1/23/14 technology standards;practices for k-12 … · 1/23/14 technology standards;practices for...

1/23/14 Technology Standards;Practices for K-12 Science Classrooms ;Crosscutting Concepts;Physical Science Core Ideas;NGSS; Common Core; Items Added from Previous Year ;Items Removed from Previous Year

Revised: 8/18/2014 of 1

Unit

Range

of

Days

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Questions Content Skills Assessments Resources

School

Outcomes

Departmen

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State

Standards

0 8/21-

8/27,

8/31,

9/10-

9/11

8

Class

Pds.

How are

inventions

developed?

Structure and

Function Investigating or

designing new

systems or

structures

requires a

detailed

examination of

the properties of

different

materials, the

structures of

different

components, and

connections of

components to

reveal its

function and/or

solve a problem.

(HS-PS2-6)

Physics Introduction

A. Communication

B. Goals

C. Famous

Inventions ISTE S1. Creativity and

Innovation-Students

demonstrate creative

thinking, construct

knowledge, and develop

innovative products and

processes using

technology.

a. Apply existing

knowledge to generate

new ideas, products, or

processes

b. Create original works

as a means of personal

or group expression

c. Use models and

simulations to explore

complex systems and

issues

d. Identify trends and

forecast possibilities Influence of Science, Engineering and Technology on Society and the Natural World

Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing

A. Identify effective means of communication

between the teacher, student and parent.

B. Establish individual and group goals for the

study of physics and for other areas of life.

C1. Relate the impact of inventions on society.

C2. Identify inventions that had a significant impact

on society.

C3. Create a timeline of key contributions to the

development of an invention.

C4. Identify the role of engineers in the

development and utilization of inventions

C5. Apply the themes of science to develop realistic

visions of the future.

C6. Describe the relationship between changing

science and unchanging Scripture.

C7. Describe the difference between science and

religion.

C8. Ask questions (for science) and define

problems (for engineering).

C9. Construct explanations (for science) and design

solutions (for engineering).

A. Return of signed

slip from parent letter

B. Baseball Card and

Get to Know Me

Form

C1. Famous

Inventions Project

(Timeline,

Justification,

Wordle)

created with internet

research and word

processed report

C2. Famous

Inventions Project -

Design Process

Notebook, Journal

Responses

Cooperative Lab

Skills

Searching for

Solutions

DVD

fearofphysics.

com

goengineering

.com

1,3,4,6,7 1,3,4,6,7 A.12.5

B.12.1

B.12.2

B.12.3

B.12.4

B.12.5

G.12.1

G.12.3

G.12.4

http://www.nap.edu/openbook.php?record_id=13165&page=212

















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costs and risks. (HS-PS3-3)

1 8/29-

9/9,

9/12-

9/19

14

Class

Pds.

What are the

methods of

science?

How precise

must we be?

How do

scientists prove

things?

What are the

strengths and

weaknesses of

mathematical

modeling?

What the limits

of mathematical

representation?

What makes a

theory scientific

as opposed to

mere speculation

Is science

compatible with

religion?

What’s the

pattern?

How do we find

patterns?

What do patterns

reveal?

How can they

mislead? How does what we

Scientific Thinking in

Experimental Settings

A. Experimental

design

B. Data Collection

C. Mathematical

Modeling

D. Reporting Lab

Results

Iste.nets.s2

Communication and

Collaboration

Students use digital

media and

environments to

communicate and work

collaboratively,

including

at a distance, to support

individual learning and

contribute to the

learning of others.

a. Interact, collaborate,

and publish with peers,

experts, or others

employing a variety of

digital environments

and media

b. Communicate

information and ideas

effectively to multiple

audiences using a

variety of media and

formats

c. Develop cultural

A1. Build a qualitative model.

A2. Identify and classify variables.

A3. Make tentative qualitative predictions about the

relationship between variables.

B1. Select appropriate measuring devices.

B2. Consider accuracy of measuring device and

significant figures.

B3. Maximize range of data.

C1. Learn to use Graphical Analysis (Vernier)

software.

C2. Develop linear relationships.

C3. Relate mathematical and graphical expressions.

D1. Present and defend interpretations.

D2. Write a coherent lab journal.

1. Ask questions (for science) and define problems

(for engineering).

2. Develop and use models.

3. Plan and carry out investigations.

4. Analyze and interpret data.

5. Use mathematics and computational thinking.

6. Construct explanations (for science) and design


7. Engage in argument from evidence.

8. Obtain, evaluate, and communicate information.

Plan and conduct an investigation individually and

collaboratively to produce data to serve as the basis

for evidence, and in the design: decide on types,

how much, and accuracy of data needed to produce

reliable measurements and consider limitations on

the precision of the data (e.g., number of trials,

cost, risk, time), and refine the design accordingly.

(HS-PS2-5)

Analyze data using tools, technologies, and/or

B1. Worksheet 1:

Graphing Practice

B2. Quiz 1: Graphing

variables

B3. Worksheet 2:

Proportional

Reasoning

B4. Worksheet 3:

Graphical Analysis

B-C. Graphical

Methods Quiz

A-D. Scientific

Methods Test (8mc,

5 matching, 17 short

answer)

D. Spaghetti Bridge

Lab Journal

Cooperative Lab

Skills

3. Reading:

Experimental

Design and

Graphical

Analysis of

Data

By Rex Rice

. Ch. 1

Glencoe

Physics 2005

Charles

Hirshberg,

“My Mother,

the Scientist”

– Reading

Richard

Feynman,

“The Making

of a Scientist”

– Reading

http://en.wikipedia.org/wiki/Proportional_reasoning

1,3,5,7 1,3,5,7 A.12.6 C.12.3 C.12.4 C.12.5 D.12.7 D.12.11 G.12.2 WHST.11-12.7








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measure influence how we measure? When should we sample? When shouldn’t we? How much or how many of a sample is enough? How sure are you? What’ the likely margin of error? How accurate/precise does this need to be? How do we know when we know? What’s the evidence and how reliable is it? So what? Why does it matter? What does it all mean?

understanding and

global awareness by

engaging with learners

of other cultures

d. Contribute to project

teams to produce

original

works or solve

problems

models (e.g., computational, mathematical) in

order to make valid and reliable scientific

claims or determine an optimal design

solution. (HS-PS2-1)

2 9/23-

10/14

14

Class

Pds

How are

position,

displacement,

and velocity

related? How can one

predict an

object’s continued motion, changes

in motion, or

stability?

How can the motion of objects be analyzed?

RST.11-12.1 Cite

KINEMATICS-

CONSTANT

VELOCITY

A.Describing Motion

B.Constant Velocity

C. Graphing Data

D. Physics in the

News

Forces and Motion

A1. Ask questions (for science) and define


A2. Develop and use models.

A3. Plan and carry out investigations.

A5. Use mathematics and computational

thinking.

B1. Construct explanations (for science) and

design solutions (for engineering).

B2. Engage in argument from evidence.

C1. Obtain, evaluate, and communicate

information.

C2. Analyze and interpret data. B-C1. I can determine the average velocity of an

object graphically

A. Reading Notes:

Motion maps

C.Logger Pro

Tutorial

A-C1. Constant

Velocity Dune

Buggy Lab

A-C2. Unit 1 WS 1

A-C3. Unit 1 WS 2

A-C4. Motion

Detector/”Walk

this Way” Activity

A-C5. Unit 1 WS 3

A-C6. Unit 1 WS 4

Ch. 2, 3, 4

Glencoe

Physics 2005

PhET

Projectile

Motion

1,3,5,7 1,3,5,7 A.12.6

C.12.3

C.12.4

C.12.5

D.12.7

D.12.11

G.12.2

RST.11-

12.1

MP.2

MP.4

HSN.Q.A.

1

HSN.Q.A.


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Standards

specific textual

evidence to

support analysis of

science and

technical texts,

attending to

important

distinctions the

author makes and

to any gaps or

inconsistencies in

the account. (HS-

PS2-1)

RST.11-12.7

Integrate and

evaluate multiple

sources of

information

presented in

diverse formats

and media (e.g.,

quantitative data,

video, multimedia)

in order to address

a question or solve

a problem. (HS-

PS2-1)

WHST.11-12.7

Conduct short as

well as more

sustained research

projects to answer

a question

(including a self-

generated

question) or solve

a problem; narrow

or broaden the

A-C1. I can determine the displacement of an

object graphically (area under a v vs t graph) and

mathematically (

x vt ) A-C2. I can use a ‘position’ graph (x vs t graph),

to:

a. describe the motion of the object (starting

position, direction of motion, velocity)

b. draw a motion map for the object.

c. determine the average velocity of the

object (slope).

d. write the mathematical model which

describes the motion.

e. write the mathematical model which

describes the motion.

