Physics Unit 6

Big Idea:

A system has energy if it has the ability to perform work and the total mechanical energy of a system is always conserved.

Student Expectations:

Priority TEKS

P.6(D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension

Focus TEKS

P.6(A) investigate and calculate quantities using the work-energy theorem in various situations;

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

P.6(C) calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;

P.6(E) explain everyday examples that illustrate the four laws of thermodynamics and the processes of thermal energy transfer;

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;

Student Learning Targets:

• I will define work:
  • Identify when work is done on an object:
    • Perpendicular versus parallel forces.
    • Independent of the path taken.
  • Calculate the work done on an object.
• I will identify and calculate the different forms of energy and power:
  • Mechanical and non-mechanical forms of energy.
  • Gravitational potential energy.
  • Elastic potential energy.
  • Kinetic energy
  • Heat
  • Power
• I will analyze a force versus position graph for the following quantities:
  • The work done by calculating the area under the curve.
  • The change in the kinetic energy.
  • Calculation of the final velocity.
• I will solve work and energy problems:
  • Work-kinetic energy theorem problems.
  • Conservation of mechanical energy problems.
  • Conservation of energy problems.
  • Conservation of non-mechanical energy problems.
• I will identify methods of heat transfer:
  • Conduction
  • Convection
  • Radiation
• I will know the Laws of Thermodynamics.
• 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:

• How is energy transferred?

Extra Information:

Adopted Textbook: Conceptual Physics - Pearson, Prentice Hall

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