Physics

Physics: Grade 3, Semester 1

Printed on October 15, 2015

Communication, Sensing, Information, Informatics
Big Idea: Evolution of communication is based on mechanical and electromagnetic wave properties.
PH 3.01 - Students will be able to use geometrical optics and laws of reflection and refraction to analyze the
path of light rays in optical systems consisting of planar mirrors and lenses (Week 01 - Week 02)
Essential Questions: ‣ What is the size of the smallest plane mirror that you need to view an image
of your entire body?
‣ Explain why travelers may think that they see water in a "phantom oasis"
Skills:
‣ A. Use law of reflection to d etermine position and size of image(s) formed when an object placed in
front of a set of plane mirrors
‣ B. Apply Snell's law to determine light ray paths through lenses
‣ C. Measure the index of refraction of a non-opaque material
‣ D. Determine critical angle for total internal reflection when light passes from more dense to less
dense optical material
Concepts:
‣ A. Light rays
‣ B. Law of Relfection
‣ C. index of refraction
‣ D. Refraction and Snell's Law
‣ E. Image formation in plane mirror
‣ F. Light paths in prisms
‣ G. Total internal reflection
Evidence:
Holt: practice (B) page 379
Halliday: page 386
Halliday: page 403
Halliday page 404.
Quizzes on google drive.
Experiment.
Texts & References: Halliday (9th edition) - Holt - Serway- Lab. equipments- Internet
Capstone Connection: Introduction for communication and communication systems.
Grand Challenge Connections: Increase opportunities for Egyptians to stay and work in Egypt, Work to
eradicate public health issues/disease, Increase industrial base for Egypt
Topic: light ray, reflection, refraction, image formation
PH 3.02 - Students will be able to use geometrical optics to analyze image formation from concave/convex
mirrors and lenses (Week 02 - Week 03)
Essential Questions: ‣ How large does a telecscope have to be to be able to see a planet from the

nearest galaxy?
‣ How large does a microscope have to be to be able to see a strand of DNA?
Skills:
‣ A. Predict image formed by concave/convex mirros using ray-tracing and mirror equation
‣ B. Predict image formed by concave/convex lenses using ray-tracing and lens equation
‣ C. Explain the optics of a reflecting telescope
‣ D. Explain the optics of a refracting telescope
‣ E, Explain the optics of a compound microscope
‣ F. USe an optical bench to measure the focal point of lenses and mirrors
‣ G. Use optical bench to confirm mirror/lens equations
Concepts:
‣ A. Focus
‣ B. Optical Axis
‣ C. Real images
‣ D. Virtual images
‣ E. Magnification
‣ F. Convex & Concave mirrors
‣ G. Convex & Concave lenses
Evidence:
Questions and problems from Halliday: page 905, 906 and 911.
Halliday: page 919. Holt:Practice A page 449.
Holt: page 454.
Holt: page 493 practice (A) & review.
Holt: page 508 Practice (C). Holt: Review from 514 - 518.
Holt: Practice (A) page 513.
Quizzes on google drive. Experiments
Capstone Connection: Modern communications use waves.
Topic: concave mirrors, focusing lenses, image formation
PH 3.03 - Students will be able to analyze the motion of travelling transverse and longitudinal waves [7]
(Week 04 - Week 05)
Essential Questions:
Skills:
‣ A. Describe travelling waves using sin9kx-wt)
‣ B. Determine speed of waves on a string
‣ C. Understand pressure and displacement views of a travelling longitudinal wave
Concepts:
‣ A. Mechanical waves
‣ B. Transerse waves
‣ C. Longitudinal waves

‣ D. Wave speed in a medium
‣ E. Wavelength
Evidence:
Questions and problems from Halliday Holt: Practice (B) page 427.
Holt: Review page 431. Holt: page 434 - 435 Review.
quizzes on google drive and some others are hard copies
Capstone Connection: an introduction for communications
Grand Challenge Connections: Increase opportunities for Egyptians to stay and work in Egypt, Increase
industrial base for Egypt
Topic: electromagnetic waves, electromagnetic spectrum, speed of light
PH 3.04 - Students will be able to analze the production of complex waves using the principle of
superposition. [8] (Week 06 - Week 07)
Essential Questions:
Skills:
‣ A. Draw diagrams to express the resultant wave due to superposition between two waves.
‣ B. Analyze the outcome of constructive and destructive interference of transverse wave pulses and
use this to make predictions with other wave pulses. Students will also recognize the standing wave on a
resonant spring as being the superposition of two sinusoidal travelling waves.
Concepts:
‣ A. Superpositioin of waves
‣ B. Interference
‣ C. Diffraction
Evidence:
Questions and problems from Halliday. quizzes on google drive and some others are hard copies
Texts & References: Halliday (9th edition) - Holt - Serway- Internet
Capstone Connection: using LASER in communications
Grand Challenge Connections: Improve the use of alternative energies to reduce our reliance on extracted
fuel sources, Increase opportunities for Egyptians to stay and work in Egypt, Increase industrial base for
Egypt
Topic: interference, diffraction, superpositin
PH 3.05 - Students will be able to analyze light as electromagnetic wave consisting of travelling electric and
magnetic field waves (Week 08 - Week 09)
Essential Questions: How can light be characterized as both a wave and a particle?
Skills:
‣ A. Describe experimental observatins that suggest light is a wave
‣ B. Understand different regions of EM spectrum (IR, UV, visible, x-ray. etc..) and their uses
‣ C. Explain how speed of light is determined
‣ D. Explain evidence that speed of light constant in all reference frames
Concepts:

‣ A. Electromagnetic waves
‣ B. Wave properties: frequenc, wave length, speed
‣ C. Polarized vs unpolarized light
‣ D. Electromagnetic spectrum
‣ E. Energy in electromagnetic waves
Evidence:
Questions and problems from web sites
Texts & References: internet web sites
Capstone Connection: using waves in communications
Topic: amplitude modulation, frequency modulation, analog, digital
PH 3.06 - Students will be able to use wave description of light to analyze interference and diffraction (Week
09 - Week 10)
Essential Questions: ‣ What is the resolving power of your eye?

‣ How large can a photo taken on your smart phone be enlarged before the image degrades?
Skills:
‣ A. Explain/analyze young double-slit experiment
‣ B. Explain/analyze use of diffractin gratings to produce monochromatic radiation
‣ C. calculate the resolving power of an objective lens
Concepts:
‣ A. Superposition
‣ B. Constructive/Destructive Interference
‣ C. Slits and interference patterns
‣ D. Diffraction gratings
‣ E. Resolution of optical instruments
Evidence:
Questions and problems from Halliday- quizzes on google drive and some others are hard copies -
Experiments
Topic: communication system
PH 3.07 - Students will be able to describe how information can be transmitted via electromagnetic radiation
(Week 10 - Week 11)
Essential Questions: How can TV, radio, cellular, and data signals be transmitted through open air, and
even outer space?
Skills:
‣ A. Convert base 10 values to binary and vice-versa
‣ B. Explain digital representatin of images (gray scale and color)

