Topics: Scientific
Notation
Metric System
Graphs
and Charts
Equation
Manipulation
Laboratory
Safety
Performance Standards:
After completing this unit the student will
be able to:
1.
Demonstrate the ability to use scientific notation.
2.
Perform arithmetic operations.
3.
State the fundamental metric system units of time, length, mass and volume.
4.
Prepare tables, charts, and graphs and read and interpret data.
5.
Demonstrate knowledge of safety rules by following them in the
laboratory.
Activities:
1.
Paper Tower
2.
Reaction Time
Topics: Scalars and
Vectors
Kinematics (Motion)
Newton’s
Laws of Motion
Energy,
Work and Power
Impulse
and Momentum
Universal
Gravitation
Performance
Standards:
After
completing this unit the student will be able to:
1.
Differentiate between vector and scalar quantities.
2.
Add vectors graphically and analytically.
3.
Resolve a vector into its horizontal (x) and vertical (y) components.
4.
Differentiate between displacement, distance, velocity, and speed.
5.
Calculate the velocity of a moving object.
6.
Plot and interpret a velocity-time graph.
7.
Differentiate between instantaneous and average velocity.
8.
Determine the velocity and displacement for objects under constant
acceleration.
9.
Learn to use an organized strategy for solving motion problems.
10.
State Newton’s three Law’s of Motion and display an understanding of
their applications.
11.
Use Newton’s Laws of Motion in solving problems.
12.
Calculate the work done by a force.
13.
Differentiate between work and power.
14.
Define kinetic and potential energy.
15.
Apply work-energy theorem.
16.
State the law of conservation of energy.
17.
Apply the law of conservation of energy to mechanical systems.
18.
Demonstrate knowledge of the way simple machines are useful.
19.
Define momentum and impulse.
20.
Use the momentum-impulse theorem to calculate the changes in momentum.
21.
Demonstrate the difference between elastic and inelastic collisions.
22.
Recognize how Kepler’s Laws resulted in Newton’s Laws of Gravitation.
23.
State that gravitational force is proportional to both masses and the
inverse square of the distance between the centers of spherical bodies.
Activities:
1.
Finding the resultant vector.
2.
The elevator ride.
3.
Getting straight.
4.
Your power
5.
Playground/Amusement Park Physics
Demonstrations:
1.
Momentum conservation
2.
Collisions
3.
Newton’s Second Law
Laboratory Experiments:
1.
Calculating Coefficients of friction.
2.
Two-Dimensional motion.
3.
Velocity and Acceleration
4.
Gravitational experiment
5.
Projectile experiment
6.
Pendulum experiment
7.
Slinky Lab
Topics: Wave Properties
Types
of Waves
Wave
Interference
Reflection
and Refraction
Sound
Light
Performance
Standards:
After
completing this unit the student will be able to:
1.
Define wavelength, frequency, period and amplitude.
2.
Distinguish between longitudinal and transverse waves.
3.
Demonstrate that wave speed depends upon the medium.
4.
State the law of reflection.
5.
Describe refraction in terms of behavior of a transmitted wave.
6.
Define defraction of a wave around a barrier.
7.
Relate physical properties of sound waves to perceived pitch and
loudness.
8.
Define the Doppler shift and identify some applications.
9.
Show an understanding of resonance.
10. Identify the parts of the
ear and the function of each in detecting sound.
11. Define transparent,
translucent, and opaque.
12. Demonstrate the formation
of color by addition of light and by subtraction by pigments and dyes.
13. Describe methods of
producing polarized light.
14. Predict whether a ray will
be bent toward or away from normal when light moves from one medium to another.
15. Describe the image
produced by a plane mirror.
16. Explain how concave
mirrors form real and virtual images.
17. Explain how convex mirrors
form virtual images using ray
diagrams.
Activities:
1.
Waves on a Snaky
Demonstrations:
1.
Doppler Effect
2.
Frequency
3.
Resonance
4.
Mixing colored light
Laboratory Experiments:
1.
Bending of Light
2.
Determining the speed of sound
Unit 4: Electricity and Magnetism
Topics: Charges
Static
Electricity
Coulomb’s
Law
Current,
Voltage, and Resistance
Ohm’s
Law
Series
and Parallel Circuits
Electromagnetism
Motors
and Generators
Performance
Standards:
After completing this unit the student will be able
to:
1.
Recognize the basic properties of electrical interaction.
2.
Demonstrate how to charge an object.
3.
State the difference between conductors and insulators.
4.
