Topic 1 - Complete Toolkit


Objectives

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Readings from The Physics Classroom Tutorial

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Interactive Simulations

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Video and Animations

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Labs and Investigations

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Demonstration Ideas

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Minds On Physics Internet Modules:

The Minds On Physics Internet Modules are a collection of interactive questioning modules that target a student’s conceptual understanding. Each question is accompanied by detailed help that addresses the various components of the question.
  1. Electric Circuits, Assignment AAA -  SublevelNameGoesHere
  2. Electric Circuits, Assignment AAA -  SublevelNameGoesHere
 
 

Concept Building Exercises:

  1. The Curriculum Corner, ChapterGoesHere, HandoutTitleGoesHere
  2. The Curriculum Corner, ChapterGoesHere, HandoutTitleGoesHere
Link: LinkGoesHere
 

Problem-Solving Exercises:

  1. The Calculator Pad, ChapterGoesHere, Problems #AAA
Link: LinkGoesHere
 

 

Science Reasoning Activities:

  1. TitleGoesHere
Link: LinkGoesHere


Real Life Connections:

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Common Misconception:

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    ExplanationGoesHere
 
 

Related PER (Physics Education Research)

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Elsewhere on the Web:

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Standards:

A. Next Generation Science Standards (NGSS)

Performance Expectations
  • High School – HS-PS2-6   Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials or systems.
  • High School – HS-PS3-2 – Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles.
 
Disciplinary Core Ideas  
  • MS.PS2.B.i  Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.
  • HS-PS1.A.i   The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms
  • HS-PS3.A.i  Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents.
  • HS-PS3.D.i Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.
 
 
Crosscutting Concepts

 
Cause & Effect: Mechanism and Explanation –
  • Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated.
 
Systems and System Models
  • Defining the system under study (specifying its boundaries and making explicit a model of that system) provides tools for understanding and testing ideas that are applicable through science and engineering.
 
Energy and Matter
  • Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

 
Science and Engineering Practices
Practice #2: Developing and Using Models
  • Develop and/or use multiple types of models to provide mechanistic accounts of phenomena
  • Develop and/or use a computational model to generate data to support explanations, predict phenomena, and analyze systems.
 
Practice #3: Planning and Carrying Out Investigations
  • Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence … and consider limitations on the precision of the data
  • Select appropriate tools to collect, record, analyze, and evaluate data.
  • Collect data about a complex model or system to identify failure points or improve performance relative to criteria for success or other variables.
 
Practice #4: Analyzing and Interpreting Data
  • Analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution.
  • Analyze data to identify design features or characteristics of the components of a proposed system to optimize it relative to criteria for success.
 
Practice #5: Using Mathematics and Computational Thinking
  • Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system.
  • Use mathematical and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and explanations.
  • Apply techniques of algebra and functions to represent and solve scientific and engineering problems.
  • Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units.
 
Practice #6: Constructing Explanations
  • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
 
Practice #8: Obtaining, Evaluating, and Communicating Information: High School
  • Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text.
  • Gather, read, and evaluate scientific and/or technical information from multiple authoritative texts.
  • Communicate scientific and/or technical information or ideas in multiple formats (i.e., orally, graphically, textually, mathematically).
 

The Nature of Science
Scientific Investigations Use a Variety of Methods: High School
  • Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings.
  • Scientific investigations use a variety of methods, tools, and techniques to revise and produce new knowledge.



 
B. Common Core Standards for Mathematics – Grades 9-12

Functions – Interpreting Functions
  • F-IF.4 – For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features.
  • F-IF.6 – Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
 
Linear, Quadratic, and Exponential Models
  • F-LE.1.b – Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
  • F-LE.5 – Interpret the parameters in a linear or exponential function in terms of a context.
 


 
C. Common Core Standards for English/Language Arts (ELA) – Grades 9-12
Key Ideas and Details: High School
  • RST.11-12.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
  • RST.11-12 – Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
 
Craft and Structure – High School
  • RST.11-12.5 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
  • RST.11-12.6 – Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
 
Integration of Knowledge and Ideas – High School
  • RST.11-12.9 – Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
 

Range of Reading and Level of Text Complexity – High School
  • RST.11-12.10  -- By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
 

 
 
D. College Ready Physics Standards (Heller and Stewart)

Standard 4:  Energy Transfer and Storage
Objective 4.2:  Electric Circuit Interactions and Energy
  • Students understand that an electrical energy transfer from the source of electric current to the electrical device(s) in a circuit can change the energy stored in the system. All electrical devices transfer energy out of the system. The energy changes within the system depend on the properties of the electrical energy source and the electrical device(s) in the circuit. The electric charges that flow in the circuit are in the conductors of the circuit. A battery or other source moves electric charges through the circuit but does not create electric charges.
 
Middle School Boundary Statement: Students are introduced to qualitative ideas about series and parallel circuits, electric current as a flow of charge, and the idea that the charges that flow are in conductors all the time. They develop their skills in constructing and evaluating analog models. 
 

Essential Knowledge M.4.2.1 – An electric circuit interaction occurs when an electrical energy source is connected with conducting wires in a complete loop (closed circuit) to an electrical device (e.g., light bulb, motor) which is an energy receiver. The evidence of the interaction is an electric current in the circuit.
 
High School Boundary Statement:  In grades 9-12, students expand their knowledge of electric current to include an atomic model of electric current, and extend their knowledge to include potential difference and Ohm’s Law.
 

Essential Knowledge H.4.2.1  -- The electric current, which is the same everywhere in a circuit loop, is the amount of charge that flows past a given location each second. The measurement unit of current, the ampere, is equal to one Coulomb of charge per second (C/s).
 

Essential Knowledge H.4.2.2  -- Electric charge is conserved in a closed system such as a circuit. At a branch point (junction), the current flowing into the junction must equal the total current flowing out of the junction.
 

Essential Knowledge H.4.2.3  -- At the atomic scale, a useful analog model of metal conduction has a lattice of positively charged metal ions that are more or less fixed within a conductor, surrounded by a “sea” of mobile, negatively charged electrons. Using this model, one can demonstrate that electrons in metals typically “move” a few centimeters per hour, even during high currents. By convention, current is defined as the amount of positive charge that flows past a location each second.