A-C3. I can use a ‘velocity’ graph (v vs t graph),

to:

a. describe the motion of the object (direction

of motion, how fast)

b. draw the corresponding x vs t graph

c. determine the displacement of the object

(area under curve).

d. draw a motion map for the object.

e. write a mathematical model to describe the

motion.

A-C4. I can answer conceptual questions (in

complete sentences) about an object (or objects)

with a constant velocity.

G1. Retrieve information using the World

Wide Web.

G2. Use search strategies to retrieve electronic

information.

G3. Create and edit a document at the

keyboard, using word processing skills.

G4. Integrate web browsing software with a

word processing document.

G5. Integrate graphics into a word processed

document.

A-C7. Unit 1 WS 5

A-C8. Unit 1 WS 6

A-C9. Kinematics

Lab Practical-

Buggy Bash

A-C3. Graphing

Constant Velocity

Quiz

A-C10. Kinematics

Test (4 matching, 4

mc, 13 short

answer)

A-C11. Mousetrap

Car Project

Cooperative Lab

Skills

Physics in the

News

1. L

a

b

1

–

D

u

n

e

B

u

g

2

HSN.Q.A.

3

HSA.SSE.

A.1

HSA.SSE.

B.3

HSA.CE

D.A.1

HSA.CE

D.A.2

HSA.CE

D.A.4

HSF-

IF.C.7

HSS-

IS.A.1

Patterns,

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;

Stability

and

Change


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Standards

inquiry when

appropriate;

synthesize multiple

sources on the

subject,

demonstrating

understanding of

the subject under

investigation. (HS-

PS2-3),(HS-PS2-5)

WHST.11-12.8

Gather relevant

information from

multiple

authoritative print

and digital sources,

using advanced

searches

effectively; assess

the strengths and

limitations of each

source in terms of

the specific task,

purpose, and

audience; integrate

information into

the text selectively

to maintain the

flow of ideas,

avoiding

plagiarism and

overreliance on

any one source and

following a

standard format for

citation. (HS-PS2-

5)

WHST.11-12.9

G6. Summarize an article on physics and write

questions to help him/her remember key

ideas of the article.

G7. Evaluate articles and reports in the popular

press, in scientific journals, and on the Internet

using Scriptural principles.


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Standards

Draw evidence

from informational

texts to support

analysis, reflection,

and research. (HS-

PS2-1),(HS-PS2-5)

MP.2 Reason

abstractly and

quantitatively.

(HS-PS2-1),(HS-

PS2-2),(HS-PS2-4)

MP.4 Model with

mathematics. (HS-

PS2-1),(HS-PS2-

2),(HS-PS2-4)

HSN.Q.A.1 Use

units as a way to

understand

problems and to

guide the solution

of multi-step

problems; choose

and interpret units

consistently in

formulas; choose

and interpret the

scale and the origin

in graphs and data

displays. (HS-PS2-

1),(HS-PS2-

2),(HS-PS2-

4),(HS-PS2-5)

HSN.Q.A.2 Define

appropriate

quantities for the

purpose of

descriptive


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Standards

modeling. (HS-

PS2-1),(HS-PS2-

2),(HS-PS2-

4),(HS-PS2-5)

HSN.Q.A.3

Choose a level of

accuracy

appropriate to

limitations on

measurement when

reporting

quantities. (HS-

PS2-1),(HS-PS2-

2),(HS-PS2-

4),(HS-PS2-5)

HSA.SSE.A.1

Interpret

expressions that

represent a

quantity in terms

of its context. (HS-

PS2-1),(HS-PS2-4)

HSA.SSE.B.3

Choose and

produce an

equivalent form of

an expression to

reveal and explain

properties of the

quantity

represented by the

expression. (HS-

PS2-1),(HS-PS2-4)

HSA.CED.A.1

Create equations

and inequalities in

one variable and

use them to solve


Revised: 8/18/2014 of 1

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State

Standards

problems. (HS-

PS2-1),(HS-PS2-2)

HSA.CED.A.2

Create equations in

two or more

variables to

represent

relationships

between quantities;

graph equations on

coordinate axes

with labels and

scales. (HS-PS2-

1),(HS-PS2-2)

HSA.CED.A.4

Rearrange

formulas to

highlight a

quantity of interest,

using the same

reasoning as in

solving equations.

(HS-PS2-1),(HS-

PS2-2)

HSF-IF.C.7 Graph

functions

expressed

symbolically and

show key features

of the graph, by in

hand in simple

cases and using

technology for

more complicated

cases. (HS-PS2-1)

HSS-IS.A.1

Represent data

with plots on the


Revised: 8/18/2014 of 1

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Standards

real number line

(dot plots,

histograms, and

box plots). (HS-

PS2-1)

3 10/15

-

11/13

21

Class

Pds.

How are

displacement,

velocity, and

acceleration

related?

How can one

predict an


in motion, or stability? How can the motion of objects be analyzed?

KINEMATICS-

CONSTANT

ACCELERATION

A. Instantaneous

Velocity

B. Displacement

C. Acceleration

D. Analyzing

Position vs. Time

Graphs

E. Analyzing

Velocity vs. Time

Graphs

A.I can determine the instantaneous velocity of an

object graphically and mathematically (using vf =

at + vi or using vf2 = vi

2+ 2ax)

B.I can determine the displacement of an object

graphically or mathematically (using x = 1/2 at2

+ vit or using vf2 = vi

2+ 2ax)

C.I can determine the acceleration of an object

graphically and mathematically (using x = 1/2

at2 + vit or vf = at + vi or vf

2 = vi

2+ 2ax.

D. I can use a x vs t graph, to:

1. describe the motion of the object (starting

position, direction of motion, velocity)

2. draw the corresponding v vs t graph

3. draw the corresponding a vs t graph

4. draw a motion map for the object

E. I can use a v vs t graph, you should be able

to:

1. describe the motion of the object

(direction of motion, acceleration)

2. draw the corresponding x vs t graph

3. draw the corresponding a vs t graph

4. draw a motion map for the object

5. write a mathematical model (EOL-

equation) to describe the motion

6. determine the acceleration

7. determine the displacement for a given

time interval

Use mathematical representations of

phenomena to describe explanations. (HS-PS2-

2),(HS-PS2-4)

D-E. U2 WS 1 –

Kinematic Graphs

A-C. Kinematics

Equations Quiz

A-C2. U2 WS 4

– Freefall problems

C-E1. U2 WS1 –

Ball on a Rail;

kinematic graphs

and motion maps

C-E2. U2 WS2 --

Acceleration

problems solved

graphically with

v-t raph.

D-E1. U2 WS1a –

given position

graph, provide

velocity and

acceleration

graphs

D-E2. U2 WS1b –

given velocity

graph, provide

position and

acceleration

graphs

A-E1. Lab Journal

completion –

Inclined Rail

A-E2. Lab Journal

completion –

Freefall

Searching for

Solutions DVD

PhET

fearofphysics.c

om

goengineering.c

om

Activities:

1.Lab 1--

Inclined Rail

Lab (To

develop

acceleration)

2. Physics Phan

Cart

3.Lab 2 –

Freefall

4.Lab 4 –

Reaction Time

Take-Home

Lab (an

independent lab

as follow up to

free fall)

5.Lab Practical

– Stunt Barbie

(Constant

velocity and

freefall; Dune

Buggy and

Electromagnet)

Readings and

1,3,4,6,7 1,3,4,6,7 A.12.5

B.12.1

B.12.2

B.12.3

B.12.4

B.12.5

G.12.1

G.12.3

G.12.4

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;

Stability

and

Change


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State

Standards

A-E5. Constant

Acceleration Test

(9 short answer, 6

matching, 3mc, 3

problems)

A-E6. Lab

Practical-Stunt

Barbie

OR

A-E7. Mousetrap

Car Project

Resources:

1.Kinematics

Review

2.Instantaneous

Velocity with

Logger Pro

4 11/14

-

12/10

17

Class

Pds.