‣ C. Explain how AM can be used to encode digital data
‣ D. explain how FM can be used to encode digital data
‣ E. Analyze effect of sampling rate on data transmission
Concepts:
‣ A. Encoding information
‣ B. amplitude modulation
‣ C. frequency modulation
‣ D. digital vs analog data
‣ E. digital vs. analog transmission
‣ F. wifi
‣ G. sampling
‣ H. transmitter & receiver
Evidence:
Questions and problems from Halliday- quizzes on google drive and some others are hard copies -
Experiments
Capstone Connection: None
Grand Challenge Connections: Increase opportunities for Egyptians to stay and work in Egypt,Work to
eradicate public health issues/disease,Increase industrial base for Egypt
Needed Prior Knowledge: CH.1.03,
Topic: blackbody radiation, energy quantization, photon
PH 3.08 - Students will be able to design a system of communication through applying previous knowledge
(electronics , LASER, mechanical waves and em waves) (Week 11 - Week 12)
Essential Questions: Local TV Channels can not transfer matches of soccer world Cup, why?
Skills:
‣ A. Design a flowchart to express a communication system
‣ B. Explain how information can be transmitted as variation in amplitude and frequency of waves
‣ C. Use diagrams to design a system of communication
‣ D. Analyze different communication systems to identify sorts of variation included
‣ E. Apply previous knowledge (electronics , LASER, mechanical waves and em waves) to design F.
a system of communication and transmitting data
Concepts:
‣ A. Basic elements of communication
‣ B. Ground, Sky, Space wave propagation
‣ C. Antennas
‣ D. covering range of T.V transmitting tower
‣ E. Max. usable frequency.
‣ F. Sattellite communication
‣ G. Mobile phones
‣ H. Optical fibers
Evidence:
Questions and problems from Halliday - quizzes (hard copies)

Capstone Connection: None
Grand Challenge Connections: Increase industrial base for Egypt
Topic: photoelectric effect, photon, laser,LED, photocell
PH 3.09 - Students will be able to discuss evidence for the particle model of light and analyze specific
situations in terms of energy, wavelength, and temperature (Week 12 - Week 13)
Essential Questions: ‣ How can we tell the temperature of the sun and other stars?
‣ How are x-rays produced?
Skills:
‣ A. Explain blackbody radiation, including laws associated with ernergy distribution (Wien, Stefan-
Boltzman)
‣ B. Solve Wien and Stefan-Boltzman type problems
‣ C. Explain impossibility of wave explanation (ultraviolet catastrophe)
‣ D. Explain Planck's success in matching blackbody distribution using assumption of quantized
energy changes
‣ E. Determine relationship between kinetic energy of electrons and emitted photons in x-ray
emission
‣ F. Apply the law of conservation of energy in analysis of Compton scattering and x-ray production
Concepts:
‣ A. Blackbody radiation
‣ B. Energy quantization
‣ C. Planck's Constant
‣ D. Photon
‣ E. x-rays
‣ F. Inelastic scattering (Compton effect)
Evidence:
Capstone Connection: None.
Topic: Bohr model, hydrogen spectrum
PH 3.10 - Students will be able to analyze the interaction of light and matter using the Photoelectric Effect
where appropriate. (Week 13 - Week 14)
Essential Questions: ‣ How can the sun's energy be used to generate electricity?
‣ What is the explanation for the Greenhouse effect?
Skills:
‣ A. calculate cut-off frequency that will generate photoelectricity for a given material
‣ B. Predict how photocurrent varies with changes in frequency and intensity
‣ C. Compare wave and photon views of light
‣ D. Describe principles behind photoabsorption and photoemission

‣ E. Explain basic physics of Lasers
‣ F. Explain basic physics of LED's
‣ G. explain basic conversion of light to electrical energy using photocell
‣ H. Solar cell calculations:fill factor, efficiency; explanation of deviation from ideal behavior.
‣ D. Explain the conditions required to increase photo current
Concepts:
‣ A. photoelectric effect
‣ B. photons
‣ C. work function
‣ D. intensity
‣ E. cut-off frequency
‣ F. LED's
‣ G. Laser
‣ H. photocell
Evidence:
Topic: crustal structure, phonons, energy bands

Theories, Models and Data
Big Idea: Models and theories provide scientists with powerful tools to enhance their understanding of the
universe.
PH 3.11 - Students will be able to explain the thermal and electrical properites of materials using quantum
concepts from solid-state physics (Week 01 - Week 03)
Essential Questions: ‣ Why is iron a conductor while silicon is a semi-conductor?

‣ Why is the speed of sound in titanium so much higher than in air?
Skills:
‣ A. Explain typical metal crystal structures (fcc, bcc, hcp)
‣ B. Analyze vibration modes in a 1-D crystal structure
‣ C. Explain specific heat microscopically,
‣ D. Explain formatin of electron energy bands as atom density increases
‣ E, Explain how photoelectron spectroscpy can be used to probe electron energy bands in solids
Concepts:
‣ A. Solid-state physics
‣ B. Crystal structure
‣ C. Coulomb forces
‣ D. pairwise interactions
‣ E. phonons
‣ F. Specific heat
‣ G. Energy bands
‣ H. Ionic, covalent binding
Evidence:
Halliday text book
Topic: superfluids, superconductors
PH 3.12 - Students will be able to explain the superconductivity and/or superfluidity for certain materials at
very low temperatures using quantum mechanics concepts. (Week 04 - Week 05)
Essential Questions: Does life as we know it come to a stop when the temperature is Absolute Zero?
Skills:
‣ A. Explain several cooling mechanisms mechanism that can bring materials close to 0K
‣ B. Explain the properties of super fluids
‣ C. Explain some applications of super fluidity.
‣ D. Explain the properties of some metals at very low temperature.
‣ E. Explain some applications of superconductors.

Concepts:
‣ A. Cooling processes
‣ B. Van Der Walls effect and chemical reaction
‣ C. Super fluidity
‣ D. viscosity
‣ E. Bose-Einstein condensates
‣ E. Superconductivity
‣ F. Cooper pairs
Evidence:
‫يعقد الطالب مقارنة بين العوامل الطبيعية والبشرية لقيام الحضارة‬
‫ يرسم الطالب خريطه لمصر يوضح عليها عواصم مصر القديمه‬A ‫حل مشكلة االسكان فى مصر‬S
Texts & References: ‫االنترنت‬
‫قصة الحضارة‬
Egypt Characteristics
Grand Challenge Connections: Reduce pollution fouling our air water and grounds
Topic: nanotechnology, nanomaterials
PH 3.13 - Students will be able to decribe new mechanical and electrical properties for objects in the
nanoscale range. (Week 06 - Week 08)
Essential Questions: How can the science and engineering of nanomaterials be used to design/create
more energy efficient materials for construction in Egypt?
Skills:
‣ Skills will depend on focus areas. See
‣
‣ http://www.nnin.org/education-training/k-12-teachers/nanotechnology-curriculum-materials
‣
‣ for ideas
Concepts:
‣ A. nanoparticles
‣ B. nanofabrication
‣ C. atomic force microscope
‣ D. scanning tunneling microscope
‣ E. nanotubes
Evidence:
‫يقارن بين الحدود الطبعيةوالبشرية؟‬
‫؟ يسنتج المقصود بالحدودالسياسية‬
Texts & References: ‫االنترنقت‬
‫شخصبة مصر‬
Grand Challenge Connections: Reduce pollution fouling our air water and grounds
Topic: relativistic mass, energy-mass equivalence
PH 3.14 - Students will be able to analyze effects on mass and energy of travel at relativistic speeds (Week
09 - Week 10)

