PHYSICS 2
Grade 12
Unit of Credit: 1 Year (Elective)
Prerequisite: Physics 1 and Algebra 2
Course Overview:
Physics 2 is an attempt to further understand the universe, and is therefore, a study of
matter, energy, and their interactions. The interactions occur on the level of cosmic phenomena,
to that of the fundamental forces and particles, inclusive of all levels in between. In this second
year of investigation of laws of motion, conservation principles of momentum and energy,
gravitational effects, behavior of models to describe natural phenomena through laboratory
experiences. The content of Physics 2 is arranged around the six MCPS science standards. All
MCPS students will engage in scientific inquiry at all grade levels and in all classes. This is
critical because students must engage in scientific inquiry regularly in order to understand
science. A variety of teaching and instructional strategies will be employed including laboratory
investigations, generating, and interpreting graphs and charts, class discussions, demonstrations,
and student writing. Appropriate content, as well as communicating their understanding.
Students will be assessed through a variety of means including standard paper and pencil tests,
performance assessments, laboratory projects, and student writings and presentations.
Units of Study:
• Topics from Modern Physics
• Quantum Physics
• Nuclear Physics
• Astronomy
• Cosmology
• Thermodynamics Principles
• The Laws of Motion and Gravitation
• Angular Motion
• Conservation Laws
• Optics
• Electromagnetic Radiation
NOTE: Throughout this document, learning targets are identified as knowledge (“K”),
reasoning (“R”), skill (“S”), or product (“P”). Bold items are essential learning targets.
Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct,
evaluate, and communicate results and reasonable conclusions of scientific investigations.
Benchmark:
1. Generate a question, identify dependent and independent variables, formulate testable, multiple
hypotheses, plan an investigation, predict its outcome, safely conduct the scientific investigations,
and collect and analyze the data.
2. Select and use appropriate tools including technology to make measurements (in metric units),
gather, process, and analyze data from scientific investigations using appropriate mathematical
analysis, error analysis, and graphical representation.
3. Review evidence, communicate, and defend results, and recognize that the results of a scientific
investigation are always open to revision by further investigations (through graphical representation
or charts).
4. Analyze observations and explain with scientific understanding to develop a plausible model (atom,
expanding universe).
5. Identify strengths, weaknesses, and assess the validity of the experimental design of an investigation
through analysis and evaluation.
6. Explain how observations of nature form an essential base of knowledge among the Montana
American Indians.
Unit of Study: Topics from Modern Physics. Quantum Physics. Nuclear Physics. Astronomy.
Cosmology. Thermodynamics Principles. The Laws of Motion and Gravitation. Angular Motion.
Conservation Laws. Optics. Electromagnetic Radiation.
Learning Target (Type)
Essential Vocabulary
1.1 – I can generate a question, identify dependent and independent variables,
1.1
formulate testable, multiply hypotheses, plan an investigation, predict its outcome, dependent variable
experiment
safely conduct the scientific investigations, and collect and analyze the data.
a. I can identify the various applications of scientific investigations (explore
hypothesis
new phenomena, check on previous results, to test how well a hypothesis independent variable
predicts, and to compare hypotheses).
investigation
b. I can identify a testable question.
testable question
c. I can identify, from a set of questions, which questions can be analyzed
using a given set of sample data.
d. I can distinguish the independent and dependent variables by examining a
scientific experiment/investigation.
e. I can write a testable question.
f. I can generate a valid hypothesis.
g. I can discriminate between a testable question and a hypothesis.
h. I can compare and contrast a list of hypotheses to determine if they are
testable.
i. I can formulate a single or multiple hypotheses on any given
experiment/investigation.
j. I can use the independent and dependent variable to determine the
materials, tools, and techniques needed for an investigation.
k. I can formulate a sequential plan for an investigation.
l. I can identify the appropriate safety practices for an investigation.
1.2 - I can select and use appropriate tools including technology to make
1.2
measurements (in metric units), gather, process, and analyze data from scientific
error analysis
investigations using appropriate mathematical analysis, error analysis, and
qualitative
graphical representation.
quantitative
a. I can design data tables/setup and show an organizational strategy.
b. I can gather data (qualitative/quantitative) using appropriate measurements
and methods.
c. I can apply the metric system by appropriate use of units and conversion
factors.
d. I can apply appropriate mathematical analysis.
e. I can demonstrate graphing design (placement of dependent and
independent variables, scales, units, keys, titles, labels, graph types).
f. I can identify possible sources of error.
g. I can identify and interpret trends in data using graphical analysis.
