceptions. a. I can identify and discuss examples of commonly held perceptions or ideas being challenged by science (heliocentrism, flat Earth, spontaneous generation). 5.4 I can analyze benefits, limitations, costs, consequences, and ethics involved in using scientific and technological innovations ( 5.1 peer review Standard 6: Students understand historical developments in science and technology. 1. Analyze and illustrate the historical impact of scientific and technological advances, including Montana American Indian examples. 2. Trace developments that demonstrate scientific knowledge is subject to changes as new evidence becomes available. 3. Describe, explain, and analyze science as a human endeavor and an ongoing process. Unit of Study: Topics from Modern Physics. Quantum Physics. Nuclear Physics. Astronomy. Cosmology. Thermodynamics Principles. Laws of Motion and Gravitation. Angular Motion. Conservation Laws. Optics. Electromagnetic Radiation. 6.1 I can analyze and illustrate the historical impact of scientific and technological advances, including Montana American Indian examples. a. I can identify important historical events in science and technology. b. I can analyze the positive and negative impacts of past, present, and future science and technological advances. 6.2 I can trace developments that demonstrate scientific knowledge is subject to change as new evidence becomes available. a. I can identify examples of scientific knowledge that have changed over time. b. I can discuss the developments that contributed to the progression of the scientific knowledge. c. I can analyze the impact of each development on the scientific knowledge.

8 d. I can summarize the process of the advancement of scientific knowledge. 6.3 I can describe, explain, and analyze science as a human endeavor and an ongoing process. a. I can discuss the purpose of science. b. I can summarize the parameters that guide the process of science. c. I can examine the role of human reasoning in the process of science. d. I can analyze how human interpretation of evidence affects the process of science.