Essential Questions: How fast would you have to travel in order for your mass to be only 2x of the value
standing still on earth? What are the implications for space travel of this relativistic increase in mass with
speed?
Skills:
‣ A. Calculate mass change with velocity
‣ B. Apply Relativity to GPS of the NAVSTER
‣ C. Explain the postulates of relativity
Concepts:
‣ A. The concepts of relativity
‣ B. Postulates of relativity
‣ C. Relativity of time
‣ D. Relativity of mass
‣ E. Relativity of length
‣ F. simultaneity
‣ G. energy-mass equivalence
Evidence:
‫يصنف الصخور وسبب تكونها‬
Texts & References: ‫االنترنت‬
‫شخصية مصر‬
‫جيومورفولوجية مصر‬
Capstone Connection: ‫االستفادة من الصخور وانواعها فى اقامة البيت‬
Grand Challenge Connections: Increase efficient use of our land through improved use of arid areas
Topic: nuclear physics
PH 3.15 - Students will be able to analyze the energy production of fission and fusion events using special
relativity. (Week 11 - Week 12)
Essential Questions: ‣ How much energy can be extracted from a soccer-ball-sized piece chunk of
uranium?
‣ How much energy can be extracted from a soccer-ball-sized container of liquid hydrogen?
Skills:
‣ A. Identify the properties of the nucleus of an atom
‣ B. Explain why some nuclei are unstable
‣ C. Measuring nuclear decay
‣ D. Calculate the binding energy of various nuclei
‣ E. Compare between types of nuclear reactions: fission and fusion
Concepts:
‣ A. Properties of the nucleus
‣ B. Nuclear stability
‣ C. Nuclear decay
‣ D.Nuclear reactions
‣ a. Fission
‣ b. Fusion

Evidence:
‫ يحدد الطالب عوامل تشكيل سطح االرض‬R ‫يصنف الصخور وسبب تكوينها‬A ‫يقترح اماكن جديده لالسكان فى مصر‬S
Texts & References: ‫االنترنقت‬
‫شخصية مصر‬
Egypt Characteristics
fuel sources
Topic: climate modeling,
weather modeling,
global warming

Matter, Form and Function
Big Idea: For a structure to be sustainable, it must withstand different forces.
PH.1.01 - Students will be able to make measurements precisely and accurately using a variety of
measurement tools. (Week 01 - Week 02)
Essential Questions: ‣ What are common sources of measurement error?

‣ What are the consequences of imprecise and/or inaccurate measurements?
Skills:
‣ A. Identify and describe systems of measurement
‣ B. Convert units between different systems of measurement
‣ C. Determine sources of measurement errors
‣ D. Use basic measurement tools to measure/compute length, area, volume and time
‣ E. Use dimensional analysis to verify or predict a physical law
Concepts:
‣ A. Physics as experimental science
‣ B. Systems of measurements and standards
‣ C. International system of units
‣ D. Prefixes of metric units
‣ E. From Macro to Nanoscale
‣ F. Measurement errors
‣ G. Measurement accuracy vs. precision
‣ H. Dimensional analysis
Evidence:
RECALL; ?????
compare the units of SI system and GCS system
BA; holt_ch1 book -q2-pg 20 *****
ST; holt_ch1 book -q4-pg 20

Texts & References: Active Physics p 22-26 *****
Capstone Connection: Using measurements in all capstone project topics.
Grand Challenge Connections: Address the exponential population growth and prepare for the
impact,Reduce urban congestion and its impact,Increase industrial base for Egypt
Applications: CH.3.02,
Topic: unitsmeasurementmeasurement erroraccuracy
PH.1.02 - Students will be able to use Newton's 3rd Law to identify the forces of interaction that exist
between pairs of objects (Newtonian pairs) (Week 03 - Week 04)

Essential Questions: ‣ Can there be an odd number of total forces between objects in the universe?
‣ When you read your weight on a bathroom scale, what force is this reading?
‣ What is the nature of physical equilibrium?
‣ Can objects still be in equilibrium when forces are acting on them?
‣ What forces must exist on a rocket and the earth as the rocket is launched?
Skills:
‣ A. Differentiate between physical systems in equilibrium and non-equilibrium.
‣ B. Apply Newton's third law in physical systems ( i.e. identify the action and reaction forces)
‣ C. Draw a force diagram for objects in physical equilibrium
‣ D. Recognize that force pairs between objects are equal and opposite, even if objects are of
different mass.
Concepts:
‣ A. Forces
‣ B. Static equilibrium
‣ C. Dynamic equilibrium
‣ D. System of forces
‣ E. Newton's third law
‣ F. Free body diagram
‣ G. Action-Reaction Pairs
‣ H. Point particle
Evidence:
RECALL: mention Newton's third law ?????
BA; holbook t _ch4_sec1 -q3-pg 134 ******
ST; holt_ch4_sec1 book -q5-pg 134 *****

Texts & References: Active Physics p 199-209 *******
Capstone Connection: Apply to your dwelling: A. Differentiate between physical systems in equilibrium and
non-equilibrium.
B. Apply Newton's third law in physical systems ( i.e. identify the action and reaction forces)
C. Draw a force diagram for objects in physical equilibrium
D. Recognize that force pairs between objects are equal and opposite, even if objects are of different mass.
impact,Reduce urban congestion and its impact,Increase efficient use of our land through improved use of
arid areas
Topic: Force and equilibrium
PH.1.03 - Students will be able to predict an object's motion based on the forces that are acting on it. (Week
04 - Week 06)
Essential Questions: ‣ How can you design a tall structure that does not blow over in heavy winds?
‣ How can you control the direction a large tree will fall when chopping it down?
‣ Why is it possible that a sheet of paper can be dragged quickly from beneath a heavy body, but the
body does not move?
Skills:

‣ A. Identify forces acting on an object and represent them pictorially in a free body diagram.
‣ B. Use free-body diagram to determine net force acting on a body via graphical vector addition
‣ C. Given all of the forces acting on a body, use Newton's 1st law to determine whether the object is
in equilibrium (i.e. moving at constant velocity, including 0)
‣ D. Given all of the forces acting on a body, apply Newton's 2nd law to determine the acceleration of
an object not in equilibrium
‣ C. Knowing the state of motion of an object but not all forces on a body, determine the resultant of
the unknown force(s)
‣ D. Describe why an object moving in a circle experiences a centripetal acceleration towards the
center of rotation, even though it is moving at constant speed..
‣ E. Identify the force or forces that cause a body to move in a circle about a fixed point in space
Concepts:
‣ A. Equilibrium vs. motion vs. change in motion
‣ B. Force as a vector
‣ C. Net force acting on a free body.
‣ D. Newton's Laws of Motion
‣ E. Centripetal acceleration
‣ F. Centripetal force
‣ G. Inertial reference frame
Evidence:
RECALL: mention Newton's Laws of motion and their mathematical expressions ???????
BA; holbook t _ch4_ -q1-pg 129 ******
ST; holtbook _ch4_-q5-pg 129 *****