How can the

horizontal and

vertical

components of a

projectile be

calculated? How can one

predict an object’s continued

motion, changes

in motion, or stability? How can the motion of objects be analyzed?

TWO

DIMENSIONAL

MOTION A. Vectors

B. Representing

Projectile Motion

C. Horizontally

Launched

Projectiles

D. Angled Projectile

Motion

Forces and Motion

A1. I can determine the perpendicular components

of a vector according to a selected axes system.

A2. I can determine the direction and magnitude of

a vector from its components.

A3. OPTIONAL I can use the components of a

vector to combine vectors in one or two dimensions

and solve relative velocity problems.

B. I can represent an object experiencing projectile

motion with different representations such as

1. A sketch of the problem

2. A motion map for a projectile.

3. A Horizontal position and velocity graphs

4. A Vertical position and velocity graphs.

C. I can solve horizontally launched projectile

problems for any unknown. (The launch velocity,

launch height, the time of flight, the point where the

projectile lands)

D.I can solve angled projectile motion problems

those launched at angles) for any of the unknown.

(horizontal and/or vertical velocity, launch velocity,

launch height, time of flight.)

E. I can prepare a thorough, well-written lab

A-C1. U3 WS1 –

Conceptual

Horizontal

Launches & PhET

Simulation Act.

A-C2. U3 WS 2 –

Horizontally

Launched

Projectile

Problems

D1. U3 WS 3 –

Conceptual

Angled Launches

D2. U3 WS 4 –

Angled Launch

Problems

A-D1. Lab Journal

completion –

Video Analysis of

A Projectile

A-D2. Lab Journal

completion –

Horizontal

Launch

A-D3. Lab Practical-

- Stunt Barbie –

Activities:

1.Lab 1– Video

Analysis of

Projectile

Motion

2.Model

Practice –

Horizontal

Launch with

Pasco Mini-

Launcher

3.Model

Practice—

Projectiles

Launched at an

angle

4.Activity –

The Nerf Dart

Gun –

Determining

the launch

velocity of a

Nerf dart gun

5.Lab Practical

– Burning Ring

of Fire (Hot

1,3,5,7 1,3,5,7 A.12.6

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;

Stability

and

Change


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

report.

The Human

Cannonball

Tests and Quizzes:

A-D4. 2D Motion

Test (4 matching,

6 mc, 1 problem,

4 short answer)

A-E. Balloon Launch

Challenge Lab

Report,

Performance, and

Cooperative Skills

A-E. Cooperative

Lab Skills

Wheels Car

Through Hoop)

Readings and

Resources:

1.Outline

2.OPTIONAL

Unit 3 Reading:

Vector

Analysis

Ch. 5,6

Glencoe

Physics 2005

PhET Projectile

Motion

5 23

Class

Pds.

12/10

-1/23

How do forces

affect motion?

If a force can’t be

seen, how do we

know it’s there?

How can one explain and

predict interactions

between objects

and within systems

of objects?

How can one predict an


in motion, or

stability? What underlying

forces explain the variety of

DYNAMICS A. Newton’s Third

Law of Motion.

B. Newton’s First

Law of Motion

C. Types of Forces

D. Mass and Weight

E. Analyzing Forces

Forces and Motion;

Types of

Interactions; Stability

and Instability in

Physical Systems

1. Ask questions (for science) and define





5. Use mathematics and computational

thinking.

6. Construct explanations (for science) and



8. Obtain, evaluate, and communicate

information.

Connections to Nature of Science

Science Models, Laws, Mechanisms, and

Theories Explain Natural Phenomena

Theories and laws provide explanations in

science. (HS-PS2-1),(HS-PS2-4)

Laws are statements or descriptions of the

relationships among observable phenomena.

(HS-PS2-1),(HS-PS2-4)

Force Concept

Inventory

A-E. FCI Pretest

Completion

A-B. Lab Journal

completion -

Bowling for

Physics

A-C1. U4 WS1 –

Force Diagrams with

no components

A-C2. U4 WS2 and

WS 2A– Force

Diagrams with

components

C. Lab Journal

completion

1. Gravitational

Force Lab

2. Frictional Force

Activity

A-E1. U4 WS3 –

Statics

Ch. 5,6

Glencoe

Physics 2005

1. Force

Concept

Inventory (FCI)

2. ILD –

Newton’s 3rd

Law with

Logger Pro

3. Lab 1 –

‘Bowling for

Physics’

(Newton’s 1st

Law with

bowling balls

or hover pucks)

4. Lab 2 –

Gravitational

Force vs. Mass

5. Lab 3 –

Frictional

Forces

1,3,5,7 1,3,5,7 A.12.6

D.12.7

G.12.2 Patterns,

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;

Stability

and

Change


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

interactions

observed? Why are some

physical systems more stable than

others? RST.11-12.1 Cite

specific textual

evidence to

support analysis of

science and

technical texts,

attending to

important

distinctions the

author makes and

to any gaps or

inconsistencies in

the account. (HS-

PS2-1)

HSN.Q.A.2 Define

appropriate

quantities for the

purpose of

descriptive

modeling. (HS-

PS2-1),(HS-PS2-

2),(HS-PS2-

4),(HS-PS2-5)

WHST.11-12.9

Draw evidence

from informational

texts to support


and research. (HS-

PS2-1),(HS-PS2-5)

A. I can describe Newton's 3rd Law and identify

third law pairs.

B. I can describe Newton's 1st Law and use it

explain an object’s motion.

C1. I can draw a properly labeled (and qualtatively

accurate) force diagram showing all the forces

acting on an object whether it is in Static

Equilibrium or moving with a constant velocity.

C2. I can explain the characteristics of the

gravitational force and the frictional force.

D. I can differentiate between mass and weight

including the symbols and units for each.

E. Given a diagram or description of an object in

Static Equilibrium or moving with a constant

velocity, I can use the net force equations (from the

force diagram) to determine various unknowns

(Normal force, weight, tension force, frictional

force, and coefficient of friction).

A-E3. Unit Test

(11 matching, 7

mc, 2 sa, 2

problems)

A-E3. Cooperative

Lab Skills

A-45. Physics

Journal and

Design Journal

Check

6. Static

Equilibrium –

with two forces

Readings and

Resources:

1.Outline

2. Unit 4

Reading:

Forces

3. Unit 4

Reading:

Newton’s 3rd

Law

4. Unit 4

Reading:

Newton’s 1st

Law

5. Unit 4

Reading: Force

Diagrams

6. Unit 4

Reading:

Gravitational

Force vs. Mass


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

6 13

Class

Pds.

1/27-

2/11

How do forces

affect motion?

If a force can’t be

seen, how do we

know it’s there?

In what ways are

forces in physics

similar to “forces”

in human

conduct?

How can one

explain and predict

interactions

between objects and within

systems of objects?

How can one

predict an object’s continued

motion, changes

in motion, or stability?

What underlying forces explain the

variety of

interactions observed?

Why are some physical systems

more stable than

others?

DYNAMICS A. The relationship

between force mass

and acceleration.

B. Forces on Objects

with a Constant

Acceleration

C. Performing

calculations with

Newton’s Second

Law D. Kinematics and

dynamics E. Analyzing

kinematic and

dynamic graphs Forces and Motion;

Types of


and Instability in

Physical Systems HS-PS2-1. Analyze

data to support the

claim that Newton’s

second law of motion

describes the

mathematical

relationship among the

net force on a

macroscopic object, its

mass, and its

acceleration.

A. I can use Newton's 2nd Law to qualitatively describe the

relationship(s) between: 1. ms and a, 2. Fnet and a, 3. ms and Fnet. (to keep the acceleration

constant) B. I can draw a properly labeled (and qualitatively

accurate) force diagram showing all the forces

acting on an object moving with a constant

acceleration.

C. I can solve quantitative problems using a Force

Diagram, and Newton's 2nd Law to determine

1. the acceleration of an object

2. the net force acting on an object

3. the mass of an object

D. I can solve quantitative problems using a Force

Diagram, Newton's 2nd Law, and the kinematic

equations to determine

1. the acceleration of an object

2. the net force acting on an object

3. the mass of an object

4. any of the kinematic quantities such as

instantaneous velocity, displacement,

or time interval.

E.I can use a x vs. t graph to draw the

corresponding v vs t graph, a vs t, and Fnet vs t

graphs.