1.3 – I can review evidence, communicate and defend results, and recognize that
the results of a scientific investigation are always open to revision by further
investigations (through graphical representation or charts).
a. I can identify techniques used to review evidence (summary, graphical
organizers, models).
b. I can identify relationship between data trends and scientific concepts.
c. I can determine appropriate communication techniques to communicate
and defend results.
d. I can communicate interpretations and conclusions using scientific
concepts, mathematical relationships and technology.
e. I can justify and defend conclusions based on evidence.
f. I can explain why conclusions based on evidence are open to revision upon
further investigation.
1.4 - I can analyze observations and explain with scientific understanding to
develop a plausible model (atom, expanding universe).
a. I can identify that various types of models (physical, mental graphical, and
mathematical) can be used to illustrate scientific concepts.
b. I can explain why models are used to express scientific concepts.
c. I can use models to investigate and represent scientific concepts.
d. I can generate a model based on evidence gathered in an investigation.
1.5 - I can identify strengths, weaknesses, and assess the validity of the
experimental design of an investigation through analysis and evaluation.
a. I can identify and assess the characteristics of a valid investigation.
b. I can identify experimental error and communicate suggestions for modified
or redesigned experiment.
c. I can compare and contrast the validity of various experiments designed to
measure the same outcome.
1.6 - I can explain how observations of nature form an essential base of knowledge
among the Montana American Indians.
a. I can explain how observations of nature form and essential base of
knowledge.
b. I can describe an example of Montana American Indians using observation
to develop cultural knowledge and practices.
1.3
evidence
1.4
model
1.5
experimental design
valid
Standard 2: Students, through the inquiry process, demonstrate knowledge of properties, forms,
changes, and interactions of physical and chemical systems.
Benchmark:
1. Describe the structure of atoms, including knowledge of (a) subatomic particles and their relative
masses, charges, and locations within the atom, (b) the electrical and nuclear forces that hold the
atom together, (c) fission and fusion, and (d) radioactive decay.
2. Explain how the particulate level structure and properties of matter affect its macroscopic properties,
including the effect of (a) valence electrons on the chemical properties of elements and the resulting
periodic trends in these properties, (b) chemical bonding, (c) molecular geometry and intermolecular
forces, (d) kinetic molecular theory on phases of matter, and (e) carbon-carbon atom bonding on
biomolecules.
4. Identify, measure, calculate, and analyze relationships associated with matter and energy transfer or
transformations, and the associated conservation of mass.
5. Explain the interactions between motions and forces, including (a) the laws of motion and (b) an
understanding of the gravitational and electromagnetic forces.
6. Explain how energy is stored, transferred, and transformed, including (a) the conservation of energy,
(b) kinetic and potential energy and energy contained by a field, (c) heat energy and atomic and
molecular motion, and (d) energy tends to change from concentrated to diffuse.
7. Describe how energy and matter interact, including (a) waves, (b) the electromagnetic spectrum, (c)
quantization of energy, and (d) insulators and conductors.
Unit of Study: Quantum Physics. Nuclear Physics. Thermodynamic Principles. Electromagnetic
Radiation.
Learning Target (Type)
Essential Vocabulary
2.1 – I can describe the structure of atoms, including knowledge of (a) subatomic
2.1
particles and their relative masses, charges, and locations within the atom, (b) the
atomic mass
electrical and nuclear forces that hold the atom together, (c) fission and fusion, and atomic number
electrical force
(d) radioactive decay.
a. I can compare and contrast subatomic particles in relation to their relative
electron
masses, charges, and location.
element
b. I can compare and contrast the number of subatomic particles in different
isotope
elements and their isotopes.
neutron
c. I can recognize there is an electrical force of attraction/repulsion.
nuclear force
d. I can recognize there are strong nuclear forces that keep the nucleus intact.
proton
e. I can explain radioactive decay and provide examples.
f. I can explain nuclear fission and fusion and provide examples.
2.2 – I can explain how the particulate level structure and properties of matter
2.2
affect its macroscopic properties, including the effect of (a) valence electrons on
adhesion
the chemical properties of elements and the resulting periodic trends in these
biomolecules
properties, (b) chemical bonding, (c) molecular geometry and intermolecular
carbon-carbon bonds
forces, (d) kinetic molecular theory on phases of matter, and (e) carbon-carbon
chemical bond
atom bonding on biomolecules.
cohesion
a. I can recognize the Periodic Table is organized based on a series of
condensation
repeating patterns.
deposition
b. I can utilize the Periodic Table to determine the number of valence
double
freezing
electrons of an element.
c. I can utilize the Periodic Table to predict, from neutral atoms, the formation ions
of ions with the number of electrons gained or lost.