Texts & References: Active Physics p 132 – 143; p 157 – 173 *******
Capstone Connection: How to achieve the stability of the sustainable structure of your capstone project?
impact,Increase efficient use of our land through improved use of arid areas
Topic: motion, equilibrium, acceleration, Newtons' Laws
Net Force
PH.1.04 - Students will be able to model the gravitational force on an object near the earth as proportional to
the object's mass, with constant of proportionality g, the gravitational field strength. (Week 07 - Week 08)
Essential Questions: ‣ How strong must an elevator cable be to accelerate an elevator car upward
with an acceleration of g/2?
‣ Why do you weigh less compared to sea level if you are on the top of the highest mountain on
earth?
‣ Why can astronauts jump much more easily on the Moon than on Earth?
‣ What does it mean to be "weightless"?
Skills:
‣ A. Differentiate between mass and weight
‣
‣ B. Solve problems to determine the mass, weight and apparent weight in different physical

situations
‣
‣ C. Apply the General Law of Gravitation to qualitatively rank the gravitational field of different
planets (using only M/R^2)
‣
‣ D. Identify the action-reaction pairs that exist when an object close to earth experiences a force due
to gravity (i.e. a weight)
Concepts:
‣ A. Mass
‣ B. Gravity
‣ C. Gravitational field
‣ D. Weight
‣ E. General Law of Gravitation
‣ F. Newton's Second Law in gravitational field
‣ G. Free Fall
‣ H. Apparent weight
Evidence:
"RECALL:compare between mass and weight ?????
BA; holbook _ch7_ -q2-pg 247 *****
ST; holtbook _ch7_-q5-pg 247 *****

Texts & References: active physics p 157– 173 *****
Capstone Connection: Determine the force between the earth and your Capstone dwelling
Grand Challenge Connections: Increase efficient use of our land through improved use of arid areas
Topic: gravity, weight, and mass
PH.1.05 - Students will be able to determine the conditions for stability of extended rigid bodies by
considering translational and rotational equilibrium (Week 09 - Week 10)
Essential Questions: ‣ Are pyramids more stable than a building with a rectangular cross-section?
‣ How tall can a truck be to safely drive on a banked road in terms of the angle of the road?
‣ How did the ancient Egyptians raise the pyramid stones without using our modern machines?
Skills:
‣ A. Determine the center of mass for different objects and systems of objects
‣ B. Calculate the magnitude of the total torque acting on an object
‣ C. Identify forces and torques acting on a stationary extended object, and be able to apply the
equilibrium torque condition.
‣ D. Determine the torque of a simple machine: the lever.
Concepts:
‣ A. Center of mass
‣ B. Torque
‣ C. Static equilibrium
‣ D. Translational vs. Rotational Equilibrium
‣ E. The equilibrium torque condition: rotational analogue of Newton's Laws

‣ F. Simple machines
‣ G. The mechanical advantage of simple machines
‣ H. Stability of extended rigid bodies depends on the sum of the forces, the sum of the torques and
on the location of the center of mass.
Evidence:
RECALL: what is meant torque and the lever arm ?????
BA; holbook t _ch7_ -q1-pg 258 *****
ST; holtbook _ch7_-q3-pg 258

Texts & References: active physics p 157– 173 *****
Capstone Connection: How to save effort during the building process? ?????Not sure what this is getting
at: seems like a question about simple machines?????
Topic: torque, rotational equilibrium, equilibrium, simple machines
PH.1.06 - Students will understand that certain material objects (e.g. springs that follow Hooke's Law)
generate restoring forces that act to maintain them in an equilibrium shape. (Week 11 - Week 12)
Essential Questions: ‣ Do all solid objects generate restoring forces?

‣ Which is most preferred, to make the shock absorber in cars from a high-elasticity material or from
a low-elasticity one, and why?
Skills:
‣ A. Measure spring constant of a linear spring
‣ B Measure stress and strain of different materials
‣ C. Calculate stress and strain of different materials
‣ D. Measure Young's modulus for a material
‣ E. Calculate Young's modulus for a material
‣ F. Identify unknown materials using Young's modulus
Concepts:
‣ A. Elasticity & Hooke's Law
‣ B. Range of validity for Hooke's Law
‣ C. Stress and strain
‣ D. Young's modulus
Evidence:
RECALL:mention mathematical formale of Hook,s law
BA:pg323_q9_surway book
A 200-kg load is hung on a wire of length 4.00 m,
cross-sectional area 0.200 3 10–4 m2, and Young’s modulus
8.00 3 1010 N/m2. What is its increase in length?
10.
ST:pg323_q12_surway book
Assume that if the shear stress in steel exceeds
about 4.00 3 108 N/m2, the steel ruptures. Determine

the shearing force necessary to (a) shear a steel bolt
1
.00 cm in diameter and (b) punch a 1.00-cm-diameter

hole in a steel plate 0.500 cm thick.
Texts & References: Holt ch 11 & Halliday ch 7 part 1
Capstone Connection: Role of elasticity in building materials and design
impact,Increase efficient use of our land through improved use of arid areas,Increase industrial base for
Egypt
Topic: stress, strain, Hooke's Law
PH.1.07 - Students will be able to predict an object's motion when it is subject to a restoring force (Week 11 -
Week 12)
Essential Questions: ‣ If your heart has a restoring force when it stretches or contracts, how will your
heartrate change if your heart becomes thicker?
‣ Which one is more elastic, an iron string or a spider string, and why?
Skills:
‣ A. Determine the limit of elasticity of different springs
‣ B. Use Hooke's law to design spring suspensions
‣ C. Apply Hooke's Law to measure weight of an object
Concepts:
‣ A. Hooke's Law & Linear Springs
‣ B. The spring constant
‣ C. Yield point
‣ D. Tension and compression
Evidence:
RECALL:mention Hook's law
BA:active ph_pg 402_q_4
ST:active ph_pg 402_q_5
Texts & References: active physics
ch4_sec 5_pg 392
Capstone Connection: Role of elasticity in building materials and design
Topic: linear springs and Hooke's Law

Energy Force and Power
Big Idea: Power of nature can be transformed into energy that benefits man.
PH.1.08 - Students will be able to use pressure difference between two points of a fluid and Newton's laws to
analyze behavior of that fluid. (Week 01 - Week 03)
Essential Questions: ‣ How does a vacuum cleaner work?

‣ If you are in a car that is submerged in a flood, how hard will it be to open your door? What is the
best way to open the door?
‣ Why does a physician typically measure blood pressure in your upper arm?
‣ Is it easier or harder to boil water when on top of a very high mountain?
Skills:
‣ A. Determine pressure change as function of height in columns of fluid
‣ B. Explain how a mercury barometer measures atmospheric pressure
‣ C. Determine atmospheric pressure as a function of altitude
‣ D. Convert between different pressure units (such as: kPa, atm,mm Hg)
‣ E. Explain how a straw works
‣ F. Explain how a manometer works
‣ G. Measure the gauge pressure of a trapped gas
‣ H. Use manometers & barometers
‣ I. Explain different boiling points of water at different altitudes
‣ J. Measure the apparent weight of an immersed object.
‣ K. Determine the Buoyant force on a submerged, or floating object
‣ L.Use Archimedes principle to explain why large ships do not sink
Concepts:
‣ A. Fluids
‣ B. Pressure
‣ C. Manometer
‣ D. Pressure gauge
‣ E. Units of pressure
‣ F. Effect of atmospheric pressure on boiling point of water
‣ G. Change in atmospheric pressure with altitude
‣ H. Pressure difference and force
‣ I. Archimedes Principle
Evidence:
quizzes, check points, assighnments& disccussions
Texts & References: Holt ch 8 & Halliday CH 14
Capstone Connection: Using gas and steam pressure to generate energy in traditional and alternative
energy applications
fuel sources
Topic: pressure, buoyant force, apparent weight

PH.1.09 - Students will be able to apply principles of fluid dynamics to determine pressure and velocity in a
variety of typical fluid systems (Week 04 - Week 06)
Essential Questions: ‣ How do planes stay in the air?