State Coulomb’s Law and how the force depends on the charges and their
separation.
5.
Define an electric current and the ampere.
6.
Solve problems involving current, voltage, resistance, and power.
7.
Describe Ohm’s Law.
8.
Diagram simple electric circuits.
9.
Describe a series connection.
10.
Calculate current, voltage drops and equivalent resistance when devices
are connected in series.
11.
Describe a parallel connection.
12.
Calculate current, voltage drops and equivalent resistance when devices
are connected in parallel.
13.
Describe magnetic fields around permanent magnets and between like and
unlike poles.
14.
Explain the design and operation of an electric motor.
15.
Explain how an electric generator works and how it differs from an
electric motor.
Demonstrations:
1.
Tesla
coil or balloon static
Laboratory
Experiments:
1.
Coulomb’s Law
2.
Circuits
3.
What’s the Charge?
4.
Light Intensity
Teacher Strategies
1.
Lecture/Discussion/Overhead Presentation
2.
Small-group work/Cooperative Learning
3.
Manipulatives
4.
Independent Study/Projects
5.
Technology/Scientific Advancements
6.
Questioning Teacher/Student dialogue, developing critical thinking
skills
7.
Facilitating Active Scientific Inquiry
I.
Performance Based Assessment of Laboratory Reports, Projects, Written
Work—including Research Papers and Essays, and Oral
Presentations/Communication
Rubrics—Holistic and
Analytical
·
Student Self-Assessments
·
Teacher Evaluation of Product
I.
Traditional
·
Chapter/Unit Exams
·
Quizzes
·
Homework
·
Mid-term and Final Exams
I.
Direct Observation of Groupwork
·
Cooperative Learning groups
I.
Grading
·
Mid-term and Final Exams are each 10% of the final grade for the course.
·
Each Marking Period Grade is 20% of the final grade for the course.
·
Each Marking Period Grade varies according to the needs of the group:
generally 30-60% Written Work, 20-40% Tests/Quizzes, 20-50% Laboratory
Activities, and 10-20% Class Participation/Presentations.
Brueningsen,
Chris & Wesley Krawiec. TI: Exploring Physics and Math with CBL System.
Brueningsen
C., Bower B., Antinone L., and Brueningsen E. TI: Real World Math with CBL
& TI 82.
Zitzewitz,
Paul. Physics: Principles and Problems, Glencoe, 1992.
ACADEMIC/CONCEPTUAL PHYSICS
Physics is the most basic of sciences. It is the study of the physical world, the interrelationship between matter and energy. Topics included in the study of Physics include the theoretical and experimental study of motion and forces, friction and momentum, fluid dynamics, thermodynamics and heat, wave motion, sound, light and optics, electromagnetism and modern physics. An integral part of the course is extensive laboratory experiments with a variety of equipment, from simple to highly technological. Students are expected to mathematically analyze physical phenomena and apply the laws of physics. Students will work with scientific concepts by analyzing data, solving problems, group work and discussion and extensive applications of math and writing.
Throughout the course students work in cooperatively to investigate physical phenomena, collect and analyze data and draw conclusions. Students also apply physics to real world situations, and use their experiences to make decisions. All students who plan any type of scientific, medical or engineering career should complete a high school physics course.
Honors students are expected to complete extensive projects, be independently motivated, and have high-level math ability.
Prerequisites:
C or better in Algebra I, completion of Geometry
completion or concurrent enrollment in Chemistry
(Honors)
B or better in Algebra I, completion of Algebra II.
C or better in Chemistry
Science Department recommendation
(see www.richtherrn.net/physics)
|
Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 |
|||
|
|
November |
December |
|
||
|
Essential Questions |
Why is all motion relative? How
can we analyze two dimensional motion? How
can I use physics to shoot a dart gun at my teacher? |
What makes things move? What
are the fundamental forces? How
do Newton’s Laws predict the behavior of moving objects? How
do other forces (air resistance/friction) affect moving objects? (dynamics) |
|
||
|
Content |
-Relative Motion -Special
Relativity -Vectors -Projectile
Motion |
-Forces -Newton’s Laws -Air
Resistance/Friction |
|
||
|
Objectives |
1. continue using math, measurement,
observation and experimentation skills to analyze moving objects. 2.
use computer assisted technology to analyze moving objects. 3.
use the concepts of relative motion. 4. be able to explain the consequences
of special relativity for moving objects. 5.
use vectors to analyze 2 dimensional motion. 6.