A-C. U5 WS1B

A-C2. Newton’s

Second Law Quiz –

6sa, 2 problems

D. U5 WS2B, 3B

A-E1. Lab Journal

completion

Newton’s 2nd Law

A-E2. FCI Post Test

Completion

A-E3. Unit Test

(9mc, 4sa, 2

problems, 3 essay)

A-E4. Lab Practical

– Barbie Rides Again

– Two Versions

A-E5. Cooperative

Lab Skills

Activities:

1. Lab 1—

Newton’s

2nd Law

(Paradigm

Lab)

2. N2L

Problem

Solving

Examples:

Car

Skidding to

A Stop

Physics

Phan Cart

with Force

Probe

Modified

Atwood

Machine

with WDSS

Readings and

Resources:

1. Outline

2. Unit 5

Reading 1:

Newton’s

2nd Law

http://www.navystemfortheclassroom.com/lesson-plans - Jets in Flight and

1,3,5,7 1,3,5,7 A.12.6 D.12.7 G.12.2 Patterns,

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;

Stability

and

Change

http://www.navystemfortheclassroom.com/lesson-plans






Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

Future Fleet

7 21

Class

Pds.

2/12 -

3/17

Why are some

physical systems more stable than

others? What is meant by

conservation of

energy? How is energy

transferred and

conserved? How are forces

related to energy? How do food and

fuel provide

energy? If energy is

conserved, why do people say it is

produced or

used?

How are work,

potential energy,

and kinetic

energy related in

the functioning

of a trebuchet? RST.11-12.7

Integrate and

evaluate multiple

sources of

information

presented in

diverse formats

and media (e.g.,

WORK, ENERGY

AND POWER

Trebuchets, Energy

Conservation, Work,

and Simple Machines

A.Energy Storage and

Energy Transfers

B. Hooke’s Law

C. Conservation of the

Many Forms of Energy

D. Work

E. Power

F. Trebuchet Design,

Construction, Testing

and Evaluation

G. Physics in the News

Iste.nets.s4. Critical

Thinking, Problem

Solving, and Decision

Making

Students use critical

thinking skills to plan

and

conduct research,

manage projects,

solve problems, and

make informed

decisions using

appropriate digital

tools and resources.

a. Identify and define

authentic problems

and

A1.I can make the distinction between energy

storage (the assets) and methods of energy transfer.

A2.I can recognize and identify methods of energy

transfer: working (this is the only method we

discussed in this unit), heating, and radiating.

A3. I can use representational tools (pie charts, bar

graph, and energy equations) to analyze a system in

terms of energy storage and transfer.

B1. I can use Hooke's Law (Spring Lab) to analyze

elastic energy systems.

C. I can use the concept of conservation of energy

to:

1. determine the quantity of kinetic energy,

elastic energy, gravitational, or dissipated

energy during an interaction.

2. Solve quantitative problems

D. In regards to working, I can

1. explain working as energy transfer to/from

system via force outside the system.

2. “Force(parallel to motion) x Distance

3. area under Force versus Distance graph

4. Calculate the amount of working done or by a

system

E. I can define power (as rate of energy usage) and

calculate power (in watts, and horsepower).

F1. Apply the law of conservation of energy

to build a trebuchet.

F2. Develop higher level questions, objectives,

needs, musts and wants to analyze the performance

of a group and their machine.

G1. Retrieve information using the World Wide

Web.

G2. Use search strategies to retrieve electronic

information.

G3. Create and edit a document at the keyboard,

A1.U7 WS1A--

Qualitative Energy

Pies (WB)

A2.U7 WS1B --

OPTIONAL

Additional Practice

with Energy Pies

A3.U7 WS2A --

Qualitative Energy

Bars (WB)

A4.U7 WS 2B --

OPTIONAL

Additional Practice

with Quantitative

Energy Bars

B.U7 WS 3-- Elastic

Energy& Forces and

Springs Lab Journal

C1.U7 WS 4 --

Quantitative Energy

Bars and COE

Problems (WB)

C2.U7 WS 4B --

Additional

Quantitative Energy

Bars AND Working

D-E. U7 WS 5 --

Working and Power

A-E1. Lab Journal

completion – all labs

A-E2. Work and

Energy Test - 14

short answer

F.Trebuchet -

Journal, Research

Activities:

1. Lab 1–

Hooke’s

Law

2. Lab 2-

Hooke’s

Law Follow-

Up Eelas =1/2 kx2

3. Suite of

Energy Labs

Developing

Ek, Eg,

Ediss

4. Energy and

Power ILD

5. Biggest

Horse –

Mechanical

Power

6. Racquetball

Leaper –

Conservatio

n of Energy

Readings and

Resources:

1. Syllabus

2. Representing

Energy

(Reading on

Energy Pies

and Bars)

3. Work –

Energy

1,3,5,7 1,3,5,7 A.12.6

D.12.11

G.12.2

RST.11-

12.7

WHST.11

-12.7

WHST.11

-12.8

WHST.11

-12.9

Patterns,

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;

Stability

and

Change;

Energy

and

Matter:

Flows,

Cycles

and

Conservat


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

quantitative data,

video, multimedia)

in order to address

a question or solve

a problem. (HS-

PS2-1)

WHST.11-12.7

Conduct short as

well as more

sustained research

projects to answer

a question

(including a self-

generated

question) or solve

a problem; narrow

or broaden the

inquiry when

appropriate;

synthesize multiple

sources on the

subject,

demonstrating

understanding of

the subject under

investigation. (HS-

PS2-3),(HS-PS2-5)

WHST.11-12.8

Gather relevant

information from

multiple

authoritative print


using advanced

searches

effectively; assess

the strengths and

limitations of each

significant questions

for investigation

b. Plan and manage

activities to develop

a solution

or complete a project

c. Collect and

analyze data to

identify solutions

and/or make

informed decisions

d. Use multiple

processes and diverse

perspectives

to explore alternative

solutions Forces and Motion;

Types of Interactions;

Stability and Instability

in Physical Systems;

Defining and

Delimiting Engineering

Problems; Developing

Possible Solutions;

Optimizing the Design

Solutions

HS-PS3-1 Create a

computational model to

calculate the change in

the energy of one

component in a system

when the change in

energy of the other

component(s) and

energy flows in and out

of the system are

using word processing skills.

G4. Integrate web browsing software with a word

processing document.

G5. Integrate graphics into a word processed

document.

G6. Summarize an article on physics and write

questions to help him/her remember key ideas of

the article.

G7. Evaluate articles and reports in the popular

press, in scientific journals, and on the Internet

using Scriptural principles.


models (e.g., computational, mathematical) in order

to make valid and reliable scientific claims or

determine an optimal design solution. (HS-PS2-1)

Apply scientific ideas to solve a design problem,

taking into account possible unanticipated effects.

(HS-PS2-3)

Communicate scientific and technical information

(e.g. about the process of development and the

design and performance of a proposed process or

system) in multiple formats (including orally,

graphically, textually, and mathematically). (HS-

PS2-6)

Sheet, Design

Process, Data Sheet,

Performance, and

Report

Energy Concept

Inventory

Reading

Ch. 10-11

Glencoe

Physics, 2005

PhET

Physics

Education

Technology

Trebuchet

Project

ion

Investigati

ng or

designing

new

systems

or

structures

requires a

detailed

examinati

on of the

properties

of

different

materials,

the

structures

of

different

componen

ts, and

connectio

ns of

componen

ts to

reveal its

function

and/or

solve a

problem.

(HS-PS2-

6)


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

source in terms of

the specific task,

purpose, and

audience; integrate

information into


to maintain the

flow of ideas,

avoiding

plagiarism and

overreliance on

any one source and

following a

standard format for

citation. (HS-PS2-

5)

WHST.11-12.9

Draw evidence

from informational

texts to support


and research. (HS-

PS2-1),(HS-PS2-5)

known

HS-PS3-2. Develop

and use models to

illustrate that energy at

the macroscopic scale

can be accounted for as

a combination of

energy associated with

the motions of particles

(objects) and energy

associated with the

relative positions of

particles (objects). HS-

PS3-3. Design, build,

and refine a device that

works within given

constraints to convert

one form of energy into

another form of

energy.*

8 13

Class

Pds.

