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College Ready Physics Standards: a Look to the Future

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College Ready Physics Standards: a Look to the Future CCoolllleeggee RReeaaddyy PPhhyyssiiccss SSttaannddaarrddss:: A Look to the Future A Look to the Future Patricia Heller Physics Education Research Group Department of Curriculum and Instruction University of Minnesota Gay Stewart Department of Physics University of Arkansas Acknowledgments The following people assisted in the creation of this document through stimulating discussions of the issues. Thank you to the following: Ken Heller Ramon E. Lopez Donovan Hylton Professor of Physics Professor Assessment Specialist School of Physics and Astronomy Department of Physics Research and Development University of Minnesota University of Texas at Arlington The College Board Minneapolis, Minnesota Arlington, Texas New York, New York Wolfgang Christian Professor Department of Physics Davidson College Davidson, North Carolina © Pat Heller and Gay Stewart TABLE OF CONTENTS Standards Outline iii Introduction to College-ready Physics Standards: A Look to the Future . v Organization and Structure of the Standards vi Breadth of Coverage versus Depth of Understanding vii Goal of Conceptual Understanding vii The Learning Outcomes viii Instructional Guidance for Each Standard ix Using the Physics Objectives ix Guide to Using the College-ready Physics Standards . x Standard 1: Interactions, Models, and Scales 1 1.1 Interactions, Systems, and Scale (5-8) 2 1.2 Interactions and Properties (5-8) 4 1.3 Interactions and Atomic and Subatomic Models (5-8 and 9-12) 6 1.4 Interactions and Objects Moving Very Fast (9-12) 10 Standard 2: Conservation Principles . 13 2.1 Conservation of Mass, Energy, and Charge (5-8 and 9-12) 14 2.2 Conservation of Linear Momentum (9-12) 17 2.3 Nuclear Interactions and The Conservation of Mass-Energy (9-12) 20 Standard 3: Newton’s Laws of Motion . 23 3.1 Constant and Changing Linear Motions (5-8 and 9-12) 24 3.2 Forces, and Changes in Motion (5-8 and 9-12) 28 3.3 Contact Interactions and Forces (5-8 and 9-12) 31 3.4 Gravitational Interactions and Forces (5-8 and 9-12) 35 3.5 Magnetic and Electrical Interactions and Forces (5-8 and 9-12) 38 Standard 4: Energy Transfer and Storage . 43 4.1 Contact Interactions and Energy (5-8 and 9-12) 44 4.2 Circuit Interactions and Energy (5-8 and 9-12) 47 4.3 Mechanical Wave Interactions and Energy (5-8 and 9-12) 51 4.4 Radiant Energy Interactions (5-8 and 9-12) 54 4.5 Heating and Cooling Interactions and Energy (5-8 and 9-12) 58 Standard 5: Forces, Energy, and Fields . 63 5.1 Forces and Fields (5-8 and 9-12) 64 5.2 Energy and Fields (5-8 and 9-12) 66 5.3 Electromagnetic Interactions and Fields (5-8 and 9-12) 70 Guide for Using Instructional Guidance for Each Standard . 73 Instructional Guidance for Standard 1 . 77 i Instructional Guidance for Standard 2 . 89 Instructional Guidance for Standard 3 . 99 Instructional Guidance for Standard 4 . 117 Instructional Guidance for Standard 5 . 139 Appendix A. Five Principles for How Students Learn . 151 Appendix B. Research Used for the Tables of Common Student Conceptual Difficulties . 155 Appendix C. Summary of Research Used to Develop the Standards . 157 Glossary . 159 References . 165 ii LIST OF STANDARDS AND OBJECTIVES STANDARD 1. INTERACTIONS, MODELS, AND SCALE Objective 2.3. Nuclear Interactions and the Changes in the natural world are the result of interactions. The Conservation of Mass-Energy (Grades 9-12) description, explanation, and prediction of interactions depend on the size and time scale and our models of the structure of matter. For Students understand that nuclear interactions result in product objects moving very fast, the macro (human) scale ideas of absolute particle(s) with less mass than the original particle(s); the missing time and space must be revised. mass appears as an energy transfer out the system. Mass-energy is conserved at all size and time scales, for all types of interactions, Objective 1.1 Interactions, Systems, and Scale and for all defined systems (open or closed). (Grades 5-8) Students understand that observed changes in our world are the STANDARD 3. NEWTON’S LAWS OF MOTION result of interactions. The description, explanation, and prediction Interactions of an object with other objects can be described, of interactions depends on the defined system and defined time explained, and predicted using the concept of forces, which can cause interval, and the size and time scales involved [cosmic, macro a change in motion of one or both interacting objects. Different types (human), and the atomic and subatomic domains of magnitude]. of interactions are identified by their defining characteristics. At the macro (human) scale, interactions are governed by Newton’s second Objective 1.2 Interactions and Properties (Grades 5-8) and third laws of motion. Students understand that at the macro (human) scale, the Objective 3.1 Constant and Changing Linear Motion properties of objects