determine the results of projectile motion using x and y sets of kinematic
equations. |
1. continue using math, measurement,
observation and experimentation skills to analyze moving objects. 2.
use computer assisted technology to analyze moving objects. 3.
explain the fundamental forces in the universe. 4.
use Newton’s Laws to explain the relationship between force, mass and
acceleration. 5. be able to predict the results of air
resistance (terminal velocity) 6.
find out what factors affect friction 7.
use physics to analyze Santa Claus |
|
||
|
Instructional Strategies/ Activities |
-Relative Motion on Interactive Physics -Special
Relativity Movies and Readings. -Vector
Mapping Lab and Class Races. -Projectile
Lab (Ball off a Table), using 2D. -Dart
Gun Lab “The Firing Squad” -vector
movie -Three
sets of word problems and group sheets |
-movie/reading on fundamental field forces. -Newton’s
Laws Investigation -Terminal
Velocity Lab (interactive physics and real (coffee filters/balloons) ). -Determination
of Friction Lab -Three
sets of word problems and group sheets. -Physics
of Santa activity |
|
||
|
Assessment Types |
-Group Labs (Vector, relative, Projectile) -Individual
Lab “Firing Squad” (schoolwide rubric) -Homework
checks quiz
and test |
-Homework and group class work. -Group
Labs -Individual
Labs (Friction) (schoolwide rubric) -Quiz |
|
||
|
Science Inquiry Skills |
ALL (numeracy, experimentation, measurement,
communication, society) |
ALL (numeracy, experimentation, measurement,
communication, society) |
|
||
|
Interdisciplinary Connections |
MATH |
MATH |
|
||
|
Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 |
|||
|
|
January |
February |
|
||
|
Essential Questions |
How can physics be used to analyze traffic
collisions? |
How much energy does my life use in a week? Should
we use simple machines? How
are mechanical energy transformations analyzed and how do they affect your
life? |
|
||
|
Content |
Forces (continued) Conservation
of Momentum Collisions |
-Energy -Work
and Mechanical Advantage -Simple
and Complex Machines -Mechanical
Energy |
|
||
|
Objectives |
1. continue using math, measurement,
observation and experimentation skills to analyze moving objects. 2.
use computer assisted technology to analyze moving objects. 3.
determine all the forces and properties, including momentum, on a moving
object. 4.
use the principle of conservation of momentum in elastic and inelastic
collisions. 5.
determine all the factors involved in common collisions, and use physics to
evaluate. |
1. describe how energy is transformed and
conserved in everyday life and technology. 2.
explain the use of machines to gain mechanical advantage and in assisting
society. 3.
analyze the transformations of mechanical energy (kinetic, gravitational and
elastic) in moving objects. 4.
relate the different types of energy and how they are measured. |
|
||
|
Instructional Strategies/ Activities |
-conservation of momentum lab. -pool
game activity -collision
of cars activity -police/traffic
investigation -videodisc
science sleuth traffic accident |
-energy transformations in society discussion,
video and activity. -simple
and complex machines lab -word
problems on mechanical energy and work. -science
sleuths collapsing bleachers, moving monuments. -energy
of bouncing ball lab, energy of elastic ball lab -Energy
in Life Project -Rube
Goldberg competition and videos |
|
||
|
Assessment Types |
-one set of word problems -traffic
study (pt 2) -group
labs -test |
- group labs -two
sets of word problems -use
of complex machines in society essay (schoolwide rubric) -test |
|
||
|
Science Inquiry Skills |
ALL (numeracy, experimentation, measurement,
communication, society |
ALL (numeracy, experimentation, measurement,
communication, society) |
|
||
|
Interdisciplinary Connections |
MATH SOCIAL
STUDIES |
MATH TECH
ED SOCIAL
STUDIES ART |
|
||
|
Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 |
|||
|
|
March |
April |
|
||
|
Essential Questions |
How much energy does my life use in one week? How
are energy transformations analyzed and how do they affect your life? How
do we get and use electricity? How
do we get and use heat? |
How is fluid pressure like energy? How
can we use physics to make things fly? How
do we analyze simple harmonic oscillators and wave motion, and how can they
be useful? |
|
||
|
Content |
-Energy transformations (cont) -Electricity,
electric generation, circuits -Heat
and thermodynamics |
-Pressure and density -Bernouilli’s
Principle and flight -Simple
harmonic oscillators -Wave
Motion |
|
||
|
Objectives |
1. analyze energy transformations in
electricity and heat. 2.
explain basic concepts of power, current, voltage, resistance in electrical
circuits and relate it to mechanical energy. 3.