3/18-

4/13



between objects

and within systems

of objects? How can one

predict an


in motion, or

MOMENTUM

A. Momentum and

Impulse

B. Conservation of

Momentum

C. Collisions

Forces and Motion;



in Physical Systems

HS-PS2-2. Use

mathematical

representations to

support the claim that

A1. Define momentum as

momentum = (mass)(velocity)

A2. Define impulse as a force applied over a

distance.

A3. Determine the impulse acting on an object

via a F vs t graph

given the change in momentum.

A4.Determine the force acting on an object, given

its change in momentum.

B1. Show that the system momentum before a

collision is equal to the system momentum after the

collision. system momentum = constant

B2. Show that the total system momentum after an

explosion remains zero.

A1. Worksheet 1:

Qualitative Impulse

and Momentum

A3. Worksheet 2:

Impulsive Forces and

Momentum

A4. Quiz 1: Impulse-

Momentum theorem

B1.Conservation of

Momentum Problem-

Solving examples

B2. Worksheet 3:

Conservation of

Momentum I

Glencoe

Physics 2005

Ch. 9

Impulse-

Momentum

Review

Sheet

1,3,4,6,7 1,3,4,6,7 A.12.7

Patterns,

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

stability?

What underlying forces explain the

variety of interactions

observed?


more stable than

others?

How does the

momentum of an

object change

after an impulse

or collision?

the total momentum of

a system of objects is

conserved when there

is no net force on the

system.

HS-PS2-3. Apply

scientific and

engineering ideas to

design, evaluate, and

refine a device that

minimizes the force on

a macroscopic object

during a collision.*

C1. Distinguish between elastic and inelastic

collisions (∆Ek1 ≠ ∆Ek2)

C2. Use conservation principles to solve

momentum problems involving elastic and inelastic

collisions for initial velocity, final velocity or mass,

given the other values.


(for engineering).










models (e.g., computational, mathematical) in

order to make valid and reliable scientific

claims or determine an optimal design

solution. (HS-PS2-1)

Apply scientific ideas to solve a design

problem, taking into account possible

unanticipated effects. (HS-PS2-3)

B3. Worksheet 4:

Conservation of

Momentum II

B4. Quiz 2:

Conservation of

Momentum

B5. Worksheet 5:

Rocket Science

A-C1. Impulsive

Force Model Quiz

(12 mc, 1 word

problem, 2 short

answer)

A-C2.Momentum in

Collisions Lab

A-C3. Egg Drop

Challenge

performance and

paragraph describing

why the egg did or

did not break.

Stability

and

Change

9 5

Class

Pds.

4/14-

4/20


predict

interactions

between objects

and within systems

of objects?


more stable than others?

THERMO-

DYNAMICS

A. Thermodynamics

B. Energy Sources D. Organic Substances Iste.nets.s5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

A1. Differentiate between temperature, heat,

and thermal energy.

A2. Compare and contrast conduction,

convection, and radiation.

A3. Calculate heat transfer.

A4. State the first and second laws of

thermodynamics.

A5. Explain the kinetic theory of heat and

thermodynamics.

A6. Describe how internal combustion

engines work.

B1. Describe the advantages and disadvantages

A1. Thermal

Energy Word

Problems

A3. Thermal

Energy Test - 16

matching, 3 T and

F, 3 mc, 1 short

answer, 5 word

problems

A4. Thermal

Energy/Heat of

Fusion Lab

Glencoe

Physics 2005

Ch. 12

https://sites.go

ogle.com/site/

oharascience/

engineering-

green-tech

1,2,3,4,5,

6,7

1,2,3,4,5,6,

7

A.12.6

A.12.7

C.12.3

C.12.4

C.12.5

D.12.9

D.12.11

D.12.12

E.12.1

E.12.4

F.12.8

H.12.1


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

How is thermal

energy

transferred?

What can be

done to solve the

energy crisis? RST.11-12.1 Cite

specific textual

evidence to

support analysis of

science and

technical texts,

attending to

important

distinctions the

author makes and

to any gaps or

inconsistencies in

the account. (HS-

PS2-1),(HS-PS2-6)

RST.11-12.7

Integrate and

evaluate multiple

sources of

information

presented in

diverse formats

and media (e.g.,

quantitative data,

video, multimedia)

in order to address

a question or solve

a problem. (HS-

PS2-1)

WHST.11-12.7

Conduct short as

well as more

a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

Structure and

Properties of Matter;

Chemical Reactions;

Nuclear Processes;

Forces and Motion;

Types of


and Instability in

Earth’s Systems

of various energy sources.

B2. Critique a web site for clarity and

credibility.

B3. Develop an energy policy

B4. Identify costs, risks, and benefits of

energy use changes

1. Ask questions (for science) and define





5. Use mathematics and computational

thinking.

6. Construct explanations (for science) and




information.

B1. Energy Source

and Web Site

Criterion

Presentation

B2. Energy Policy

B3. Response to

Energy Scenario

A-B1.

Thermodynamics

Quiz

A-B2.

Thermodynamics

Problem Work

CheckA-B3.

Thermal Energy

Project-This Cold

House, Home

Heating System or

Energy Source

Research

H.12.2

H.12.3

H.12.4

H.12.5

H.12.6

H.12.7

RST.11-

12.1

RST.11-

12.7

WHST.11

-12.7

WHST.11

-12.8

WHST.11

-12.9

Systems

and

System

Models;

Stability

and

Change;

Energy

and

Matter:

Flows,

MP.2

MP.4

HSN.Q.A.

1

HSN.Q.A.

2

HSN.Q.A.


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

sustained research

projects to answer

a question

(including a self-

generated

question) or solve

a problem; narrow

or broaden the

inquiry when

appropriate;

synthesize multiple

sources on the

subject,

demonstrating

understanding of

the subject under

investigation. (HS-

PS2-3),(HS-PS2-5)

WHST.11-12.8

Gather relevant

information from

multiple

authoritative print


using advanced

searches

effectively; assess

the strengths and

limitations of each

source in terms of

the specific task,

purpose, and

audience; integrate

information into


to maintain the

flow of ideas,

avoiding

Physical Systems;

Conservation of

Energy and Energy

Transfer;

Relationship

Between Energy and

Forces; Energy in

Chemical Processes

and Everyday Life HS-PS3-4. Plan and

conduct an

investigation to provide

evidence that the

transfer of thermal

energy when two

components of different

temperature are

combined within a

closed system results in

a more uniform energy

distribution among the

components in the

system (second law of

thermodynamics).

HS-ETS1-1. Analyze a

3


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

plagiarism and

overreliance on

any one source and

following a

standard format for

citation. (HS-PS2-

5)

WHST.11-12.9

Draw evidence

from informational

texts to support


and research. (HS-

PS2-1),(HS-PS2-5)

MP.2 Reason

abstractly and

quantitatively.

(HS-PS3-1),(HS-

PS3-2),(HS-PS3-

3),(HS-PS3-

4),(HS-PS3-5)

MP.4 Model

with mathematics.

(HS-PS3-1),(HS-

PS3-2),(HS-PS3-

3),(HS-PS3-

4),(HS-PS3-5)

HSN.Q.A.1 Use

units as a way to

understand

problems and to

guide the solution

of multi-step

problems; choose

and interpret units

consistently in

formulas; choose

and interpret the

major global challenge

to specify qualitative

and quantitative criteria

and constraints for

solutions that account

for societal needs and

wants.

HS-ETS1-2. Design a

solution to a complex

real-world problem by

breaking it down into

smaller, more

manageable problems

that can be solved

through engineering.

HS-ETS1-3. Evaluate a

solution to a complex

real-world problem

based on prioritized

criteria and trade-offs

that account for a range

of constraints,

including cost, safety,

reliability, and

aesthetics as well as

possible social,

cultural, and

environmental impacts.

HS-ETS1-4. Use a

computer simulation to

model the impact of

proposed solutions to a

complex real-world

problem with numerous

criteria and constraints

on interactions within

and between systems

relevant to the problem.


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

scale and the origin

in graphs and data

displays. (HS-PS3-

1),(HS-PS3-3)

HSN.Q.A.2 Define

appropriate

quantities for the

purpose of

descriptive

modeling. (HS-

PS3-1),(HS-PS3-3)

HSN.Q.A.3

Choose a level of

accuracy

appropriate to

limitations on

measurement when

reporting

quantities. (HS-

PS3-1),(HS-PS3-3)

10 14

Class

Pds.

1/29-

2/19

SKIP

PED

What are the characteristic

properties and

behaviors of waves?

