Physics Unit 10

Big Idea:

An electric current is a steady flow of charged particles and follows a closed circuit path and can be used to perform work.

Student Expectations:

Priority TEKS

P.5(C) describe and calculate how the magnitude of the electric force between two objects depends on their charges and the distance between their centers;

Focus TEKS

P.5(D) identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers;

P.5(E) characterize materials as conductors or insulators based on their electric [electrical] properties;

Ongoing TEKS

P.1(A) demonstrate safe practices during laboratory and field investigations; and

P.1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

P.2(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

P.2(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence.

P.2(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change;

P.2(D) design and implement investigative procedures, including making observations, asking well defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, evaluating numerical answers for reasonableness , and identifying causes and effects of uncertainties in measured data;

P.2(E) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results;

P.2(F) use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, tuning forks, hand-held visual spectroscopes, discharge tubes with power supply (H, He, Ne, Ar), electromagnetic spectrum charts, laser pointers, micrometer, caliper, computer, data acquisition probes, scientific calculators, graphing technology, electrostatic kits, electroscope, inclined plane, optics bench, optics kit, polarized film, prisms, pulley with table clamp, motion detectors, photogates, friction blocks, ballistic carts or equivalent, resonance tube, stroboscope, resistors, copper wire, switches, iron filings, and/or other equipment and materials that will produce the same results;

P.2(G) make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;

P.2(H) organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs

P.2(I) communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; and

P.2(J) express relationships among physical variables quantitatively, including the use of graphs, charts, and equations.

P.3(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;

P.3(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

P.3(E) express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically;

P.4(A) generate and interpret graphs and charts describing different types of motion, including investigations using technology such as motion detectors or photogates;

P.4(B) describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration;

P.4(C) analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples

P.4(D) calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects using methods, including free-body force diagrams;

P.6(B) investigate examples of kinetic and potential energy and their transformations;

Student Learning Targets:

• I will explain how an object acquires a net charge:
  • Know the quantized nature of charge.
  • Determine the net charge of an object.
• I will know the Law of Charges.
• I will determine the charge of an object by the following methods of charging:
  • Conduction
  • Induction
  • Polarization/separation of charge
• I will qualitatively and quantitatively apply Coulomb’s Law:
  • Qualitatively manipulate the variables of charge and distance.
  • Draw FBDs for objects experiencing electrostatic forces.
  • Solve for charge, period of rotation, radius, centripetal acceleration, orbital speed, and electrostatic force.
• I will define electric field:
  • Identify the direction of the electrostatic force on a charge in the presence of an electric field.
  • Draw electric field diagrams for simple charge configurations:
    • Point charges
    • Pairs of charges (like and unlike)
    • Parallel plates
  • Qualitatively manipulate the variables that affect an electric field.
• I will solve electrostatic problems:
  • Draw FBDs for objects in the presence of electric fields.
  • Solve for mass, charge, acceleration, work, kinetic energy, electric field, and electrostatic force.
• I will define electric potential.
• I will qualitatively and quantitatively determine the work done on a charge moved:
  • In a uniform electric field.
  • Through a potential difference.
• I will conduct data collection, data analysis and inferences, and develop well-defined conclusions while demonstrating proper and safe use and care of scientific equipment.

Essential Questions:

• What is charge and what happens when it moves?

Extra Information:

Adopted Textbook: Conceptual Physics - Pearson, Prentice Hall

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