describe the energy transformations needed to generate electricity for our
devices. 4.
analyze series and parallel circuits. 5.
explain the concepts of heat transfer 6.
relate the laws of thermodynamics and work |
1. explain the units and measurements of
pressure and density. 2.
describe how Bernouilli’s Principle is a restatement of the conservation of
energy. 3.
use fluid pressure principles to analyze flight ---------------------------- 4.
describe and analyze the behavior of simple harmonic oscillator systems, such
as pendulums and springs. 5.
describe the property of waves |
|
||
|
Instructional Strategies/ Activities |
-electrical investigations online -science
sleuth energy mystery house -electric
generator/motor demo/lab -electric
circuit lab -Energy
to take a shower activity -Energy
in Life Project -Heat
and Work Lab (specific heat) -Newton’s Law of Cooling
Lab -science
sleuth burning barn |
-pressure investigation with water and bottles. -pressure
word problems and conceptual questions. -videos
and notes on flight. -paper
airplane contest. -lab
with pendulum and spring -wave
motion problems. -wave
tank labs. |
|
||
|
Assessment Types |
-essay on energy use in life (school-wide rubric) -group
labs (electric, heat) -Individual lab: Heat
Cooling (School-wide rubric) -Conceptual
question sets (three) on heat -electric
word problems -Energy
in Life Project, and discussion/forum -Test |
-group labs -word
problem sets -individual lab (school-wide rubric) -test |
|
||
|
Science Inquiry Skills |
ALL (numeracy, experimentation, measurement,
communication, society) |
ALL (numeracy, experimentation, measurement,
communication, society) |
|
||
|
Interdisciplinary Connections |
MATH HEALTH SOCIAL
STUDIES |
MATH TECH
ED |
|
||
PHYSICS
CURRICULUM TEMPLATE
Essential Questions: How do we analyze moving
objects?
What makes a
good observation, measurement and experiment in physics?
PHYSICS CURRICULUM
Essential Questions: Should I speed up or slow
down at a yellow light?
How can physics be
used to analyze motion and traffic
PHYSICS CURRICULUM
Essential Questions: Why is all motion
relative?
How can
we analyze two dimensional motion?
PHYSICS CURRICULUM
|
OBJECTIVES |
CORRESPONDING CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. continue using math, measurement,
observation and experimentation skills to analyze moving objects. 2.
use computer assisted technology to analyze moving objects. 3.
explain the fundamental forces in the universe. 4.
use Newton’s Laws to explain the relationship between force, mass and
acceleration. 5. be able to predict the results of air
resistance (terminal velocity) 6.
find out what factors affect friction 7.
use physics to analyze Santa Claus |
|
-movie/reading on fundamental field forces. -Newton’s
Laws Investigation -Terminal
Velocity Lab (interactive physics and real (coffee filters/balloons) ). -Determination
of Friction Lab -Three
sets of word problems and group sheets. -Physics
of Santa activity |
-Homework and group class work. -Group
Labs -Individual
Labs (Friction) (schoolwide rubric) -Quiz |
3 weeks |
lab equipment videodisc computers labpros measuring
tools teacher
made labs and sheets |
PHYSICS
CURRICULUM
Essential Question: How can physics be used to analyze traffic
collisions?
|
OBJECTIVES |
CORRESPONDING CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1.
continue using math, measurement, observation and experimentation skills to
analyze moving objects. 2.
use computer assisted technology to analyze moving objects. 3.
determine all the forces and properties, including momentum, on a moving
object. 4.
use the principle of conservation of momentum in elastic and inelastic
collisions. 5. determine all the
factors involved in common collisions, and use physics to evaluate. |
|
-conservation
of momentum lab. -pool
game activity -collision
of cars activity -police/traffic
investigation -videodisc
science sleuth traffic accident |
-one
set of word problems -traffic
study (pt 2) -group
labs -test MIDTERM
EXAM: Motion,
Forces |
3
weeks |
lab
equipment videodisc computers labpros measuring
tools teacher
made labs and sheets |
PHYSICS CURRICULUM
Essential Questions: How much energy does my life use in a week?
Should we
use simple machines?