‣ If an artery starts narrowing due to thickening of the arterial walls, what happens to the blood
pressure inside the artery?
‣ How much pressure is needed at the base of an apartment building to provide adequate shower
pressure on the 10th floor?
‣ How does the perfume sprayer work?
Skills:
‣ A. Apply Bernoulli's Principle in daily life
‣ B. Explore alternative energy applications of fluid dynamics such as windmills, hydrological dams,
tidal generation.
‣ C. Determination of flow rate.
‣ D. Determination of volume rate.
‣ E. Solve problems on flow rate.
‣ F. Explain some phenomena on equation of continuity.
‣ G. Explain some applications on Bernoulli's equation.
Concepts:
‣ A. General properties of Fluids
‣ B. Continuity equation
‣ C. Laminar vs Turbulent Flow
‣ D. Pascal's Principle
‣ E. pdV = Work
‣ F. Work-Energy Theorem
‣ G. Conservation of Energy in fluids
‣ H. Bernoulli Equation
Evidence:
Capstone Connection: Using gas or liquid flowing to generate energy for alternative energy applicaitons.
fuel sources, Increase industrial base for Egypt
Topic: pressure, velocity, kinetic energy
PH.1.10 - Students will be able to design a system for efficient energy production using concepts of
temperature, heat, and thermal energy. (Week 07 - Week 10)
Essential Questions: ‣ How efficient can a solar collector be?

‣ Can you make a thermometer without mercury?
Skills:
‣ A. Differentiate between temperature, thermal energy and heat
‣ B. Measure temperature

‣ C. Solve problem of general law of thermometer
‣ D. Describe how temperature changes as a result energy transfer to a system Convert between
different temperature scales (k – f - c)
‣ E. Describe the natural sources of heat
‣ F. Explain the idea of solar heat collectors.
‣ G. Identify the uses of solar heat collector in daily life
‣ H. Calculate temperature change fora given amount of a substance for a given energy transfer, or
determine the amount of energy required for a given substance to change temperature by a specific amount.
Concepts:
‣ A. Temperature
‣ B. Thermal energy
‣ C. Heat
‣ D. Conduction, Convection, Radiation
‣ D. Measuring Temperature
‣ E. Temperature scale
‣ F. Heat capacity
‣ G. Specific heat capacity
‣ H. Blackbody radiation
‣ I. Solar heat collector.
‣ J. Natural sources of heat: sun, geothermal
‣ K. Latent heat
Evidence:
Capstone Connection: Using light and heat sources to generate other forms of energy
fuel sources,Increase industrial base for Egypt
Topic: temperature, heat, thermal energy
PH.1.11 - Students will be able to analyze energy flow in typical heating and cooling applications by applying
the 1st Law of Thermodynamics. (Week 10 - Week 12)
Essential Questions: ‣ What is more efficient at cooling a building in a desert climate: an air
conditioner or a heat pump?
‣ If average temperatures of earth surface increase by 2 degree Celsius, how much ice in Greenland
will melt?
Skills:
‣ A. Explain p-v graphs
‣ B. Calculate the work done as gases are compressed/expanded both mathematically and
graphically
‣ C. Determine equilibrium temperatures in heating/cooling situation
‣ D. Describe how 1st Law of thermodynamics is applicable for each type of thermodynamic process.
‣ E. Explain methods to produce low temperature near absolute zero.
‣ F. Describe applications for low temperature physics.

Concepts:
‣ A. Conservation of thermal energy
‣ B. Energy graphs
‣ C. Low temperature physics
‣ D. Thermodynamic processes( isothermal – iso-volumetric - isobaric- adiabatic )
‣ E. Phase changes
Evidence:
quizzes, check points, assignments & discussions
Texts & References: Halliday Ch. 18
Capstone Connection: Applying Laws of thermodynamics to types of alternative energy.
Topic: energy flow, heating, cooling, thermodynamics

Change, Equilibrium and Cycles
Big Idea: There are similarities between the gravitational and electrostatic forces of particles.
PH.2.01 - Students will be able to use Newton's Universal Law of Gravitation when considering effects of
gravity far from the Earth's surface, or near other planets (Week 01 - Week 02)
Essential Questions: ‣ On what planet in the solar system would you weigh the most and what
ramifications does this have for human colonies on that planet?
‣ What velocity must a satellite have to be in a geosynchronous orbit 100 km above the Earth's
surface?
Skills:
‣ A. Determine the gravitational force between any two bodies - both celestial or earthly
‣ B. Deduce the factors affect the gravitational field intensity at a point.
‣ C. Use universal gravitation to explain why g near earth is 98m/s^2
‣ D. Calculate the ratio between the gravitational field strength on two different planets
‣ E. Calculate the escape velocity for different planets
‣ F. Calculate the orbital velocity of satellite at a certain height.
‣ G. Compare the free fall acceleration on Earth and on the Moon
Concepts:
‣ A. Newton's Law of Universal Gravitation
‣ B. Gravitation constant.
‣ C. Gravitational field
‣ D. Field Force
‣ E. Inverse square law
‣ F. Launching velocity of satellites.
‣ G. Orbital velocity of satellites.
Evidence:
BA1: Holt Physics page: 242
BA1: 1-3
ST1: Holt Physics page: 246
ST1: 1, 2
Texts & References: Holt Physics page: 242 , 246, 247, & 253
Capstone Connection: apply gravity to water treatment processes
fuel sources
Applications: ES.3.09,
Topic: gravity, Earth, planets, gravitational field
PH.2.02 - Students will be able to use concept of a field to analyze the similarities and differences between
electrostatic and gravitational forces via Coulomb's Law and Newtons' Gravitational Law. (Week 03 - Week
04)

Essential Questions: ‣ How does gravitational force betwen electron and proton in a hydrogen atom
compare to the electrostatic force?
‣ How do lightning rods protect structures? Was the great pyramid a giant lightning rod?
Skills:
‣ A. Explain the repulsion and attraction force between two charges
‣ B. Explain methods of electrification
‣ C. Identify the type of accumulated electric charge on an object by using electroscope.
‣ D. Compare electrostatic force between two objects to the gravitational force betwen them
‣ E. Determine direction of total electrostatic force on a charge in presence of other charges using
vector addition
‣ F. Determine direction of total electrostatic field at a point in space in presence of electric charges
using vector addition
‣ G. Qualitatively describe electric field near a dipole
‣ H. Draw field lines near a charge distribution
‣ H. determine where (if any) field-free regions exist near a charge distribution
Concepts:
‣ A. Static electricity
‣ B. Coulomb's Law
‣ C. Electric Field
‣ D. Conservation of electric charge.
‣ E. Repulsion and attraction of electric charges.
‣ F. Methods of electrification
‣ G. Electroscope
‣ H. Field Lines
Evidence:
R: Q2
BA1: Q: 1-6
BA2: Q 1-4
BA3: Q: 1,2
BA4: Practice D
ST1: Q 5
ST2: Q 7
Texts & References: R: Holt Physics page: 666


