Physical Science (Physics)
CVTE Learning Standard Number
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Subject Area,
Topic Heading and
Learning Standard Number
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Text of Physics Learning Standard
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2.A.01
2.A.02
2.I.03
2.A.03
2.A.04
2.I.02
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Physics Grades 9-12
Motions and Forces 1.5
Physics Grades 9-12
Heat and Heat Transfer 3.3
Physics Grades 9-12
Electromagnetism 5.1
Physics Grades 9-12
Electromagnetism 5.5
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Use a free-body force diagram to show forces acting on a system consisting of a pair of interacting objects. For a diagram with only co-linear forces, determine the net force acting on a system and between the objects.
Describe the relationship between average molecular kinetic energy and temperature. Recognize that energy is absorbed when a substance changes from a solid to a liquid to a gas, and that energy is released when a substance changes from a gas to a liquid to a solid. Explain the relationships among evaporation, condensation, cooling, and warming.
Recognize that an electric charge tends to be static on insulators and can move on and in conductors. Explain that energy can produce a separation of charges.
Explain how electric current is a flow of charge caused by a potential difference (voltage), and how power is equal to current multiplied by voltage.
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Performance Examples:
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Students use collinear force diagrams to determine the net force acting on an object. For example, students draw a scaled force diagram to show the normal and gravitational forces acting between the automotive lift and automobile lift points.
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Students recognize that energy is absorbed or released during phase changes and can explain the relationships between phase changes. For example, students use a graphic organizer to show refrigeration steps and explain in terms of kinetic molecular theory why heat is absorbed from surroundings when refrigerant vaporizes, and released to surroundings when refrigerant condenses.
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Students explain that energy can produce a separation of charges. For example, students diagram the method by which a hybrid vehicle’s rechargeable battery is recharged and describe at least two energy transformations that take place that enable this process.
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Students explain voltage as caused by a potential difference and electrical power as the rate at which charge moves through a potential difference. For example, students use Ohm’s Law to calculate the internal resistance of a power tool. Students determine the amount of power the tool can produce in watts using P=IV and relate this formula to the definition of power, which is the rate at which work is done.
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2.B.01
2.C.01
2.F.01
2.D.01-03
2.D.07
2.D.04
2.D.09
2.G.02
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Physics Grades 9-12
Mathematical Skills
Physics Grades 9-12
Mathematical Skills
Physics Grades 9-12
Motions and Forces 1.8
Physics Grades 9-12
Motions and Forces 1.4
Physics Grades 9-12
SIS2: Design and conduct scientific investigations.
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Convert within a unit (e.g., centimeters to meters).
Measure with accuracy and precision (e.g., length, volume, mass, temperature, time).
Describe conceptually the forces involved in circular motion.
Interpret and apply Newton’s three laws of motion.
Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration (if required), technique, maintenance, and storage.
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Performance Examples:
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Students perform unit conversions. For example, students measure the length of an automobile part in feet and convert to inches and yards. Students measure the same part in decimeters and convert to millimeters, centimeters and meters. Students state a claim for the relative ease of use of either the metric or English systems of measurement.
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Students measure with accuracy and precision. For example, students compare the use of high and low precision measuring tools and describe situations in which either high precision or low precision measuring tools are more appropriate.
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Students describe forces involved in circular motion. For example, students calculate the magnitude of torque necessary to tighten a bolt given average force applied and the lever arm length. Students explain why a 90° angle between the applied force and the radius of the turning object maximizes torque.
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Students interpret and apply Newton’s laws of motion. For example, students interpret Newton’s third law by comparing the force of the hammer on metal with the force of the metal on the hammer. Students demonstrate Newton’s third law punch a piece of paper and determine that the paper can’t exert a larger force on their fists than the fist exerts on the paper.
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Students properly use, calibrate and maintain investigative materials, equipment and instruments. For example, students use, maintain and store the type of thread cutting tap required.
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2.E.01
2.G.01
2.G.06
2.G.03
2.G.04
2.G.05
2.H.01-03
2.K.01-03
2.L.01-06
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Physics Grades 9-12
Electromagnetism 5.6
Physics Grades 9-12
Heat and Heat Transfer 3.1
Physics Grades 9-12
Electromagnetism 5.2
Physics Grades 9-12
SIS2: Design and conduct scientific investigations.
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Recognize that moving electric charges produce magnetic forces and moving magnets produce electric forces. Recognize that the interplay of electric and magnetic forces is the basis for electric motors, generators, and other technologies.
Explain how heat energy is transferred by convection, conduction, and radiation.
Develop qualitative and quantitative understandings of current, voltage, resistance, and the connections among them (Ohm’s law).
Select required materials, equipment, and conditions for conducting an experiment.