How are
mechanical energy transformations analyzed and how do they affect your life?
|
OBJECTIVES |
CORRESPONDING CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCE |
|
1. describe how energy is transformed and
conserved in everyday life and technology. 2.
explain the use of machines to gain mechanical advantage and in assisting
society. 3.
analyze the transformations of mechanical energy (kinetic, gravitational and
elastic) in moving objects. 4.
relate the different types of energy and how they are measured. |
|
1. energy transformations in society discussion,
video and activity. 2. simple and complex
machines lab 3. word problems on
mechanical energy and work. 4. science sleuths
collapsing bleachers, moving monuments. 5. energy of bouncing ball
lab, energy of elastic ball lab 6. Energy in Life Project 7.Rube Goldberg competition
and videos |
- group labs -two
sets of word problems -use of complex machines in
society essay (school-wide rubric) -test |
3 weeks |
lab equipment videodisc computers labpros measuring
tools teacher
made labs and sheets |
PHYSICS CURRICULUM
Essential Questions: How much energy does my life use in one week?
How are energy
transformations analyzed and how do they affect your life?
How do we get
and use electricity?
How do we get
and use heat?
|
OBJECTIVES |
CORRESPONDING CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. analyze energy transformations in
electricity and heat. 2.
explain basic concepts of power, current, voltage, resistance in electrical
circuits and relate it to mechanical energy. 3.
describe the energy transformations needed to generate electricity for our
devices. 4.
analyze series and parallel circuits. 5.
explain the concepts of heat transfer 6.
relate the laws of thermodynamics and work |
|
electrical investigations online -science
sleuth energy mystery house -electric
generator/motor demo/lab -electric
circuit lab -Energy
to take a shower activity -Energy
in Life Project -Heat
and Work Lab (specific heat) -Newtons
Law of Cooling Lab -science
sleuth burning barn |
-essay on energy use in life (schoolwide rubric) -group
labs (electric, heat) -Individual
lab: Heat Cooling (Schoolwide rubric) -Conceptual
question sets (three) on heat -electric
word problems -Energy
in Life Project, and discussion/forum -Test |
4 weeks |
lab equipment videodisc computers labpros measuring
tools teacher
made labs and sheets |
PHYSICS CURRICULUM
Essential Questions: How is
fluid pressure like energy?
How can
we use physics to make things fly?
How do we
analyze simple harmonic oscillators and wave motion, and how can they be useful?
|
OBJECTIVES |
CORRESPONDING CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. explain the units and measurements of
pressure and density. 2.
describe how Bernouilli’s Principle is a restatement of the conservation of
energy. 3.
use fluid pressure principles to analyze flight -------------------- 1.
describe and analyze the behavior of simple harmonic oscillator systems, such
as pendulums and springs. 2.
describe the property of waves |
|
1. pressure investigation with water and bottles. 2.pressure word problems
and conceptual questions. 3. videos and notes on
flight. 4. paper airplane contest ------------------ 1. sho lab with pendulum
and spring 2. wave motion problems. 3. wave tank labs. |
-group labs -word
problem sets -test -word
problem sets -test -individual
lab (sho) (schoolwide rubric) |
2 weeks 2
weeks |
lab equipment videodisc computers labpros measuring
tools teacher
made labs and sheets |
PHYSICS CURRICULUM
Essential Questions: How can we build better rides at an amusement park?
How are all
types of waves related?
How do sound
waves make music?
|
OBJECTIVES |
CORRESPONDING CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. relate sho motion, waves and circular
motion with frequency, period and wavelength. 2.
use principles of physics in designing and analyzing amusement park rides. --------------- 1.
explain the cause of different sounds. 2.
describe and predict music |
|
-circular motion investigation -design
roller coaster lab -Lake
Compounce Amusement Park Field trip -circular
motion word problems ------------ -sound
wave notes -computer
analysis of sound activity. -resonance
sound lab -musical
instrument study --science
sleuths noises in school |
-group labs -design
process worksheets -word
problem and classwork checks -quiz
(circular) -group
labs -word
problem and classwork checks -quiz
(sound) |
|
lab equipment videodisc computers labpros measuring
tools teacher
made labs and sheets |
PHYSICS CURRICULUM
Essential Questions: What causes us to see the
things we do?
|
OBJECTIVES |
CORRESPONDING CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. explain how light is produced and perceived 2.
describe applications of color addition and subtraction 3.
use the principles of reflection and refraction to analyze light. |
|
-Light notes -Color/Spectra
Lab -DarkSuckers -Mirror/Lenses
Lab -Group
Laser Challenge -
science sleuth fogged filters |
-group labs -conceptual
question sheets -essay
on application of light and sound waves (schoolwide rubric) -Test FINAL
EXAM (Energy,
Waves) |
2 weeks |
lab equipment videodisc computers labpros measuring
tools teacher
made labs and sheets |