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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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Standard 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
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A. Mechanics
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A. Mechanics
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A. Mechanics
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A. Mechanics
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A. Mechanics
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A. Mechanics
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A. Mechanics
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A. Mechanics
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1. Compare the different ways objects move.
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1. Cite evidence from observations to describe the motion of an object using position and speed.
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1. Describe the motion of objects using distance traveled, time, direction, and speed.
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1. Develop an explanation of motion using the relationships among time, distance, velocity, and acceleration.
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a. Given many different objects, make them move and describe and compare how they move.
- Straight
- Round and round
- Back and forth
- Zig-Zag
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a. Describe the position of an object by locating it relative to another object or to its background.
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a. Observe, describe, and compare types of motion.
- Uniform motion as equal distances traveled in equal times, such as escalators, conveyor belts.
- Variable motion as different distances traveled in equal times, such as an accelerating car, falling objects.
- Periodic motion as motion that repeats itself, such as a child on a swing, a person on a pogo stick.
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a. Observe, describe, and compare the motions of objects using position, speed, velocity, and the direction.
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b. Using information from multiple trials, compare the speeds (faster or slower) of objects that travel the same distance in different amounts of time.
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b. Use measurements to describe the distance traveled as the change in position.
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b. Based on data given or collected, graph and calculate average speed using distance and time.
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c. Using information from multiple trials, compare the distances that objects moving at different speeds travel in the same amount of time.
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c. Based on data describe speed as the distance traveled per unit of time.
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c. Compare accelerated and constant motions using time, distance, and velocity.
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d. Describe and calculate acceleration using change in the speed and time.
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2. Explain that there must be a cause for changes in the motion of an object
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2. Explain that changes in the ways objects move are caused by forces.
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2. Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it.
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2. Identify and relate formal ideas (Newton's Laws) about the interaction of force and motion to real world experiences.
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a. Observe and describe the ways in which a variety of objects' motion can be changed.
- Sped up from a standstill
- Slow down to a stop
- Go faster
- Go slower
- No change
- Change direction
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a. Observe and describe the way an object's motion changes in a variety of situations (rolling a ball, bouncing a ball, dropping a yo-yo, winding up a toy, etc.) and identify what may have caused the change.
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a. Observe and give examples that show changes in speed or direction of motion are caused by an interaction of forces acting on an object:
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a. Investigate and explain the interaction of force and motion that causes objects that are at rest to move.
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b. Based on observations, identify what caused the changes in an object's motion.
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b. Describe changes in the motion of objects as they move across different textured surfaces and suggest possible causes for the change.
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b. Observe and explain the changes in selected motion patterns using the relationship between force and mass.
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b. Demonstrate and explain, through a variety of examples, that moving objects will stay in motion at the same speed and in the same direction unless acted on by an unbalanced force.
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c. Observe and describe that objects fall to the ground unless something holds them up (gravity).
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c. Investigate and collect data from multiple trials, about the motion that explain the motion that results when the same force acts on objects of different mass; and when different amounts of force act on objects of the same mass.
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d. Based on data collected and organized, explain qualitatively the relationship between net force applied to an object and its mass for a given acceleration.
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e. Calculate the net force given the mass and acceleration.
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3. Recognize and explain that every object exerts gravitational force on every other object.
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a. Explain the difference between mass and weight.
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b. Describe the relationship between the gravitational force and the masses of the attracting objects.
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c. Describe the relationship between the gravitational force and the distance between the attracting objects.
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d. Recognize and cite examples showing that mass remains the same in all locations while weight may vary with a change in location (weight on Earth compared to weight on moon).
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e. Recognize that gravity is the force that holds planets, moons, and satellites in their orbits.
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4. Cite evidence that energy in various forms exists in mechanical systems.
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4. Recognize and explain that energy can neither be created nor destroyed; rather it changes form or is transferred through the action of forces.
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a. Identify ways of storing energy (potential) in an object.
- Raising an object above the ground
- Putting it on the end of a compressed or extended spring or rubber band
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a. Observe and describe the relationship between the distance an object is moved by a force and the change in its potential energy or kinetic energy, such as in a slingshot, in mechanical toys, the position of an object and its potential energy.
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b. Identify that an object has energy (kinetic) related to its motion.
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b. Identify the relationship between the amount of energy transferred (work) to the product of the applied force and the distance moved in the direction of that force.
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c. Observe and cite examples showing that stored energy may be converted to energy of motion and vice versa.