melting
d. Recognize that chemical properties of electrons change with the number of molecular geometry
valence electrons.
polarity
e. I can compare and contrast ionic, covalent, and hydrogen bonds.
single
f. I can describe the significance of electrons in interactions between atoms
sublimation
and why they sometimes form bonds.
triple bonds
g. I can explain how the chemical bonding of a molecule affects it
valence electrons
macroscopic (physical) properties.
vaporization (boiling
h. I can explain how the molecular geometry of a molecule (water) affects
and evaporation)
polarity and cohesive/adhesive properties.
i. I can describe the physical properties of each state of matter: solid, liquid,
and gas.
j. I can describe, using the kinetic molecular theory, the behavior of particles
in each state of matter: solid, liquid, and gas.
k. I can use a phase change diagram to describe changes energy and state.
l. I can explain how electrons are shared in single, double, triple bonds.
m. I can explain how the variety of carbon-carbon bonds leads to the diversity
of molecules.
2.4 – I can identify, measure, calculate, and analyze relationships associated with
matter and energy transfer or transformations, and the associated conservation of
mass.
a. I can describe the law of conservation of mass.
b. I can measure and/or calculate energy transfer for a sample set of data or
experiment.
c. I can analyze the relationship between energy transfer and physical
properties of matter.
d. I can explain the unique circumstances allowing mass to transform into
energy, or energy into mass.
2.5– I can explain the interactions between motions and forces, including (a) the
laws of motion and (b) an understanding of the gravitational and electromagnetic
forces.
a. I can explain given F = ma, the relationship between force and acceleration
in uniform motion.
b. I can solve simple kinematics problems using the kinematics equations for
uniform acceleration: vavg=d/t, a=∆v/t, and d=1/2 at².
c. I can distinguish between a scalar quantity and a vector quantity.
d. I can list examples of different types of forces.
e. I can describe the role of friction in motion.
f. I can describe situations that illustrate Newton’s three laws of motion.
g. I can explain the relationship between mass and distance in relation to
gravitational force.
h. I can describe the relationship between magnetism and electricity and the
resulting electromagnetic force.
2.6 – I can explain how energy is stored, transferred, and transformed, including
(a) the conservation of energy, (b) kinetic and potential energy and energy
contained by a field, (c) heat energy and atomic and molecular motion, and (d)
energy tends to change from concentrated to diffuse.
a. I can describe the differences between kinetic energy and potential energy.
b. I can explain the relationship between kinetic energy and potential energy
in a system.
c. I can discuss the conservation of energy.
2.7– I can describe how energy and matter interact, including (a) waves, (b) the
electromagnetic spectrum, (c) quantization of energy, and (d) insulators and
conductors.
a. I can identify and illustrate different types of waves.
b. I can compare and contrast the similarities and differences between
longitudinal and transverse mechanical waves.
c. I can explain how waves interact with media.
d. I can compare the various electromagnetic waves (gamma rays, x-rays,
ultraviolet, visible, infrared, microwave, and radio waves) in terms of
energy and wavelength.
e. I can identify practical uses of various electromagnetic waves.
f. I can compare the visible light colors in terms of energy and wavelength.
g. I can recognize that atoms and molecules can gain or lose energy only in
particular discrete amounts.
h. I can recognize that every substance emits and absorbs certain wavelength.
i. I can explain how electromagnetic waves are superposed, bent, reflected,
2.4
Law of Conservation
of Mass
2.5
scalar quantity
vector quantity
force
mass
acceleration
velocity
inertia
gravitational force
electromagnetic force
2.6
calories
energy
heat
joules
kinetic energy
potential energy
temperature
2.7
amplitude
conductor
current
electromagnetic
spectrum
frequency
insulator
period
photon
reflection
refraction
resistance
voltage power
wavelength
refracted, and absorbed.
j. I can describe the difference between an electrical conductor and an
electrical insulator.
k. I can describe the difference between a heat conductor and a heat insulator.
l. I can explain how electricity is involved in the transfer of energy.
Standard 3. Students, through the inquiry process, demonstrate knowledge of characteristics,
structures, and function of living things, the process and diversity of life, and how living organisms
interact with each other and their environment.
Benchmark:
**Standard 3 is not addressed in this course.
Unit of Study:
Learning Target (Type)
Essential Vocabulary
Standard 4: Students through the inquiry process, demonstrate knowledge of the composition,
structures, processes, and interactions of Earth’s systems and other objects in space.
Benchmark:
1. Describe the origin, location, and evolution of stars and their planetary systems in respect to the solar
system, the Milky Way, the local galactic group, and the universe.
