Physics

Course Description

CCC Physics 103 (4 Credit hours)

Goals and Objectives: The first course in general physics introduces basic laws and theories of physics: vectors, kinematics, laws of motion, work and energy, momentum and collisions, and circular and rotational motion.

Students will continue to follow the Regents curriculum for the 3rd and 4th quarters learning topics including electricity, magnetism, wave phenomenon, optics, and modern physics.

MR. GALEK

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Quarter 1

1.)I can analyze the resultant of two or more vectors both graphically and algebraically.

2.)I can resolve a vector into perpendicular components both graphically and algebraically.

3.)I can use vector diagrams to analyze mechanical systems (equilibrium and non-equilibrium).

4.)I can formulate and analyze graphs involving position, velocity, and acceleration.

5.)I can evaluate the slopes and areas in motion graphs.

6.)I can explain and analyze data graphically to determine the mathematical relationship between two variables.

7.)I can evaluate equations to solve for unknowns.

8.)I can predict and evaluate factors that affect the period of a pendulum.

9.)I Can analyze the horizontal distance (Range) for a fired projectile given the initial height and horizontal velocity.

Quarter 2

1.) I can explain and apply Newton's 3 Laws of Motion.

2.)I can describe and analyze the Centripetal Force acting on a given object.

3.)I can describe and analyze the Gravitational force for two objects of a given mass, and apply the inverse square law.

4.)I can analyze the coefficient of friction between two surfaces.

5.)I can analyze the work done on a system which is equal to the change in total energy of a system.

6.)I can observe and explain energy conversions in real world situations.

7.)I can predict velocities, heights, and spring compressions based on energy conversions.

8.)I can contrast the power developed when work is done at different rates.

Quarter 3

1.)I can evaluate the magnitude of electric field intensity and trace the direction of electric field lines.

2.)I can measure and evaluate current and voltage in an electric circuit.

3.)I can use measurements to analyze resistance of a circuit element.

4.)I can formulate as well as compare and contrast both simple series and parallel circuits.

5.)I can evaluate electrical power and energy for an electric circuit.

6.)I can explain factors affecting resistance in a metal conductor.

7.)I can trace the magnetic field of a permanent magnet indicating the direction of the magnetic field between north-seeking and south-seeking poles.

Quarter 4

1.)I can compare the characteristics of two transverse waves such as amplitude, wavelength, speed, period, and phase.

2.)I can differentiate between transverse and longitudinal waves.

3.)I can analyze the speed of sound in air.

4.)I can predict the superposition of two waves interfering constructively and destructively indicating nodes and antinodes.

5.)I can observe, sketch, and interpret the behavior of wave fronts as they reflect, refract, and diffract.

6.)I can draw ray diagrams to represent reflection and refraction of waves.

7.) I can analyze empirically the index of refraction of a transparent medium.

Scientific Skills and Practices taught

I can use what I have learned to ask two unique scientific question about a specific topic that furthers my understanding:

Students will use scientific questioning to test how an applied unbalanced force affects the acceleration for an object.

I can carry out an investigation to perform experiments that test my hypotheses (If….then…because)

Students will perform an independent experiment on an unbalanced force acting on an object to test their hypothesis; For example, how will the applied force on an object increase the acceleration.

I can analyze and interpret data that supports or does not support my hypothesis.

Students will use data gathered by applying different unbalanced forces to the same object to measure the differences in acceleration rates to validate their hypothesis.

I can build a model that shows the scientific idea I am learning.

Students will use a model low friction car, string, pulley, and applied masses or weights to demonstrate the principles of applied forces.

I can ____ to organize and represent the data of my experiment.

Students will organize qualitative and quantitative data in self designed data tables and expressed in appropriate graphs.

I can explain phenomena using a specific scientific explanation and apply it to solving a problem.

Students will describe real world examples using the explanation through Newton’s 2nd Law of Motion.

I can display scientific findings from an investigation using the organized logical step of the scientific method.

Students will use the scientific method to investigate a self determined question and hypothesis on how the acceleration is affected by force.

I can evaluate a claim using accepted scientific evidence.

Students will evaluate how outside forces affect claims regarding the effects not accounted for on acceleration of a moving object (Sports car, rocket, amusement park ride).

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