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c. Identify and describe that simple machines (levers and inclined planes) may reduce the amount of effort required to do work.
- Calculate input and output work using force and distance
- Demonstrate that input work is always greater than output work
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B. Thermodynamics
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B. Thermodynamics
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B. Thermodynamics
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B. Thermodynamics
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B. Thermodynamics
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B. Thermodynamics
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B. Thermodynamics
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B. Thermodynamics
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1. Describe that sunlight warms the land, air, and water using observations and age appropriate tools.
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1. Identify and describe ways in which heat can be produced.
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1. Recognize and describe that heat is transferred between objects that are at different temperatures.
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1. Provide evidence that heat can be transferred in different ways.
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1. Describe and cite evidence that heat can be transferred by conduction, convection and radiation.
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a. Recognize and describe temperature changes of the land, air, and water before and after the sun warms them using senses and thermometers.
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a. Recognize that things that give off light also give off heat.
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a. Recognize and describe that the temperature of an object increases when heat is added and decreases when heat is removed.
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a. Recognize and explain that heat can be transferred either by direct contact between objects at different temperatures or without direct contact.
- A spoon in hot water
- Heat from a flame
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a. Based on observable phenomena, identify and describe examples of heat being transferred through conduction and through convection.
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b. Describe methods of producing heat.
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b. Recognize and describe that heat will flow between object at different temperatures until they reach the same temperature.
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b. Observe, describe, and compare materials that readily conduct heat and those that do not conduct heat very well.
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b. Based on observable phenomena, identify examples to illustrate that radiation does not require matter to transfer heat energy.
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c. Identify fuels that are used to produce light and heat in homes and schools.
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c. Classify materials as conductors or insulators based on how easily heat flows through them.
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c. Research and identify the types of insulators that best reduce heat loss through conduction, convection, or radiation.
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2. Identify and explain that heat energy is a product of the conversion of one form of energy to another.
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a. Identify and describe the various forms of energy that are transformed in order for systems (living and non-living) to operate.
- Chemical - Flashlight battery-Light
- Mechanical - Pulleys-Motion
- Solar/Radiant - Solar calculator
- Chemical - Plant cells
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b. Explain that some heat energy is always lost from a system during energy transformations.
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C. Electricity and Magnetism
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C. Electricity and Magnetism
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C. Electricity and Magnetism
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C. Electricity and Magnetism
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C. Electricity and Magnetism
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C. Electricity and Magnetism
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C. Electricity and Magnetism
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C. Electricity and Magnetism
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1. Identify and describe the sources and uses of electricity in daily life.
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1. Recognize and describe the effects of static electric charges.
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a. Identify sources of electricity.
- Electrical outlets
- Batteries
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a. Observe and describe how to produce static charges by friction between two surfaces.
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b. Identify the devices that use electricity to produce light, heat, and sound. (Students should be cautioned not to experiment with sources of electricity without adult supervision.)
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b. Observe the phenomena produced by the static charges.
- Light
- Sound
- Feeling a shock
- Attracting lightweight materials over a distance without making contact
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2. Investigate and provide evidence that electricity requires a closed loop in order to produce measurable effects.
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2. Cite evidence supporting that electrical energy can be produced from a variety of energy sources and can itself be transformed into almost any other form of energy.
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a. Identify the source of electricity needed to produce various effects:
- Light - flashlight (battery)
- Heat - hot plate, hairdryer (outlet, battery)
- Sound - Ipod (battery) , doorbell(electrical wiring)
- Movement - mechanical toys (battery, outlet)
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a. Research and identify various energy sources and the energy transforming devices used to produce electrical energy
- Wind (generators, wind mills)
- Sun (solar cells)
- Water (turbines)
- Fossil fuels (engines)
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b. Investigate and describe (orally or with diagrams) how to light a light bulb or sound a buzzer given a battery, wires, and light bulb or buzzer.
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b. Cite examples that demonstrate the transformation of electrical energy into other forms of energy.
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c. Describe and compare the path of electricity (circuit) within this system that caused the light to light or the buzzer to sound to those that do not affect the light or buzzer.
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c. Investigate and describe that some materials allow the quick, convenient, and safe transfer of electricity (conductors), while others prevent the transfer of electricity (insulators).
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d. Observe, describe and compare materials that readily conduct electricity and those that do not conduct electricity.
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d. Identify and describe the energy transformations in simple electric circuits.
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e. Provide evidence from observations and investigations that electrical circuits require a complete loop through which electricity can pass.