2. Relate how evidence from advanced technology applied to scientific investigations (large telescopes
and space borne observatories), has dramatically impacted our understanding of the origin, size, and
evolution of the universe.
Unit of Study: Astronomy. Cosmology.
Learning Target (Type)
Essential Vocabulary
4.6– I can describe the origin, location, and evolution of stars and their planetary
4.6
systems in respect to the solar system, the Milky Way, the local galactic group,
accretion
and the universe.
Big Bang Theory
a. I can describe the Big Bang Theory.
galaxy
b. I can summarize evidence supporting the Big Bang Theory.
nebula
c. I can summarize the evolution of stars from birth to death.
nova
d. I can identify the importance of fusion in a star’s evolutionary cycle.
nuclear fusion
e. I can explain in the relationship between stars and planets in a solar system. planet
f. I can compare and contrast the characteristics of planets and stars.
solar system
g. I can explain current theories of the formation of a solar system.
star
h. I can explain how the formation and evolution of a solar system influences
the compositions and placement of objects within it.
i. I can define galaxy.
j. I can describe the shape of the Milky Way Galaxy and our place in it.
k. I can illustrate the hierarchy of stars, planets, solar systems, galaxies, and
galactic group in the universe.
4.7– I can relate how evidence from advanced technology applied to scientific
investigations (large telescopes and space borne observatories), has dramatically
impacted our understanding of the origin, size, and evolution of the universe.
a. I can discuss how various types of technology are used to study space.
b. I can compare the advantages and disadvantages of various tools used to
study space.
c. I can assess how our understanding of the universe changes as technology
advances.
Standard 5: Students, through the inquiry process, understand how scientific knowledge and
technological developments impact communities, cultures, and societies.
Benchmark:
1. Predict how key factors (technology, competitiveness, and world events) affect the development and
acceptance of scientific thought.
2. Give examples of scientific innovation challenging commonly held perceptions.
4. Analyze benefits, limitations, costs, consequences, and ethics involved in using scientific and
technological innovations (biotechnology, environmental issues.
Unit of Study: Topics from Modern Physics. Quantum Physics. Nuclear Physics. Astronomy.
Cosmology. Thermodynamics Principles. Laws of Motion and Gravitation. Angular Motion. Conservation
Laws. Optics. Electromagnetic Radiation.
Learning Target (Type)
Essential Vocabulary
5.1– I can predict how key factors (technology, competitiveness, and world events) 5.1
affect the development and acceptance of scientific thought.
peer review
a. I can identify an example of scientific thought that has been or is affected
by key factors such as technology, competitiveness (industrial, political,
religious, etc.) world events, etc.
b. I can analyze how the development and/or acceptance of this example were
influenced by various factors.
c. I can justify the analysis using cited peer-reviewed sources.
d. I can predict and discuss how key factors could impact the development
and acceptance of scientific thought.
5.2– I can give examples of scientific innovation challenging commonly held
perceptions.
a. I can identify and discuss examples of commonly held perceptions or ideas
being challenged by science (heliocentrism, flat Earth, spontaneous
generation).
5.4 – I can analyze benefits, limitations, costs, consequences, and ethics involved
in using scientific and technological innovations (
Standard 6: Students understand historical developments in science and technology.
Benchmark:
1. Analyze and illustrate the historical impact of scientific and technological advances, including Montana
American Indian examples.
2. Trace developments that demonstrate scientific knowledge is subject to changes as new evidence
becomes available.
3. Describe, explain, and analyze science as a human endeavor and an ongoing process.
Unit of Study: Topics from Modern Physics. Quantum Physics. Nuclear Physics. Astronomy. Cosmology.
Thermodynamics Principles. Laws of Motion and Gravitation. Angular Motion. Conservation Laws. Optics.
Electromagnetic Radiation.
Learning Target (Type)
Essential Vocabulary
6.1 – I can analyze and illustrate the historical impact of scientific and
technological advances, including Montana American Indian examples.
a. I can identify important historical events in science and technology.
b. I can analyze the positive and negative impacts of past, present, and future
science and technological advances.
6.2 – I can trace developments that demonstrate scientific knowledge is subject to
change as new evidence becomes available.
a. I can identify examples of scientific knowledge that have changed over time.
b. I can discuss the developments that contributed to the progression of the
scientific knowledge.
c. I can analyze the impact of each development on the scientific knowledge.
d. I can summarize the process of the advancement of scientific knowledge.
6.3 – I can describe, explain, and analyze science as a human endeavor and an
ongoing process.
a. I can discuss the purpose of science.
b. I can summarize the parameters that guide the process of science.
c. I can examine the role of human reasoning in the process of science.
d. I can analyze how human interpretation of evidence affects the process of
science.