How are waves used to transfer

energy and

information? How can one

explain and predict

interactions


systems

of objects?

WAVES AND

SOUND

A. Periodic Motion

B. Wave Properties

C. Wave Behavior

D. Properties and

Detection of

Sound

E. The Physics of

Music Iste.nets.s6 Technology

Operations and Concepts

Students demonstrate a

sound understanding

of technology concepts,

systems, and operations.

a. Understand and use

technology systems

A1. Explore the nature of Simple Harmonic Motion

through the development of an oscillating

particle (OP) model.

A2. Determine the spring constants of a set of five

different springs.

A3. Determine the effect of changing the amplitude

of vibration in an oscillating system on the period

of vibration for that system.

A4. Determine the effect of changing the mass of

an oscillating system on the period of vibration for

that system.

A5. Determine the effect of changing the spring

constant of an oscillating system on the period of

vibration for that system

A6.Explore the kinematic, dynamic and energy

properties of an oscillating system.

A7. Compare the graphs of position vs. time,

velocity vs. time and acceleration vs. time for an

A1. Lab 1 - Masses

oscillating on

springs.

A2. Worksheet 1 and

1B- Prediction of

kinematic and

dynamic

relationships in an

oscillating system.

A3. Activity 1 -

Analysis of

kinematic and

dynamic properties

of an oscillating

system.

6. Worksheet 2 -

Energy pie charts

A4. Worksheet 3 -

Glencoe

Physics 2005,

Ch. 14,15

Tsunamis,

Concert Hall

Acoustics,

Earthquake

Proof

Structures,

Waves in the

News Projects

1,4,7

1,4,7 A.12.6

A.12.7

C.12.1

D.12.11

G.12.2

Patterns,

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

How are

instruments that transmit and

detect waves used to extend human

senses?

How do the

physical

properties of

sound waves

relate to our

perception of

sound? RST.9-10.8 Assess

the extent to which

the reasoning and

evidence in a text

support the

author’s claim or a

recommendation

for solving a

scientific or

technical problem.

(HS-PS4-2),(HS-

PS4-3),(HS-PS4-4)

RST.11-12.1 Cite

specific textual

evidence to

support analysis of

science and

technical texts,

attending to

important

distinctions the

author makes and

to any gaps or

inconsistencies in

b. Select and use

applications effectively

and productively

c. Troubleshoot systems

and applications

d. Transfer current

knowledge to learning

of new technologies

Types of


and Instability in

Physical Systems;

Conservation of

Energy and Energy

Transfer;

Relationship

Between Energy and

Forces; Energy in

Chemical Processes

and Everyday Life;

Wave Properties;

Electromagnetic

Radiation;

Information

Technologies and

Instrumentation HS-PS4-1. Use

mathematical

representations to

support a claim

regarding relationships

among the frequency,

wavelength, and speed

of waves traveling in

various media.

HS-PS4-2. Evaluate

questions about the

oscillating system and analyze the phase

relationships among the various graphs.

A8. Add a dynamic analysis of the oscillating

system by comparing the force vs. time graph to the

previously analyzed kinematic graphs.

A9. Examine graphs of kinetic energy vs. time,

elastic energy vs. time, and total energy vs. time for

the oscillating system. Compare energy vs. time

graphs to kinematic and dynamic graphs.

A10. Describe the transverse displacement of an

oscillating system and show that the models for

oscillating particles apply equally well to transverse

oscillations as to longitudinal oscillations.

A11. Perform a force vs. position experiment for a

spring displaced perpendicular (transverse) to the

length of the spring.

B1. Predict wave motion.

B2. Describe how waves transfer energy without

transferring matter.

B3. Relate wave speed, wavelength, and frequency.

C1. Describe how waves are reflected and refracted

at boundaries between media.

C2. Contrast transverse and longitudinal waves.

D1. Analyze sound.

D2. Describe the sources and effects of

interference.

D3. Relate the physical properties of sound waves

to our perception of sound.

D4. Identify some applications of the Doppler

effect.

E1. Explain why there are variations in sound

among instruments and among voices.


(for engineering).





Energy changes in a

vertically oscillating

system

A5. Activity 2 and 2b

- Revisiting the data

from Activity one

and adding energy

vs. time graphs to the

file.

B1. Activity 3 – A

mini-lab to determine

the relationship

between the period

and the frequency of

an oscillating tuning

fork.

B2. Worksheet 4 -

Comparison of phase

relationships between

kinematic, dynamic,

and energy

properties.

A-B1. Periodic

Motin and Waver

Properties Quiz

A-B2. Slinky and

Simulation Waves

Activity

C. Diffraction and

Interference Lab

A-C1. Waves Word

Problem Check

A-C2. Waves Test

(8 mc, 8 word

problems)

D1. Speed of Sound

Lab Report, Lab

Sheets, and

Stability

and

Change;

Energy

and

Matter:

Flows,

Cycles

and

Conservat

ion;

Structure

and

Function

RST.9-

10.8

RST.11-

12.1

RST.11-

12.7

RST.11-

12.8

WHST.9-

12.2

WHST.11

-12.8

MP.2

MP.4

HSA-

SSE.A.1

HSA-

SSE.B.3

HSA.CE

D.A.4


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

the account. (HS-

PS4-2),(HS-PS4-

3),(HS-PS4-4)

RST.11-12.7

Integrate and

evaluate multiple

sources of

information

presented in

diverse formats

and media (e.g.,

quantitative data,

video, multimedia)

in order to address

a question or solve

a problem. (HS-

PS4-1),(HS-PS4-4)

RST.11-12.8

Evaluate the

hypotheses, data,

analysis, and

conclusions in a

science or

technical text,

verifying the data

when possible and

corroborating or

challenging

conclusions with

other sources of

information. (HS-

PS4-2),(HS-PS4-

3),(HS-PS4-4)

WHST.9-12.2

Write

informative/explan

atory texts,

including the

advantages of using a

digital transmission and

storage of information.

[HS-PS4-3. Evaluate

the claims, evidence,

and reasoning behind

behind the idea that

electromagnetic

radiation can be

described either by a

wave model or a

particle model, and that

for some situations one

model is more useful

than the other.

HS-PS4-4. Evaluate the

validity and reliability

of claims in published

materials of the effects

that different

frequencies of

electromagnetic

radiation have when

absorbed by matter.

HS-PS4-5.

Communicate technical

information about

about how some

technological devices

use the principles of

wave behavior and

wave interactions with

matter to transmit and

capture information and

energy.





Cooperative Skills

D2. Doppler Effect

Word Problems

E. Mathematics of

Music or Vowels,

Tones, and

Telephones Lab

Sheet

D-E1. Sound

Problem Work

Check

D-E2. Sound Quiz

(14 matching, 9 word

problems, 9 short

answer)

A-E. Waves

Learning Contract

Waves Survey


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

narration of

historical events,

scientific

procedures/

experiments, or

technical

processes. (HS-

PS4-5)

WHST.11-12.8

Gather relevant

information from

multiple

authoritative print


using advanced

searches

effectively; assess

the strengths and

limitations of each

source in terms of

the specific task,

purpose, and

audience; integrate

information into


to maintain the

flow of ideas,

avoiding

plagiarism and

overreliance on

any one source and

following a

standard format for

citation. (HS-PS4-

4)

Mathematics -

MP.2 Reason

abstractly and


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

quantitatively.

(HS-PS4-1),(HS-

PS4-3)

MP.4 Model

with mathematics.

(HS-PS4-1)

HSA-SSE.A.1

Interpret

expressions that

represent a

quantity in terms

of its context. (HS-

PS4-1),(HS-PS4-3)

HSA-SSE.B.3

Choose and

produce an

equivalent form of

an expression to

reveal and explain

properties of the

quantity

represented by the

expression. (HS-

PS4-1),(HS-PS4-3)

HSA.CED.A.4

Rearrange

formulas to

highlight a

quantity of interest,

using the same

reasoning as in

solving equations.

(HS-PS4-1),(HS-

PS4-3)

11 22

Class

Pds.

What are the

characteristic properties and

behaviors of

Light

A. The Particle Model

of Light

B. The Role of the Eye

Asking Questions and Defining Problems; Using

Mathematics and Computational Thinking;

Engaging in Argument from Evidence; Obtaining,

Evaluating and Communicating Information

A1. Worksheet 1a:

Light Sources

A2. Reading 2:

Speed of light

Glencoe

Physics

2005,

Ch. 16-18

1,2,4,5,7 1,2,4,5,7 A.12.6

A.12.7.