ST2: Holt Physics page:663
Capstone Connection: Draw connections between circuit diagrams and water flow in plumbing models
Applications: ES.3.09,
Topic: field, gravity, Coulomb's Law, Newton's Law of Universal Gravitation
PH.2.03 - Students will be able to use the concepts of electric potential energy and voltage to analyze the
flow of current through conductors and resistors (Week 05 - Week 06)
Essential Questions: How dangerous is it to touch a live wire at 220 volts? And how does this compare to
5000 Volts?
Skills:
‣ A. Explain the required conditions for continuous flow of electric charge.
‣ B. Measure some physical quantities as Voltage, current intensity and ohmic resistance of a
conductor.
‣ C. Verify Ohm’s law practically and draw V-I graph
‣ E. Use the previous graph to find the EMF of the cell
‣ F. Solve physics problems that require use of Ohm's law
‣ G. Differentiate between Ohmic and non-Ohmic materials
‣ H. Give some examples of superconductor applications
‣ I. Understand how length and cross-sectinal area of a wire affects resistance
Concepts:
‣ A. Dynamic electricity
‣ B. Electric current
‣ C. Current density
‣ D. Potential difference & voltage
‣ E. Electrical resistors
‣ F. Electromotive force (emf)
‣ G. Resistivity & conductivity
‣ H. Ohm's law
‣ I. Ohmic vs. non-Ohmic materials.
‣ J. Superconductors
‣ K. Electric energy and power
‣.
Evidence:
R: Q 2-4
BA: Q 1-3

ST: Q 11, 12
Texts & References: R: Holt Physics page: 601
ST: Holt Physics page: 601

Capstone Connection: Apply ohmic properties to water purity measurement
Needed Prior Knowledge: MA.1.08,
Topic: electrical potential energy, voltage, current, resistance, conductors
PH.2.04 - The students will be able to construct and analyze DC circuits with simple resistive elements (i.e.
ohmic devices) (Week 06 - Week 07)
Essential Questions: ‣ How would you design a string of 100 street lights so that if one bulb burns
out the others stay lit? Is this the most efficient way to do this in terms of electrical energy usage?
‣ How are electrical devices connected in a home & why?
Skills:
‣ A. Determine the net resistance of series and parallel combinations of resistors in a DC circuit
‣ B. Analyze a DC circuit containing only series and/or parallel resistors to predict current, power and
voltage through all devices
‣ C. Design an electric circuit to obtain the largest value and smallest value of combination of the
group of resistors.
‣ D. Use Kirchoff's Laws to solve for current, voltage, power in a multi-loop circuit
Concepts:
‣ A. Connections of resistors (series & parallel)
‣ B. Kirchoff's current law
‣ C. Kirchoff's voltage law
‣ D. internal resistance
‣ E. terminal voltage
Evidence:
R: Q 1-6
BA1: Q 1-3
BA2: Q 1-3

ST: Q 2, 5 &6
Texts & References: R: Holt Physics page 586, 587

BA2: page: 575
ST: Holt Physics page: 563

Capstone Connection: Apply electric fields and forces to water treatment
Needed Prior Knowledge: MA.1.12,
Topic: DC circuits, current, resistance
PH.2.05 - Students will be able to apply the concept of power to analyze energy transfer in DC circuits.
(Week 07 - Week 08)
Essential Questions: ‣ How can you estimate the electrical energy needs for a family of 4 living in a
3 bedroom house?
‣ How and why would you protect this same house with circuit breakers?
Skills:
‣ A. Determine total power requirements of power supplies in basic DC circuits
‣ B. Understand connectin between power dissipation and resistance in ohmic materials
‣ C. Design simple circuits that maximize or minimize power dissipation.
‣ D.
Concepts:
‣ Power dissipation in resistive circuits
‣ Power ratings for home electronic devices
‣ Protection from power surges
Evidence:
BA1: Q 1-7
ST1: 8-14
Texts & References: BA1: Holt Physics page: 700

Capstone Connection: Building electric circuits for water purification.
Topic: power, energy transfer, DC circuits

PH.2.06 - Students will be able to analyze the effects on time dependance and energy storage due to simple
capacitive elements in DC circuits. (Week 09 - Week 10)
Essential Questions: ‣ How much charge needs to be present in a storm cloud in order for lightning
to strike earth?
‣ How large a capacitor is needed for a family to store enough electrical energy for one day?
Skills:
‣ A. Use the fact that capacitance increases with size of surface, but decreases with increasing
separation to explain why capacitors in parallel
‣ B. Use the fact that capacitance increases with size of surface, but decreases with increasing
separation to explain why capacitors in series add reciprocally.
‣ C. Calculate charge and voltage across capacitors in DC circuits once equilibrium is reached
‣ D. Measure i-v characteristics of capacitor in DC circuit
‣ E. Measure and predict time constants in simple RC circuits
‣ F. Calculate the energy stored in the electric field inside a fully charged capacitor
Concepts:
‣ A. Capacitor charging and discharging
‣ B. Energy storage
‣ C. Charge separation
‣ D. time constant
‣ E. Exponential charge/discharge
Evidence:
R1: Q1
R2: Q 1, 2, 5, 6
R3: Q 1, 3, 5
BA1: Q 2,3
BA2: Q 3, 4, 7, 8
BA3: Q 9, 10
ST1: Q 4, 5
ST2: Q 4
ST3: Q 9 - 13
Texts & References: R1: Holt Physics page: 682
R2: Holt Physics page: 695
R3: Active Physics page: 784

BA3: Active Physics page: 785

Capstone Connection: Compare and contrast traditional generator operation to other forms of alternative

energy conversion
Topic: capacitance,time constant, energy storage
PH.2.07 - Students will be able to analyze the effects on time dependance and energy storage due to simple
inductive elements in DC circuits. (Week 11 - Week 12)
Essential Questions: Are coils of wire with many loops more dangerous than those with fewer loops when
provided electrical power?
Skills:
‣ A. Use the fact that inductors act like resistors once current begins flowing to why inductors in
series add and inductors in parallel add reciprocally
‣ B. Calculate current through and voltage across inductors in DC circuits once equilibrium is reached
‣ C. Measure i-v characteristics of inductor in a DC circuit
‣ D. Measure and predict time constants in simple RL circuits
‣ E. Calculate the energy stored in the magnetic field of an inductor when fully charged
Concepts:
‣ A. Inductor
‣ B. Lenz's Law
‣ C.Back emf
‣ D. Inductor charging and discharging
‣ E. Energy storage
‣ F. RL circuit
‣ G. time constant
‣ E. Exponential charge/discharge
Evidence:
* the student can calculate induced EMF in a generator.
* the student can determine the polarity of the coil.
* Student explains the difference between motor and AC generator
Texts & References: ● "Giancolli" Ch: 21 p: 584 - 614
● "Holt" Ch: 20 p: 707 - 749
● "Serway" Ch: 31 - 33 p: 893 - 982
● "Physics: Principles and problems" Ch: 25 p: 670 - 695
● "SAT II physics by Spark notes" p: 262 - 272
Topic: inductance, time constant, energy storage
PH.2.08 - Students will be able to analyze simple AC circuits containing resistive elements. (Week 12 - Week
14)
Essential Questions: Do resistors and inductors behave the same or differently when power sources
alternate their polarity?

