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Objectives:
1.C.3.1: The student is able to design a plan for collecting data to measure gravitational mass and to measure inertial mass and to distinguish between the two experiments.2.B.2.1: The student is able to apply to calculate the gravitational field due to an object with mass M, where the field is a vector directed toward the center of the object of mass M. 2.B.2.2: The student is able to approximate a numerical value of the gravitational field (g) near the surface of an object from its radius and mass relative to those of the Earth or other reference objects. 3.C.1.1: The student is able to use Newton’s law of gravitation to calculate the gravitational force the two objects exert on each other and use that force in contexts other than orbital motion.3.C.1.2: The student is able to use Newton’s law of gravitation to calculate the gravitational force between two objects and use that force in contexts involving orbital motion (for circular orbital motion only in Physics 1). 3.F.1.1: The student is able to use representations of the relationship between force and torque. 3.F.1.2: The student is able to compare the torques on an object caused by various forces. 3.F.1.3: The student is able to estimate the torque on an object caused by various forces in comparison to other situations. 3.F.1.4: The student is able to design an experiment and analyze data testing a question about torques in a balanced rigid system. 3.F.1.5: The student is able to calculate torques on a two-dimensional system in static equilibrium, by examining a representation or model (such as a diagram or physical construction).3.F.2.1: The student is able to make predictions about the change in the angular velocity about an axis for an object when forces exerted on the object cause a torque about that axis. 3.F.2.2: The student is able to plan data collection and analysis strategies designed to test the relationship between a torque exerted on an object and the change in angular velocity of that object about an axis. 4.C.1.1: The student is able to calculate the total energy of a system and justify the mathematical routines used in the calculation of component types of energy within the system whose sum is the total energy.3.F.3.1: The student is able to predict the behavior of rotational collision situations by the same processes that are used to analyze linear collision situations using an analogy between impulse and change of linear momentum and angular impulse and change of angular momentum. 3.F.3.2: In an unfamiliar context or using representations beyond equations, the student is able to justify the selection of a mathematical routine to solve for the change in angular momentum of an object caused by torques exerted on the object. 3.F.3.3: The student is able to plan data collection and analysis strategies designed to test the relationship between torques exerted on an object and the change in angular momentum of that object. 4.D.1.1: The student is able to describe a representation and use it to analyze a situation in which several forces exerted on a rotating system of rigidly connected objects change the angular velocity and angular momentum of the system. 4.D.1.2: The student is able to plan data collection strategies designed to establish that torque, angular velocity, angular acceleration, and angular momentum can be predicted accurately when the variables are treated as being clockwise or counterclockwise with respect to a well-defined axis of rotation, and refine the research question based on the examination of data.4.D.2.1: The student is able to describe a model of a rotational system and use that model to analyze a situation in which angular momentum changes due to interaction with other objects or systems. 4.D.2.2: The student is able to plan a data collection and analysis strategy to determine the change in angular momentum of a system and relate it to interactions with other objects and systems.4.D.3.1: The student is able to use appropriate mathematical routines to calculate values for initial or final angular momentum, or change in angular momentum of a system, or average torque or time during which the torque is exerted in analyzing a situation involving torque and angular momentum. 4.D.3.2: The student is able to plan a data collection strategy designed to test the relationship between the change in angular momentum of a system and the product of the average torque applied to the system and the time interval during which the torque is exerted. 5.E.1.1: The student is able to make qualitative predictions about the angular momentum of a system for a situation in which there is no net external torque.5.E.1.2: The student is able to make calculations of quantities related to the angular momentum of a system when the net external torque on the system is zero. 5.E.2.1: The student is able to describe or calculate the angular momentum and rotational inertia of a system in terms of the locations and velocities of objects that make up the system. Students are expected to do qualitative reasoning with compound objects. Students are expected to do calculations with a fixed set of extended objects and point masses. Objectives:
Review Objectives: 3.A.1.1: The student is able to express the motion of an object using narrative, mathematical, and graphical representations. 3.A.1.2: The student is able to design an experimental investigation of the motion of an object. 3.A.1.3: The student is able to analyze experimental data describing the motion of an object and is able to express the results of the analysis using narrative, mathematical and graphical representatives. 3.A.2.1: The student is able to represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation. 3.A.3.1: The student is able to analyze a scenario and make claims (develop arguments, justify assertions) about the forces exerted on an object by other objects for different types of forces or components of forces. 3.A.3.3: The student is able to describe a force as an interaction between two objects and identify both objects for any force. 3.A.4.1: The student is able to construct explanations of physical situations involving the interaction of bodies using Newton’s third law and the representation of action-reaction pairs of forces. 3.A.4.2: The student is able to use Newton’s third law to make claims and predictions about the action-reaction pairs of forces when two objects interact. 3.A.4.3: The student is able to analyze situations involving interactions among several objects by using free-body diagrams that include the application of Newton’s third law to identify forces.3.B.1.2: The student is able to design a plan to collect and analyze data for motion (static, constant, or accelerating) from force measurements and carry out an analysis to determine the relationship between the net force and the vector sum of the individual forces.3.B.1.3: The student is able to reexpress a free-body diagram representation into a mathematical representation and solve the mathematical representation for the acceleration of the object. 3.B.2.1: The student is able to create and use freebody diagrams to analyze physical situations to solve problems with motion qualitatively and quantitatively. 4.A.2.2: The student is able to evaluate using given data whether all the forces on a system or whether all the parts of a system have been identified.
Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal structure. Big Idea 2: Fields existing in space can be used to explain interactions. Big Idea 3: The interactions of an object with other objects can be described by forces. Big Idea 4: Interactions between systems can result in changes in those systems. Big Idea 5: Changes that occur as a result of interactions are constrained by conservation laws.
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