C.12.1

D.12.11


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

SKIP

PED

waves?

How are waves used to transfer

energy and information?

What is light?

How can one explain the varied

effects that

involve light? What other forms

of electromagnetic

radiation are

there? How are

instruments that transmit and

detect waves used

to extend human senses?

in Seeing

C. Wave Phenomena

B. The Wave Nature of

Light

C. Reflection from

Plane Mirrors

D. Curved Mirrors

E. Refraction of Light

F. Convex and Concave

Lenses

G. Applications of

Lenses

H. Color

Iste.nets.s3

3. Research and

Information Fluency

Students apply digital

tools to gather,

evaluate,

and use information.

a. Plan strategies to

guide inquiry

b. Locate, organize,

analyze, evaluate,

synthesize,

and ethically use

information from a

variety of sources and

media

c. Evaluate and select

information sources

and digital tools based

on the appropriateness

to specific tasks

d. Process data and

report results

Energy in Chemical

Processes and

A. Explain the features of the particle model.

1. Light particles travel in straight lines

until they strike a surface.

2. Light particles must be invisibly small

because they don’t scatter when beams of

light intersect.

3. Light particles must travel at very high

speed; light doesn’t bend appreciably as

would a stream of water exiting a fire

hose.

4. Solve problems involving the speed of

light.

5. Light particles are created by luminous

objects and reflected or absorbed by non-

luminous objects.

6. From any single point of an object,

countless streams of particles radiate in all

directions.

7. There are several particle-boundary

interactions

a. Particles bounce elastically

Specular reflection occurs when

light particles bounce off a smooth

surface whereas diffuse reflection

occurs when light particles bounce

off a rough surface

b. Particles can be absorbed

c. Particles can pass through the

surface and enter the new medium.

When they do so, they change

speed, and thus direction.

8. The intensity of light is related to the

number of particles that strike a given

area. For point sources, light intensity

varies as the inverse square of distance.

9. Explain the effects of distance on

illumination

10. Describe models of light, heat, and

A3. Lab: Light

intensity

A4. Worksheet 3:

Light Intensity and

the Speed of Light

B1. Reading 1:

Nature of Light and

Seeing

B2. Observing

shadows lab

B3. Worksheet 1b:

Shadows

B4. Pinhole camera

lab and Worksheet 2:

Pinholes

A-B1. Quiz 1:

Shadows and

Pinholes

A-B2. Essay 1:

Developing a Model

for Light Particles

C1. Lab: Reflection

in a plane mirror

C2. Worksheet 4a:

Reflection problems

C3. Quiz 2:

Reflection

D1. Optional Lab:

Curved mirrors

(qualitative with

quantitative option)

D2. Optional

Worksheet 4b:

Curved mirror

diagrams (qualitative)

D3. Optional

Worksheet 4c:

Curved mirror

Refraction

Project

PhET

Simulations

Physics with

Computers

1. Teacher

Notes with

laboratory

activities.

2. Objectives

3. Worksheet

1b

4. Reading 1

5. Worksheet

4a

6. Worksheet

5b

See the

Appendix for a

treatment of

color.

G.12.2

Cause and

Effect,

Systems

and

System

Models;

Stability

and

Change


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

Everyday Life;

Wave Properties;

Electromagnetic

Radiation;

Information

Technologies and

Instrumentation

sound through investigations describe

similarities and differences in the way

these energy forms behave

B. Describe the role of the eye in “seeing”

1. In order for an object to be “seen,” light

particles leaving the object must enter

the eye.

2. Diverging rays from a point on the

object enter the eye (or camera). The

point from which the light rays appear

to diverge is the image location.

C. Apply the particle model to explain phenomena.

1. Shadows and Pinholes

2. Reflection and Absorption

a. Explain the law of reflection.

3. Image formation

a. Locate the images formed by plane

mirrors.

b. Explain how concave and convex

mirrors form images.

c. Describe how real and virtual

images are formed by single convex

and concave lenses.

4. Solve problems involving refraction.

5. Explain some optical effects caused

by refraction.

6. Describe how the eye focuses light to

form an image.

7. Explain nearsightedness and

farsightedness and how eyeglass

lenses correct these defects.

8. Describe the optical systems in some

common optical instruments.

H1. Predict the effect of mixing colors of lights and

pigments.

H2. Identify the primary and secondary colors.


(for engineering).

problems

(quantitative)

E1. Lab: Refraction

E2. Worksheet 5a:

Refraction

De. Essay 2:

Adapting the Particle

Model of Light

E4. Quiz 3:

Refraction

F1. Optional Lab:

Lenses

F2. Optional

Worksheet 5b: Lens

diagrams

(qualitative)

F3. Optional

Worksheet 5c: Lens

problems

(quantitative)

H. Color Vision

Activity

A-H1. Nature of

Light Test (8 mc, 5

problems, 8 short

answer)

A-H2. Waves

Learning Contract

http://www.theverge.

com/2014/8/4/59682

43/mit-turns-

recorded-vibrations-

back-into-speech-

and-music


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards









12 8

Class

Pds.

4/21-

5/1

What factors affect

the electric force

between two

charges?

How can one

explain and predict

interactions


systems of objects?

What underlying

forces explain the variety of

interactions observed?

How is energy

transferred and

conserved?

ELECTRO-

MAGNETISM -

Charge Behavior and

Interactions

A. Particles in

Electronic Interactions

B. Conductors and

Insulators

C. Charging

D. Coulomb’s Law

E. Electric Fields

HS-PS2-4. Use

mathematical

representations of

Newton’s Law of

Gravitation and

Coulomb’s Law to

describe and predict the

gravitational and

electrostatic forces

between objects.

HS-PS2-6.

Communicate scientific

and technical

information about why

the molecular-level

structure is important in

the functioning of

designed materials.*

HS-PS3-5.Develop and

A1.Distinguish between the two kinds of particles

that are responsible for electric interactions.

1. When two objects are electrically attracted to

each other, this does NOT confirm that both

objects have a NET charge on them.

2. When two objects repel each other, this

DOES confirm that both objects have a net

charge on them, of the same type.

A2. Demonstrate that charged objects exert forces,

both attractive and repulsive.

A3. Explain that charges are not created or

destroyed, but only separated or combined.

B. Distinguish between conductors and insulators.

C. Explain charging by conduction, induction

and polarization in terms of the movement

of electrons.

D1. Use Coulomb’s Law to represent the

relationship between electric force, charge and

distance of separation. Given information

about the quantity of charge on two bodies

and the separation distance, determine the

electrostatic force acting on the bodies.

D2. Recognize the similarities and differences

between Coulomb’s Law and the Law of

Universal Gravitation.

E1. Recognize that an electric charge produces an e

electric field.

E2. Represent the electric field

produced by point charges and charged plates.

E3. Calculate the force exerted by a uniform

A1. Sticky tape

activity

A2. Worksheet 1 –

Sticky tape

observations

A3. Deployment

Activity: Beyond

Sticky Tape or

Electrophorus

B1. Activity:

conductors and

insulators

B2. Worksheet 2 –

the composition of

matter – Charge,

Conductors and

Insulators

C-D1. Lab -

Coulomb's Law: The

Repulsive Balloon

C-D2. Alternative IP

Activity for

Coulomb's Law: The

Repelling Spheres

Lab

A-D. Electric

Behavior Quiz 1 – 6

SA, 1 Word Problem

D.Worksheet 3 –

Coulomb’s law

Glencoe

Physics 2005,

Ch. 20-23

PhET

Simulations

Physics with

Computers

Modeling

Videos for

Coulomb’s

Experiment –

AMTA

Optional

Interactive

Physics demo

to show path of

charged particle

in a field

created by a

dipole

Supplemental

Quantitative

problems

1,4,7 1,4,7 A.12.6

A.12.7

C.12.1

C.12.2

C.12.3

C.12.4

C.12.5

D.12.11

G.12.2


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

use a model of two

objects interacting

through electric or

magnetic fields to

illustrate the forces

between objects and the

changes in energy of

the objects due to the

interaction.

electric field on a charged particle.

E4. Draw parallels between the electric and

gravitational fields.