Skills:
‣ A. Determine total impedance of an AC circuit made up of series and paralle combinations of
resistors
‣ B. Understand difference between peak-peak voltage and current measurements and RMS
measurements
Concepts:
‣ A. AC circuits
‣ B. Impedance
‣ C. rms voltage, current, power
Evidence:
* the student can calculate induced EMF in a secondary coil of a transformer.
* Student can differentiate between the structure of the two types of transformer.
● "Holt" Ch: 20 p: 707 - 749
● "Serway" Ch: 31 - 33 p: 893 - 982
Capstone Connection: Production of energy needed to be provided for different industrial processes.
PH.2.09 - Students will be able able to analyze the filtering charactericstics of circuits containing capacitors
and/or inductors (Week 13 - Week 14)
Essential Questions: What happens when electrical power that oscillates in time is provided to circuit
elements that display time behavior?
Skills:
‣ A> Measure the resonance behavior of a band pass filter
‣ B. Calculate the resonant frequency of a band-pass filter
‣ C. Explain how a low pass filter works based on the reactance of an inductor
‣ D. Explain how a high pass filter works based on the reactance of a capacitor
Concepts:
‣ A. LCR circuit
‣ B. Resonance
‣ C. Band-pass filter
‣ D. Low-pass filter
‣ E. High Pass filter
‣ F. Reactance of capacitor
‣ G. Reactance of inductor
‣ H. impedance
Evidence:
* Student can determine self induction of a coil and compare between the forward and backward induced
emf by self- induction of a coil.

* Student can draw the graph between emf induced in a coil by self induction and the time.
● "Holt" Ch: 20 p: 707 - 749
● "Serway" Ch: 31 - 33 p: 893 - 982
Topic: band-pass filter, resonance, reactance

Systems and Feedback
Big Idea: The variation in electronic conductivity of materials can be used in communication systems.
PH.2.10 - The students will be able to predict the direction of magnetic field produced by current-carrying
wires in different configurations. (Week 01 - Week 02)
Essential Questions: ‣ Can power lines cause navigational devices in planes or automobiles to
behave incorrectly due to interfering magnetic fields? Is this a threat to transportation safety?
‣ Why it is advisable to live far away from a high power line?
Skills:
‣ A. Draw the pattern of magnetic field (i.e. magnetic field lines)of two magnetic poles close to each
other (similar and different, i.e north- north and north-south).
‣ B. Draw the pattern of magnetic field (i.e. magnetic field lines) near current-carrying wires in
various configurations ( e.g straight wires, circular and square loops).
‣ C. Calculate the magnetic field strength and direction at a normal distance from a straight current-
carrying wire
‣ D. Calculate the magnetic field strength and direction at the center of a current-carrying loop.
‣ E. Calculate the magnetic field intensity at a point on the axis of a solenoid.
‣ F. Determine the position of the neutral point near two long parallel wires carring currents in the
same or in opposite direction. (i.e. the position where the magnetic field = 0)
Concepts:
‣ A. Magnetic field due to a straight wire
‣ B. Magnetic field due to a loop.
‣ C. Magnetic field due to a solenoid.
‣ D. Rules to determine the direction of magnetic field.( Ampere's rule)
‣ E. Polarity of a solenoid.
‣ F. Magnetic domain
Evidence:
* Student can draw the graphs that represent forward and reverse connection of a P-N junction correctly.
Texts & References: ● "electrical and electronic principles and technology third edition" Ch: 11 p: 140 - 153
● "Electronics for dummies" Ch: 6 p: 109 - 138
● Some other helpful resources:
https://www.youtube.com/watch?v=JBtEckh3L9Q
https://www.youtube.com/watch?v=4SlfaocMfdA&list=PL9P80IAEKoGT7M1DyMo0K8FwhPbjQz7tt
https://www.youtube.com/watch?v=YsdPjY58Go8
https://www.youtube.com/watch?v=mDUTTLCM2K8
https://www.youtube.com/watch?v=SjeK1nkiFvI
https://www.youtube.com/watch?v=EwHx5337R9E
http://hyperphysics.phy-astr.gsu.edu/hbase/solids/pnjun.html
https://phet.colorado.edu/en/simulation/semiconductor
Capstone Connection: Applying modern physics in our daily life to produce energy that is essential in
industrial processes.

Topic: magnetic field,
cross-product, synchrotron frequency
PH.2.11 - Students will be able to determine the magnetic force on a charged particle moving in a magnetic
field and the effects of the force on the particle's motion. (Week 02 - Week 03)
Essential Questions: ‣ How much force is generated by an electromagnet used to move automobiles
in a junkyard?
‣ Is it possible to make a charged particle move in circles using magnetic force?
Skills:
‣ A. Determine the direction of magnetic force on charges moving wrt constant magnetic fields
‣ B. Determine the direction of magnetic force on a current-carrying wire in a constant magnetic field
‣ C. Explain the torque that exists on current-carrying loop in a magnetic field (if loop positioned
correctly)
‣ D. Explain how an electrical motor works
‣ E. Explain how a Galvanometer works
‣ F. Explain how to convert a galvanometer into an Ammeter.
‣ G. Explain how to convert a galvanometer into a Voltmeter.
Concepts:
‣ A. Magnetic field: strength and direction
‣ B. Magnetic field lines
‣ C. Force on moving charge in magnetic field
‣ D. Force on current-carrying wire in magnetic field
‣ E. Magnetic torque and motors.
‣ F. measuring devices: (sensitive Galvanometer, Ammeter, Voltmeter, Ohmmeter)
Evidence:
* Student can determine the factors affect induced EMF and able to draw the graph that represents these
relations correctly.
● "Holt" Ch: 20 p: 707 - 749
● "Serway" Ch: 31 - 33 p: 893 - 982
Topic: magnetic field sources
PH.2.12 - Students will be able to use Faraday's law of induction to determine induced voltage in conducting
loop due to changes in magnetic flux. (Week 04 - Week 05)
Essential Questions: How can mechanical energy be converted to electrical energy?