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3. Observe and gather information from the explorations to describe how magnets affect some objects.
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3. Describe the effect magnets have on a variety of objects.
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3. Cite evidence supporting that forces can act on objects without touching them.
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3. Identify and describe magnetic fields and their relationship to electric current.
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a. Observe and describe what happens when magnets are placed on or near objects made of different materials.
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a. Classify materials based on their behavior in the presence of a magnet.
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a. Investigate and describe the effect that two magnets have on each other.
- Like poles repel
- Opposite poles attract
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a. Investigate and describe the magnetic fields surrounding various types of magnets using materials, such as iron filings and small comapasses.
- A single bar magnet
- Two bar magnets with like poles facing
- Two bar magnets with opposite poles facing
- A horseshoe magnet
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b. Raise and seek answers to questions about what happened to the objects investigated and/or to the magnet.
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b. Describe how the magnet affects the behavior of objects within each group.
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b. Based on observations, describe the effect of a magnet on a variety of objects including those that are metallic or non-metallic; those made with iron or made with other metals; and on other magnets.
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b. Investigate and explain ways to change the strength of a simple electromagnet by varying the number of coils wrapped, the amount of electricity in the wire, the number of batteries used, and whether or not an iron core is used.
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c. Compare a compass to a magnet based on observations of the effect a variety of objects (metallic or non-metallic; those made with iron or other metals; and magnets) have on a compass.
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c. Describe how the electromagnet demonstrates the relationship of magnetism and electricity and identify common devices that demonstrate application of this relationship.
- Electric motors (fans, hair dryers, can openers)
- Electrical generators (turbine)
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d. Provide examples to demonstrate the different ways a magnet acts on objects and how the objects respond.
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d. Based on investigations describe that electricity moving through a wire produces a magnetic force on materials placed near the wire.
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e. Investigate and describe how electricity in a wire affects the needle of a compass.
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f. Describe how to make a simple electromagnet with a battery, a nail, and wire.
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g. Cite examples showing that magnetic, electrical, and gravitational forces can act at a distance.
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D. Wave Interactions
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D. Wave Interactions
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D. Wave Interactions
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D. Wave Interactions
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D. Wave Interactions
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D. Wave Interactions
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D. Wave Interactions
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D. Wave Interactions
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1. Identify and describe the relationships among the various properties of waves.
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a. Cite examples to show that waves transfer energy from one place to another.
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b. Measure and describe the wavelength, frequency, and amplitude of waves using:
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c. Measure and describe the relationship between the frequency and the wavelength of a wave.
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2. Observe and describe that sound is produced by vibrating objects.
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2. Identify and describe the relationship between a sound and the vibrations that produce it.
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2. Provide evidence to demonstrate the relationship among the properties of waves using sound.
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a. Observe and relate the vibrations of objects that make sounds (drums, guitar strings, and tuning forks) to the sounds felt and heard.
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a. Based on observations of objects that produce sound, relate vibration to the back and forth motion of parts of the object.
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a. Investigate and describe that the pitch of sounds can be varied by changing the rate of vibration.
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b. Based on information from observations identify the source of vibrations in familiar objects that produce sounds.
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b. Pose questions concerning the relationship between loudness or pitch and the vibration of an object.
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b. Identify and describe the relationship among frequency, wavelength, and pitch.
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c. Observe and describe the relationship between amplitude and loudness.
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d. Cite evidence that sound waves transfer energy using observation of sympathetic tuning forks, tuned guitar strings, etc.
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3. Provide evidence to show that light travels in a straight line until it is reflected or refracted.
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3. Investigate and cite the rules that govern behaviors of light.
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a. Observe and describe the images formed by a plane mirror.
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a. Based on data generalize the law of reflection.
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b. Based on observations trace the path of a ray of light before and after it is reflected (bounces) off a plane mirror.
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b. Cite evidence from observations and research to support the fact that something can be "seen" when light waves emitted or reflected by it enter the eye.
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c. Observe and describe that a ray of light changes direction when it crosses the boundary between two materials such as air and water or air to glass.
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c. Based on observations predict the change in the direction (refraction) of light as it travels from one material to another.
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d. Cite evidence that the amount of light energy absorbed or reflected depends on the color of the object illuminated.
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4. Recognize and describe how light interacts with different materials.
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a. Classify materials as translucent, transparent or opaque.
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b. Explain that shadows are formed when objects block light.
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c. Observe and describe that prisms separate white light into its component colors.
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d. Pose questions about why objects appear to be different colors.
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