Students who demonstrate understanding can: Students will: Student’s inferences In addition Develop and use a model of two objects interacting through electric A1. Students will understand the pattern that like charges repel knowledge. or magnetic fields.(HS-PS3-5) and opposite charges attract performance A2. Forces of attraction will depend on quantity of charge and to applications Plan and conduct and investigation to provide evidence that an B1. Explain the relationship between motors and generators on 3.0 electric current can produce a magnetic and that a changing the functions of the components. reflects performance, magnetic field can produce electric current. (HS-PS2-5) B2. Express the relationship between coils, electric potential, and magnetic field strength in an electromagnet. Conservation of Energy should be re-emphasized on the that insufficient transformation of energy between objects and how it affects go microscopic particle motion beyond the C1. Identify and explain properties that make a good conductor Communicate scientific and technical information why the student progress C2. Identify and explain properties that make a good insulator. molecular level structure is important in the functioning of designed what materials. (HS-PS2-6) C3. Identify and explain properties that make materials demonstrates was magnetic. towards taught. Use mathematical representation of Coulomb’s Law to describe and D1. Students can relate conceptually that distance affects force foundational predict electrostatic forces between objects. (HS-PS2-4) of attraction The emphasis is on the conceptual aspects of an inverse D2. Students can relate conceptually that distance is more of a in-depth factor than charge in determining force of attraction square relationship. skills Recognize or recall specific vocabulary such as: Electric charge, proton, neutron, electron, Coulomb’s Law, magnetic and field, electric field, attraction, repulsion, pole, polar, field lines Topic: Waves Driving Questions: How do we describe waves in our world? Crosscutting Concept: Patterns, Energy and Matter
In addition to 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Develop and use a model of two objects interacting through electric or magnetic fields.(HS-PS3-5) Plan and conduct and investigation to provide evidence that an electric current can produce a magnetic and that a changing magnetic field can produce electric current. (HS-PS2-5) Conservation of Energy should be re-emphasized on the transformation of energy between objects and how it affects microscopic particle motion Communicate scientific and technical information why the molecular level structure is important in the functioning of designed materials. (HS-PS2-6) Use mathematical representation of Coulomb’s Law to describe and predict electrostatic forces between objects. (HS-PS2-4) The emphasis is on the conceptual aspects of an inverse square relationship. Students will: A1. Students will understand the pattern that like charges repel and opposite charges attract A2. Forces of attraction will depend on quantity of charge B1. Explain the relationship between motors and generators on the functions of the components. B2. Express the relationship between coils, electric potential, and magnetic field strength in an electromagnet. C1. Identify and explain properties that make a good conductor C2. Identify and explain properties that make a good insulator. C3. Identify and explain properties that make materials magnetic. D1. Students can relate conceptually that distance affects force of attraction D2. Students can relate conceptually that distance is more of a factor than charge in determining force of attraction Recognize or recall specific vocabulary such as: Electric charge, proton, neutron, electron, Coulomb’s Law, magnetic field, electric field, attraction, repulsion, pole, polar, field lines Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Waves Driving Questions: How do we describe waves in our world? Crosscutting Concept: Patterns, Energy and Matter
conceptual_physics_curriculum_guide_17-18.docx