Skills:
‣ A. Explain electromagnetic induction.
‣ B. Identify the factors that affect the induced EMF in a conductor.
‣ C. Determine the polarity of induced current in a coil.
‣ D. Give examples of electromagnetic induction applications.
‣ E. Calculate induced EMF in a variety of basic situations, including changing B-field, or changing
loop area
Concepts:
‣ A. Electromagnetic induction
‣ B. Magnetic flux
‣ C. Faraday's law.
‣ D. Lenz’s Law
‣ E. Loops and Solenoids
‣.
Evidence:
* Student can solve the truth tables that represent a combination of some logic gates connected to each
other in different ways.
* Students can predict the combination of hidden logic gates according to their truth table.
* Students can construct a circuit of logic gates depending on some provided conditions.
Texts & References: ● "Code, The Hidden Language of Hardware and Software" Ch: 10, 11 p: 86 - 130
● http://www.neuroproductions.be/logic-lab/
Capstone Connection: Using sensors in some industrial processes.
Topic: electromagnetic induction, magnetic flux
PH.2.13 - Students will be able to analyze production and transmission of electrical energy via
electromagnetic induction. (Week 05 - Week 06)
Essential Questions: Why is it better to transmit electrical power at high voltages? How to transfer electric
energy from power plants to consumption places?
Skills:
‣ A. Deduce the factors affecting the produced EMF in an A.C. generator.
‣ B. Draw graphs illustrate the relation between (EMF & THETA) and between (EMF & t)
‣ C. Draw graphs illustrate the relation between max. voltage and the parameters affecting it.
‣ D. Design your own workable model of an A.C. generator.
‣ E. Explain how to Convert A.C. to D.C.
‣ F. Explain what happens on replacing the resistance load in the D.C. dynamo by a battery.
‣ G. Design a system to reduce the loss of energy during transmission of energy from power stations
to distribution areas using transformers.
‣ H. Explain the eddy current.
‣ I. Give examples of eddy current applications.
‣ J. Compare between A.C. and D.C. transmission of electrical power
Concepts:

‣ A. AC generator
‣ B. Effective value of EMF (rms)
‣ C. D.C. Generator
‣ D. Motor
‣ E. Transformer.
‣ F. Eddy currents
Topic: transformer, mutual induction
PH.2.14 - Students will be able to analyze the behavior of transformers using mutual Induction (Week 06 -
Week 07)
Essential Questions: How can voltages be increased or decreased with minimum loss of energy?
Skills:
‣ A. Compare between forward and reverse current in mutual induction.
‣ B. Give examples on mutual induction applications
‣ C. Explain the behavior of a tranformer using mutual induction concepts
‣ D. Calculate primary or secondary voltages given appropriate information about transformer coil.
‣ E. Explain step-up and step-down transformers
‣ F. Solve problems on transformer efficiency.
‣ G. Calculate the efficiency of a transformer practically.
Concepts:
‣ A. Mutual induction between two coils.
‣ B. Factors affecting the mutual induction between two coils.
‣ C. Coefficient of mutual induction.
‣ D. Step-up/step-down transformers
Topic: Generator, motor, power transmission
PH.2.15 - Students will be able to analyze the properties of conductors, insulators, and semiconductors in
terms of energy bands and donor or acceptor atoms (Week 08 - Week 09)
Essential Questions: What is a possible benefit of having a material that conducts electricity, but not nearly
as efficiently as a metal conductor?
Skills:
‣ A. Explain the difference between the two kinds of semiconductors (pure - impure, or
intrinsic/extrinsic).
‣ B. Explain the presence of the energy band gap at a P-N junction
‣ C. Give examples of P-N junction applications
‣ D. Calculate effective numbers of charge carriers
Concepts:
‣ A. Classification of elements according to electric conductivity.
‣ B. Doping with donors and acceptors
‣ C. The P-N Junction.
‣ D. Energy band gap
‣ E. Forward vs reverse bias

Topic: semiconductors, PN junction, dopant
PH.2.16 - Students will be able to analyze simple DC and AC circuits containing diodes. (Week 08 - Week
09)
Essential Questions: How can AC power be converted to DC power?

Skills:
‣ A. Describe i-v properites of diodes in forward-bias
‣ B. Describe i-v properties of diodes in reverse-bias
‣ C. Analyze current through and voltage across resistive elements when a diode is present in a DC
circuit
‣ D Analyze current through and voltage across resistive elements when a diode is present in an AC
circuit
‣ E. Explain how a rectifier circuit can be used for AC-DC conversion
Concepts:
‣ A. Diodes as one-way devices
‣ B. Threshold voltage
‣ C. non-ohmic device
‣ D. Voltage Rectification
‣ E. Breakdown voltage
Topic: diode, reverse bias, forward bias, rectiifier
PH.2.17 - Students will be able to analyze basic circuits containing a bipolar transistor used as a digital
switch or amplifier. (Week 10 - Week 11)
Essential Questions: ‣ Can an electrical switch be manufactured that is activated by a very small
current?
‣ Can an electronic device be manufactured that amplifies input signals?
Skills:
‣ A. Compare between the two kinds of semiconductors (pure - impure).
‣ B. Compare with drawing between forward and backward connections of P-N junction.
‣ C. Give examples of P-N junction applications.
‣ D. Measure practically the current in each of the P-N junction connections.
‣ E. Draw a circuit to show the usage of the transistor as: a) switch. b) an amplifier.
Concepts:
‣ A. Bipolar Transistor (P-N-P) and (N-P-N)
‣ B. Use of the transistor as a digital switch
‣ C. Use of transistor as an amplifier.
‣ D. base-emitter current
‣ E. collector-emitter current
‣ F. DC current gain
Topic: semiconductors, PN junction, dopant

PH.2.18 - Students will be able to electronically implement digital logic by designing and constructing an
appropriate system of simple logic gates (Week 11 - Week 12)
Essential Questions: How can data be represented mathematically and physically by only 1's and 0's?
Skills:
‣ A. Describe how banks of transistors can be used to represent digital data
‣ B. Describe how a NOT gate can be designed with a single transistor
‣ C. Implement logical expressions using standard logic gates
Concepts:
‣ A. Transistors in saturation mode
‣ B. Binary numbers
‣ C. bits and bytes
‣ D. Transistors as physical embodiment of bit strings
‣ E. Logic gates
‣ F. truth table
Topic: logic gates, binary numbers, truth tables

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Physics

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Physics: Grade 3, Semester 1

Physics: Grade 3, Semester 2

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: ‣ What is the resolving power of your eye?

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: ‣ Why is iron a conductor while silicon is a semi-conductor?

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: ‣ What are common sources of measurement error?

compare the units of SI system and GCS system

BA; holt_ch1 book -q2-pg 20 *****

ST; holt_ch1 book -q4-pg 20

Printed on October 15, 2015

ST; holt_ch4_sec1 book -q5-pg 134 *****

Printed on October 15, 2015

ST; holtbook _ch4_-q5-pg 129 *****

Printed on October 15, 2015

ST; holtbook _ch7_-q5-pg 247 *****

Printed on October 15, 2015

ST; holtbook _ch7_-q3-pg 258

Essential Questions: ‣ Do all solid objects generate restoring forces?

Printed on October 15, 2015

.00 cm in diameter and (b) punch a 1.00-cm-diameter

Printed on October 15, 2015

Essential Questions: ‣ How does a vacuum cleaner work?

Printed on October 15, 2015

Essential Questions: ‣ How do planes stay in the air?

Essential Questions: ‣ How efficient can a solar collector be?

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

BA1: Holt Physics page: 650

Printed on October 15, 2015

Printed on October 15, 2015

BA1: Holt Physics page: 599

ST: Holt Physics page: 601

Printed on October 15, 2015

BA1: Holt Physics page: 566

ST: Holt Physics page: 563

ST1: Holt Physics page: 701

Printed on October 15, 2015

BA1: Holt Physics page: 686

ST1: Holt Physics page: 682

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: How can mechanical energy be converted to electrical energy?

Printed on October 15, 2015

Printed on October 15, 2015

Printed on October 15, 2015

Essential Questions: How can AC power be converted to DC power?

Printed on October 15, 2015