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Performance Examples:
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Students recognize that the interplay between electric and magnetic forces is the basis for the electric motor. For example, students make a simple electric motor using a battery, magnets, and a coil of copper wire and analyze the motion of the coil.
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Students explain three methods of heat transfer. For example, students describe warming of an object by convection, conduction, and radiation.
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Students use Ohm’s Law to determine relationships between current, voltage and resistance. For example, given a simple circuit diagram showing a voltage drop and resistors, students calculate the current passing through each resistor.
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Students prepare for accomplishing procedures by selecting required materials, equipment and conditions. For example, students prepare for auto body welding by protecting computers and other electronic control modules during welding procedures according to manufacturer's specifications.
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2.I.01
2.I.04
2.J.01
2.K.04
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Physics Grades 9-12
Conservation of Energy and Momentum 2.3
Physics Grades 9-12
Conservation of Energy and Momentum 2.5
SIS2: Design and conduct scientific investigations.
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Describe both qualitatively and quantitatively how work can be expressed as a change in mechanical energy.
Provide and interpret examples showing that linear momentum is the product of mass and velocity, and is always conserved (law of conservation of momentum). Calculate the momentum of an object.
Write procedures that are clear and replicable.
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Performance Examples:
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Students describe how work done is equivalent to a change in mechanical energy. For example, students use Pascal’s Law to determine the distance that a small piston will travel resulting from hydraulic pressure caused by a larger piston, and explain the greater distance traveled by the small piston using the work-energy theorem.
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Students provide and interpret examples of the conservation of momentum. For example, students defend the use of air bags using the impulse-momentum theorem.
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Students write procedures which can be replicated in order to verify results. For example, students write procedures for plastic repair referencing manufacturer’s guidelines.
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2.K.05
2.A.01-2.L.06
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Physics Grades 9-12
SIS1: Make observations, raise questions, and formulate hypotheses.
Physics Grades 9-12
Conservation of Energy and Momentum 2.1
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Observe the world from a scientific perspective.
Interpret and provide examples that illustrate the law of conservation of energy.
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Performance Examples:
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Students observe the world from a scientific perspective. While inspecting an automobile refinishing for paint problems, students identify a potential problem area (make observations) and propose a possible solution to the problem (hypothesize).
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Students recognize that energy is conserved in everyday experience. For example, students compare mechanical energy transformations resulting from a car crashing at different speeds to cars of different masses crashing at the same speed.
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DESE Statewide Articulation Agreements
No Statewide Articulation Agreements at this time.
Industry Recognized Credentials (Licenses and Certifications/Specialty Programs)
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Inter-Industry Conference on Auto Collision Repair (I-CAR) Certifications
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Automotive Service Excellence (ASE) Certifications
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Occupational Safety and Health Administration (OSHA) 10 Hour Certification
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Environmental Protection Agency (EPA) 6H Rule Certification
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Safety and Pollution Prevention (SP/2) Certification - Provider: 1 (877) 463-6287
Other
Auto Body Repair Technology 5th Edition
Collision Repair Fundamentals
Inter-Industry Conference on Auto Collision Repair (I-CAR) Curriculum
Auto Body Repair Technology 5th Edition
By James E.Duffy 2009 Delmar Cengage Learning
ISBN 1-4180-7353-9
Collision Repair Fundamentals 1st Edition
By James E.Duffy and Paul Uhina 2008 Thomson Delmar Learning Clifton Park, NY 12065
ISBN-10 1418013366
I-CAR Training Support Center
5125 Trillium Blvd.
Hoffman Estates, IL 60192
Related National, Regional, and State Organizations
National Automotive Technical Education Foundation (NATEF)
Professional Organizations
Automotive Service Excellence (ASE)
Inter-Industry Conference on Auto Collision Repair (I-CAR)
Student Organizations
SkillsUSA is a partnership of students, teachers and industry working together to ensure America has skilled workforce. SkillsUSA helps each student to excel. SkillsUSA’a mission is to help its members become world-class workers, leaders and responsible American citizens. www.skillsusa.org
Selected Websites
www.collisioncareers.org - This site is for those considering a career in collision repair, those who have already chosen a career in collision repair, and those who want to instruct and/or guide students in a career of collision repair. In essence, it is a webpage devoted to serve students, parents, technicians, guidance counselors, instructors, and school administrators.
www.collisioneducationfoundation.org - The Collision Repair Education Foundation’s overall goal is to support the pre-employment segment of the collision industry. The Education Foundation’s funding focus is on secondary and post-secondary career and technical school and college collision programs and their students. The scholarships and grants distributed enhance the education experience for students by better preparing them to understand the new technology and gain the skills necessary to be a successful collision industry member. Collision repair businesses are then able to hire these well-trained students as productive, efficient, and capable employees from day one on the job.
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