E5. Use the superposition principle to calculate the

strength of the electric field produced by

charge(s) at a given location.

E1. Class Activity –

Introducing the

Electric Field-part 1

E2. Worksheet 4 –

Electric Field due to

a dipole

E3. Quiz 2

E4. Optional

Worksheet 4A - to

accompany EM field

software

A-E.Electric Charges

and Fields Test – 2

MC, 10 SA, 2 Word

Problems

13 10

Class

Pds.

4/19-

5/6

Skipp

ed

What factors affect

the electric force

between two

charges?

What is electricity?

How can one

explain and predict

interactions

between objects

and within systems

of objects?

What underlying

forces explain the

variety of

interactions

observed?

How is energy

transferred and

conserved?

ELECTROMAGNETI

SM – Electric Potential

A. Electrical and

Gravitational

Comparison

B. Representing

Electric Potential

C. Voltage

D. Capacitors

E. Electric Potential,

Fields, Charge and

Energy

A. Draw parallels between gravitational and

electrical: force, field, energy & potential.

1. Write formulas for each expression.

2. Solve for units for each quantity.

A2. Summarize the relationships between electric

forces, charges, and distance.

A5. Explain how to charge object by conduction

and induction.

B.Map equipotential lines and explain their

significance in terms of the field. Use the volt as

the unit of electric potential; use two different

equations for potential.

D1. Explain how a capacitor works.

D2. Relate capacitance to plate area and separation.

D3. Relate energy storage by a capacitor to charge

and potential

D4. Use relationships among potential, field, charge

and energy to solve for missing quantities.

A.Activity – defining

potential

B1.Worksheet 1-

uniform fields

B2.Lab/demo/discuss

ion- topographic

maps

B3. Lab–mapping e

electrical

potential

B4. Worksheet 2 –

potential in non-

uniform fields

A-B1. Quiz

A-B2. (Optional)

Exploring

Electric Potential

Activity using

EM Field

C. Worksheet 3:

energy in non-

uniform electric

fields

Electrostatic

Field and

Discharge

Simulation

Activities

1,4,7 1,4,7 A.12.6

A.12.7

C.12.1

C.12.2

C.12.3

C.12.4

C.12.5

D.12.11

G.12.2


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

D1. Worksheet 4:

applications of

electric potential

(uniform fields)

D2. Lab/demo- a

bridge to circuits

D-E. Lab: Energy

stored in a

capacitor

A-E. Test

14 5/4-

5/18

11

Class

Pds.

How are

electrical current,

voltage and

resistance related

to each other?

What is the

function of the

components of

an electrical

circuit? What is electricity?

ELECTRO-

MAGNETISM-

Current Electricity

A,Charge Flow

B.Resistance

C. Ohm’s Law

D. Series and Parallel

Circuits

Types of


and Instability in

Physical Systems;

Conservation of

Energy and Energy

Transfer;

Relationship

Between Energy and

Forces; Energy in

Chemical Processes

and Everyday Life;

Wave Properties;

Electromagnetic

Radiation; HS-PS2-5. Plan and

conduct an

investigation to provide

A1. Use the electric field model developed in

earlier units to describe charge flow in a

conductor.

A2. Define current as "charge flow rate" or quantity

of charge per unit time passing a cross-

sectional area in the conductor. Distinguish

between "flow rate" and "drift velocity."

A3. By use of examples and activities, define and

apply equation I = ∆q/∆t

A4. Use the ammeter as a device to measure flow

rate.

B1.Develop a quantitative model for resistance in

ohmic materials, and qualitatively describe

reasons for deviations from this behavior

B2.Develop a qualitative microscopic model for

resistance, with flow of charge carriers hindered

by other material components

C.Use ammeter and voltmeter measurements to

develop Ohm's Law.

C. For simple series and parallel circuit

arrangements, discover and explain the

relationships among:

1. applied voltage and voltage drops across

resistors.

2. total current and currents in each branch of

a circuit.

3. total equivalent resistance and resistance

of the resistors in series and parallel.

A1. Lab 1- What's

happening in the

wires?

A2. Worksheet 1:

Fields and

potential

difference in

circuits

A3. Lab 2: Charge

distribution and

potential

difference

A4. Reading: Surface

charge

distribution

B.Worksheet 2

A-B. Quiz 1

C.Lab 3: Ohm’s law

D1. Lab 4: Series &

Parallel Circuits

D2.Worksheet 3:

C-D1. Quiz 2

C-D2. Worksheet 4

A-D. Test

Electrical Current

Test (4 T and F, 12

mc, 2 short answer, 6

Glencoe

Physics 2005,

Ch. 20-23

PhET

Simulations

1,4,7 1,4,7 A.12.6

A.12.7

C.12.1

C.12.2

C.12.3

C.12.4

C.12.5

D.12.11

G.12.2

Patterns,

Cause and

Effect,

Scale

Proportio

n and

Quantity;

Systems

and

System

Models;

Stability

and

Change;

Energy

and


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

evidence that an

electric current can

produce a magnetic

field and that a

changing magnetic

field can produce an

electric current.

[Assessment Boundary:

Assessment is limited

to designing and

conducting

investigations with

provided materials and

tools.]

4. power dissipated by a resistor and the

voltage drop and current.

5. Predict the effect of an addition (or

removal) of an element in an existing

circuit.

6. Design open, closed, series, and parallel

electric circuits.

7. Explore ways to deliver electric energy to

consumers near and far.

8. Explain how fuses, circuit breakers, and

ground-fault interrupters protect household

wiring.


(for engineering).









information.

word problems)

Final Project

Matter:

Flows,

Cycles

and

Conservat

ion;

Structure

and

Function

15

SKIPP

ED

6

Class

Pds.

How can one

explain and predict

interactions

between objects

and within systems

of objects?

How can one

predict an object’s

continued motion,

changes in motion,

or stability?

What underlying

forces explain the

variety of

interactions

PLANETARY

MOTION

A. Planetary Motion

and Gravitation

B. Using the Law of

Universal Gravitation

C. Physics in the News

D. Answering doubts to

the creation account.

Nuclear Processes;



in Physical Systems;

Conservation of Energy

and Energy Transfer;

A1. State Kepler’s three laws of planetary motion

and use them to describe in qualitative terms the

motion of a body in an elliptical orbit.

B1. Utilize Newton’s Law of Universal Gravitation

to determine the force that one mass exerts on

another.

B2. Describe qualitatively how the velocity, period

of revolution, and centripetal acceleration depend

upon the radius of the orbit of a planet.

C1. Retrieve information using the world wide web.

C2. Summarize an article on physics.

C3. Show how a major scientific or

technological change has had an impact

on work, leisure, or the home and is a

blessing from God.

A1. Laws of

Planetary Motion

Presentations

A2. Dark Matter Lab

Sheet

B. PhET My Solar

System Simulation

Activity

A-B1. Gravitation

Test - 2 mc, 3 short

answer, 5 word

problems

A-B2. Gravitation

Problem Work

Check

Glencoe

Physics 2005

Ch. 7

Physics

Education

Technology

Simulations

Dark Matter

Lab and DVD

1,2,3,4,5,6,

7

1,2,3,4,5,6,7 A.12.3

A.12.6

C.12.7

D.12.7

D.12.8

G.12.2

G.12.3

Patterns,

Cause and

Effect,

Scale

Proportion

and

Quantity;

Systems


Revised: 8/18/2014 of 1

Unit

Range

of

Days

Essential


School

Outcomes

Departmen

t

Outcomes

State

Standards

observed in

planetary motion?

Relationship Between

Energy and Forces;

Energy in Chemical

Processes and

Everyday Life;

Wave Properties;

Electromagnetic

Radiation; Information

Technologies and

Instrumentation

D1. Describe three or more characteristics of the

Earth and Sun that make life possible.

D2. Explain why the big bang theory is bad science.

D3. Testify that God created the universe in six 24

hour days.


(for engineering).









C. Physics in the

News - Article

choice, works cited,

summary, response

and System

Models;

Stability

and

Change;

Energy and

Matter:

Flows,

Cycles and

Conservati

on;

Structure

and

Function

14 What forces hold

nuclei together

and mediate nuclear

processes? How can one

explain and


between objects

and within

systems

of objects?

QUANTUM

PHYSICS


Revised: 8/18/2014 of 1

1/23/14 technology standards;practices for k-12 … · 1/23/14 technology standards;practices for...

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