PI.1.2 Describe the slope of the graphical representation of position vs. clock reading (time) in terms of the velocity of the object. Velocity – speed with direction proportion, and quantity PI.1.3 Rank the velocities of objects in a system on the slope of a position vs. clock reading (time) graphical representation. Recognize that the magnitude of the slope representing a negative velocity can be greater than the magnitude of the slope representing a positive velocity. System – defined boundaries encompassing in a complex whole Magnitude – numerical quantity or value Slope – number that measures its "steepness", usually denoted by the letter m. It is the change in y for a unit change in x along the line Scale, proportion, and quantity PI.1.4 Describe the differences between the terms “distance,” “displacement,” “speed,” “velocity,” “average speed,” and “average velocity” and be able to calculate any of those values given an object moving at a single constant velocity or with different constant velocities over a given time interval. Distance - scalar quantity that refers to "how much ground an object has covered" during its motion. Displacement - vector quantity that refers to "how far out of an object is"; it is the object's overall change in position.Speed – how fast an object is moving Velocity – the rate at an object changes its position Average speed – distance traveled divided by the time elapsed Average velocity – displacement divided by the time. Scale, proportion, and quantity Standard 2: Constant Acceleration
PI.2.4 Given a graphical representation of the position, velocity, or acceleration vs. clock reading (time), be able to identify or sketch the shape of the other two graphs. Cause and effect PI.2.5 Qualitatively and quantitatively apply the models of constant velocity and constant acceleration to determine the position or velocity of an object moving in free fall near the surface of the Earth. Constant velocity – no change in speed or direction as time progresses Constant acceleration – change in velocity by the same amount each second Free fall – downward movement under the force of gravity only Scale, proportion, and quantity Standards 3: Forces Indiana Academic Standard Clarifying Statement Highlighted Vocabulary Words from the Standard Defined Crosscutting Concept PI.3.1 Understand Newton’s first law of motion and describe the motion of an object in the absence of a net external force according to Newton’s first law. Newton’s first law of motion – body remains at rest or in uniform motion in a straight line unless acted upon by a force Net external force – sum of force(s) applied on an object by something other than the object Scale, proportion, and quantity Energy and matter
PI.3.5 Develop graphical and mathematical representations that describe the relationship between the gravitational mass of an object and the due to gravity and apply those representations to qualitatively and quantitatively describe how changing the gravitational mass will affect the force due to gravity acting on the object. Gravitational mass – mass of a body as measured by its gravitational attraction for other bodies Systems and system models Energy and matter PI.3.6 Describe the slope of the force due to gravity vs. gravitational mass graphical representation in terms of gravitational field. Gravitational field –the attractive effect, considered as extending throughout space, of matter on other matter Cause and effect PI.3.7 Explain that the equivalence of the inertial and gravitational masses leads to the observation that acceleration in free fall is independent of an object’s mass. Independent – is not determined by or relying on another variable Mass – measure of the number of atoms in a sample Scale, proportion, and quantity
Standard 6: Simple Harmonic Oscillating Systems Indiana Academic Standard Clarifying Statement Highlighted Vocabulary Words from the Standard Defined Crosscutting Concept PI.6.1 Develop graphical and mathematical representations that describe the relationship between the amount of stretch of a spring and the restoring force and apply those representations to qualitatively and quantitatively describe how changing the stretch or compression will affect the restoring force and vice versa, specifically for an ideal spring. Stretch – made or be capable of made longer or wider without tearing or breaking Spring – elastic object used to mechanical energy Restoring force – any one of the forces or torques that tend to restore a system or parts thereof to equilibrium Compression – the reduction in volume Ideal spring – force is proportional to the displacement, has no weight, mass, or damping losses Scale, proportion, and quantity Patterns PI.6.2 Describe the slope of the graphical representation of restoring force vs. change in length of an elastic material in terms of the elastic constant of the material, specifically for an ideal spring. Elastic material – ability of a deformed material body to return to its original shape and size when the forces causing the deformation are removed Elastic constant – constant or coefficient that expresses the degree to which a material possesses elasticity proportion, and quantity Structure and function PI.6.3 Develop graphical and mathematical representations which describe the relationship between the mass, elastic constant, and period of a simple horizontal mass-spring system and apply those representations to qualitatively and quantitatively describe how changing the mass or elastic constant will affect the period of the system for an ideal spring. Period – time needed for one complete cycle and effect Stability and change.
Indiana Academic Standard Clarifying Statement Highlighted Vocabulary Words from the Standard Defined Crosscutting Concept PI.7.1 Differentiate between transverse and longitudinal modes of oscillation for a mechanical wave traveling in one dimension. Transverse wave – wave vibrating at right angles to the direction of its propagation Longitudinal wave – wave vibrating in the direction of propagation Oscillation – movement back and at a regular speed Mechanical wave – wave that is an oscillation of matter, and therefore transfers energy through a medium Scale, proportion, and quantity Patterns PI.7.2 Understand that a mechanical wave requires a medium to transfer energy, unlike an electromagnetic wave, and that only the energy is transferred by the mechanical wave, not the mass of the medium. Medium – intervening substance, as air, through which a force acts or an effect is produced Electromagnetic wave – propagated by simultaneous periodic variations of electric and magnetic field intensity proportion, and quantity Patterns PI.7.3 Develop graphical and mathematical representations that describe the relationship between the frequency of a mechanical wave and the wavelength of the wave and apply those representations to qualitatively and quantitatively describe how changing the frequency of a mechanical wave affects the wavelength and vice versa. Wavelength – distance between successive crests of a wave Frequency – rate at a vibration occurs that constitutes a wave, either in a material (as in sound waves), or in an electromagnetic field (as in radio waves and light), usually measured per second Cause and effect Energy and matter
PI.8.4 Describe the slope of the graphical representation of current vs. voltage or voltage vs. current in terms of the resistance of the device. Energy and matter Structure and function PI.8.5 Qualitatively and quantitatively describe how changing the voltage or resistance of a simple series (i.e. loop) circuit affects the voltage, current and power measurements of individual resistive devices and for the entire circuit. Simple series circuit – closed circuit in the current follows one path Current – time rate of flow of electric charge Power – rate at which electrical energy is transferred by an electric circuit Circuit – path in which electrons from a voltage or current source flow Cause and effect PI.8.6 Qualitatively and quantitatively describe how changing the voltage or resistance of a simple parallel (i.e. ladder) circuit affects the voltage, current and power measurements of individual resistive devices and for the entire circuit. Parallel circuit – circuit is divided into two or more paths Cause and effect Stability and change. PI.8.7 Apply conservation of energy concepts to the design of an experiment that will demonstrate the validity of Kirchhoff’s loop rule (∑ΔV = 0) in a circuit with only a battery and resistors either in series or in, at most, one pair of parallel branches. Conservation of energy – principle stating that energy cannot be created or destroyed, but can be altered from one form to another Kirchhoff’s loop rule – sum of all the voltages around the loop is equal to zero Battery – container consisting of one or more cells, in which chemical energy is converted into electricity and used as a source of power Scale, proportion, and quantity Structure and function