### DCI.PHY.1: One-Dimensional Motion

#### (Framing Text): Linear motion of objects is described by displacement, velocity, and acceleration. These concepts should be introduced as computational and investigative phenomena.

PHY.1: Students will investigate and understand how to analyze and interpret data.

PHY.1.1: Investigate and analyze evidence gained through observation or experimental design regarding the one-dimensional (1-D) motion of objects. Design and conduct experiments to generate and interpret graphical evidence of distance, velocity, and acceleration through motion.

PHY.1.2: Interpret and predict 1-D motion based on displacement vs. time, velocity vs. time, or acceleration vs. time graphs (e.g., free-falling objects).

PHY.1.4: Use graphical analysis to derive kinematic equations.

### DCI.PHY.2: Newton’s Laws

#### (Framing Text): Motion and acceleration can be explained by analyzing the contact interaction of objects. This motion and acceleration can be predicted by analyzing the forces (i.e., normal, tension, gravitational, applied, and frictional) acting on the object and applying Newton’s laws of motion.

PHY.2: Students will develop an understanding of concepts related to Newtonian dynamics.

PHY.2.1: Identify forces acting on a system by applying Newton’s laws mathematically and graphically (e.g., vector and scalar quantities).

PHY.2.2: Use models such as free-body diagrams to explain and predict the motion of an object according to Newton's law of motion, including circular motion.

PHY.2.4: Use vectors and mathematical analysis to explore the 2D motion of objects. (i.e. projectile and circular motion).

PHY.2.5: Use mathematical and computational analysis to derive simple equations of motion for various systems using Newton’s second law (e.g. net force equations).

PHY.2.6: Use mathematical and computational analysis to explore forces (e.g., friction, force applied, normal, and tension).

### DCI.PHY.3: Work and Energy

#### (Framing Text): Work and energy are synonymous. When investigating mechanical energy, energy is the ability to do work. The rate at which work is done is called power. Efficiency is the ratio of power input to the output of the system. In closed systems, energy is conserved.

PHY.3: Students will develop an understanding of concepts related to work and energy.

PHY.3.2: Use mathematical and computational analysis to explore conservation of momentum and impulse.

PHY.3.4: Design and conduct investigations to compare conservation of momentum and conservation of kinetic energy in perfectly inelastic and elastic collisions using probe systems, online simulations, and/or laboratory experiences.

PHY.3.6: Design, conduct, and communicate investigations that explore how temperature and thermal energy relate to molecular motion and states of matter.

PHY.3.7: Use mathematical and computational analysis to analyze problems involving specific heat and heat capacity.

PHY.3.11: Use an engineering design process to design and build a themed Rube Goldberg-type machine that has six or more steps and complete a desired task (e.g., pop a balloon, fill a bottle, shoot a projectile, or raise an object 35 cm) within an allotted time. Include a poster that demonstrates the calculations of the energy transformation or efficiency of the machine.

### DCI.PHY.4: Waves

#### (Framing Text): Wave properties are the transfer of energy from one place to another. The investigation of these interactions must include simple harmonic motion, sound, and electromagnetic radiation.

PHY.4: Students will investigate and explore wave properties.

PHY.4.1: Analyze the characteristics and properties of simple harmonic motions, sound, and light.

PHY.4.3: Use mathematical and computational analysis to explore wave characteristics (e.g., velocity, period, frequency, amplitude, phase, and wavelength).

PHY.4.8: Use ray diagrams and the thin lens equations to solve real-world problems involving object distance from lenses, using a lens bench, online simulations, and/or laboratory experiences.

### DCI.PHY.5: Electricity and Magnetism

#### (Framing Text): In electrical interactions, electrical energy (whether battery or circuit energy) is transformed into other forms of energy. Charged particles and magnetic fields are similar in that they store energy. Magnetic fields exert forces on moving charged particles. Changing magnetic fields cause electrons in wires to move and thus create a current.

PHY.5: Students will investigate the key components of electricity and magnetism.

PHY.5.1: Analyze and explain electricity and the relationship between electricity and magnetism.

PHY.5.4: Develop and use models (e.g., circuit drawing and mathematical representation) to explain how electric circuits work by tracing the path of electrons, including concepts of energy transformation, transfer, conservation of energy, electric charge, and resistance using online simulations, probe systems, and/or laboratory experiences.

PHY.5.6: Use schematic diagrams to analyze the current flow in series and parallel electric circuits, given the component resistances and the imposed electric potential.

PHY.5.7: Analyze and communicate the relationship between magnetic fields and electrical current by induction, generators, and electric motors (e.g., microphones, speakers, generators, and motors) using Ampere's and Faraday's laws.

PHY.5.9: Design and draw a schematic of a circuit that will turn on/off a light from two locations in a room like those found in most homes.

### DCI.PHY.6: Nuclear Energy

#### (Framing Text): Nuclear energy is energy stored in the nucleus of the atom. The energy holding atoms together is called binding energy. The binding energy is a huge amount of energy. So, at the subatomic scale, the conservation of energy becomes the conservation of mass-energy.

PHY.6: Students will demonstrate an understanding of the basic principles of nuclear energy.

PHY.6.1: Analyze and explain the concepts of nuclear physics.

PHY.6.2: Explore the mass number and atomic number of the nucleus of an isotope of a given chemical element.

Correlation last revised: 9/16/2020

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.