are qualitative and quantitative descriptions (Grades 5-8 and Grades 9-12) of how the objects interact with other objects or systems. Properties that do not depend on the amount of material can be Students understand that linear motion is characterized by speed, used to identify the material. velocity, and acceleration, and that velocity and acceleration are vectors. Objective 1.3 Interactions and Atomic and Subatomic Models (Grades 5-8 and Grades 9-12) Objective 3.2 Forces and Changes in Motion (Grades 5-8 and Grades 9-12) Students understand that different mental models are useful at the atomic scale (small particle model of matter) and subatomic scale Students understand that interactions can be described in terms of (quantum mechanics) for describing, explaining and predicting forces. The acceleration of an object is proportional to the vector events, processes, and the properties of systems. sum of all the forces (net force) on the object and inversely proportional to the object’s mass (a = ∑F/m). When two Objective 1.4 Interactions and Objects Moving Very interacting objects push or pull on each other, the force on one Fast (Grades 9-12) object is equal in magnitude but opposite in direction to the force Students understand that the Newtonian ideas about absolute on the other object. space and time are incorrect, as Einstein demonstrated with his Objective 3.3 Contact Interactions and Forces (Grades 5-8 special theory of relativity. and Grades 9-12) STANDARD 2. CONSERVATION PRINCIPLES Students understand that contact interactions occur when two objects in contact push or pull on each other, which can cause a The interaction of one object with another object is governed by a few change in the motion of the objects. Some types of contact conservation principles. These principles are considered fundamental interactions have force laws that are empirical approximations; because they apply to interactions at all time and size scales and some have no force laws. cannot be derived from other theories. Objective 3.4 Gravitational Interactions and Forces Objective 2.1 Conservation of Mass, Energy, and (Grades 5-8 and Grades 9-12) Charge (Grades 5-8 and Grades 9-12) Students understand that gravity is an attractive interaction Students understand that at the macro (human) scale, mass and between any two objects with mass, which can cause a change in energy are conserved separately, within measurement errors, for the motion of the objects. Gravitational interactions are governed all types of interactions and defined systems (open or closed). by a force law. Charge is always conserved at all scales. Objective 3.5 Magnetic and Electrical Interactions and Objective 2.2. Conservation of Linear Momentum Forces (Grades 5-8 and Grades 9-12) (Grades 9-12) Students understand that both magnetic interactions and Students understand that linear momentum is conserved at all size electrical interactions occur between mutually attracting or and time scales, and for all types of interactions and defined repelling objects, which can cause a change in the motion of the systems (open or closed). objects. Electrical interactions apply to point charges and are governed by a force law. iii STANDARD 4. ENERGY TRANSFERS AND STORAGE changes within a receiver object depend on the properties of the Interactions of an object with other objects can be described and object. There is a continuous range of radiant energies, which explained by using the concept of the transfer of energy from one includes visible light. Humans can only perceive visible light object to another, both within a defined system and across the energy — either from a source or that which is reflected off boundary of the system. Energy transfers across the boundary of a objects — when the light interacts with the eye–brain system. system can change the energy within the system. In the conservation of energy equation, one or more energy transfers across the system Objective 4.5 Heating and Cooling Interactions and boundary or energy changes within the system could be applicable, Energy (Grades 5-8 and Grades 9-12) not applicable, or too small of an effect to be measurable, depending Students understand that a thermal energy transfer (heat) from on the problem situation. one object to another can change the thermal energies of the Objective 4.1 Contact Interactions and Energy (Grades 5- objects. The interactions depend on the properties of the materials 8 and Grades 9-12) and on how far the system is from equilibrium. There are three different methods of thermal energy transfer: conduction, Students understand that a mechanical energy transfer (work) convection, and thermal radiation. At a constant temperature in across the boundary of a system can change the stored kinetic any time interval, the amount of thermal radiation emitted by an energy, elastic energy, thermal energy, chemical energy, or other object to its surroundings is equal to the amount of thermal types of energy stored within the system.
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