Download Course Title: Physical Science 9 A – Physics Highly Qualified

Course Title: Physical Science 9 A – Physics
Highly Qualified Teacher: Karen MacDonald
Advisor: Erin Bangle, Chris Burke, Sue Dunn, Karen MacDonald, Chris McCallum, Scott
Sorensen, Nathan Ziegler
Dates of Class: 9/3/2013 – 6/12/2014
Credits: 0.50
Certificated Contact Method: In-person instructional contact
Estimated Total Hours/Week: 5 (Estimated hours per week spent on this class, counting
both seat time and time spent at home doing homework).
Class Description: In Science 9 Physics/Chemistry students learn to construct more
sophisticated system models, including the concept feedback. They also extend and refine their
understanding of inquiry and their ability to formulate questions, propose hypotheses, and
design, conduct and report on investigations. Students learn that science and technology are
interdependent, that science and technology influence society, and that society influences
science and technology. I Science 9 Physics/Chemistry students learn to apply Newton’s Laws of
Motion and Gravity both conceptually and quantitatively. They learn about chemical reactions,
starting with the structure of an atom. They learn that the Periodic Table groups elements with
similar physical and chemical properties. Students also learn fundamental concepts of energy,
including the Law of Conservation of Energy – that the total amount of energy in a closed system
is constant.
*Any adjustments made to the syllabus will be indicated in the advisor’s working portfolio.
Learning Materials:


District Approved Curriculum Guide
Computer & Internet
Learning Goals/Performance Objectives:
Scientific Practices
 SYSB (9-12) Systems thinking can be especially useful in analyzing complex situations. To be
useful, a system needs to be specified as clearly as possible.
 INQB (9-12) Scientific progress requires the use of various methods appropriate for answering
different kinds of research questions, a thoughtful plan for gathering data needed to answer
the question, and care in collecting, analyzing, and displaying the data.
 INQC (9-12) Conclusions must be logical, based on evidence, and consistent with prior
established knowledge.
 INQE (9-12) The essence of scientific investigation involves the development of a theory or
conceptual model that can generate testable predictions.
 INQF (9-12) Science is a human endeavor that involves logical reasoning and creativity and
entails the testing, revision, and occasional discarding of theories as new evidence comes to
light.
 APPB (9-12) The technological design process begins by defining a problem in terms of
criteria and constraints, conducting research, and generating several different solutions.


APPC (9-12) Choosing the best solution involves comparing alternatives with respect to
criteria and constraints, then building and testing a model or other representation of the final
design.
APPE (9-12) Perfect solutions do not exist. All technological solutions involve trade-offs in
which decisions to include more of one quality means less of another. All solutions involve
consequences, some intended, others not.
Energy Transfers
 PS1H (9-12) Electricity and magnetism are two aspects of a single electromagnetic force.
Moving electric charges produce magnetic forces, and moving magnets produce electric
forces.
 PS3A (9-12) Although energy can be transferred from one object to another and can be
transformed from one form of energy to another form, the total energy in a closed system
remains the same. The concept of conservation of energy, applies to all physical and chemical
changes.
 PS3D (9-12) Waves (including sound, seismic, light, and water waves) transfer energy when
they interact with matter. Waves can have different wavelengths, frequencies, and
amplitudes, and travel at different speeds.
 PS3E (9-12) Electromagnetic waves differ from physical waves because they do not require a
medium and they all travel at the same speed in a vacuum. This is the maximum speed that
any object or wave can travel. Forms of electromagnetic waves include X-rays, ultraviolet,
visible light, infrared, and radio.
Force and Motion
 PS1A (9-12) Average velocity is defined as a change in position with respect to time. Velocity
includes both speed and direction.
 PS1C (9-12) An object at rest will remain at rest unless acted on by an unbalanced force. An
object in motion at constant velocity will continue at the same velocity unless acted on by an
unbalanced force (Newton’s First Law of Motion, the Law of Inertia).
 PS1D (9-12) A net force will cause an object to accelerate or change direction. A less massive
object will speed up more quickly than a more massive object subjected to the same force.
(Newton’s Second Law of Motion, F=ma).
 PS1E (9-12) Whenever one object exerts a force on another object, a force of equal
magnitude is exerted on the first object in the opposite direction. (Newton’s Third Law of
Motion).
Learning Activities:
* - Opportunities for Expository or Explanatory writing
1.
2.
3.
4.
5.
6.
7.
8.
9.
“What Is Energy?” Reading*
Energy Transformation Activities*
Conservation of Energy Activity*I
Prime Science Reading
(See Expanded Core Activity Guide for
information about some possible readings.
Baking Soda & Vinegar Rockets*I
Optional: Gadget Project
Video: Bill Nye, Energy
Batteries, Bulbs & Buzzers*I
Optional: Field trip/guest speaker
(1 day)
(1 to 2 days)
(1 to 2 days)
(2
(1
(2
(1
(1
(1
to 3 days)
to 2 days)
to 4 days)
day)
day)
day)
10. Teacher Designed Formative Assessment
(1 day)
Essential Questions (Topical)
1. How would you describe “energy”?
2. If energy is conserved, why is government and industry always worried about it?
Knowledge & Skill Questions
1. Describe what happens to the energy in a gallon of gas when used in a lawn mower.
2. How can the sun or wind be used as an energy source?
3. A rock is pulled up with a rope to a height of 10 m. Describe how this is an example of
energy and how it could be used.
4. Does all the energy in the Spokane River water that is used by Avista result in electrical
energy? Explain.
5. Start with the Spokane River. Describe the transformations that occur as energy is
produced and eventually used by an appliance in your home.
Using the systems in the core activities,
1. Explain the forms of energy present in the system.
2. Compare the potential and/or kinetic energy in the system at various locations or times.
3. Explain how energy is transferred within the system.
4. Describe what happens in terms of energy conservation to a system’s total energy as
energy is transferred or transformed.
5. Explain inputs, outputs, transfers, and transformations of energy in a system.
* - Opportunities for Expository or Explanatory writing
I – Inquiry opportunity
Sub-Unit 1: Sound & Waves Review
1. Pre-quiz/discussion
2. Prime Science reading*
3. Wave Concepts review
4. Wavelength, frequency, & pitch activity*I
5. Extension: Sound levels activity*
6. Waveforms activity*
7. Diagnose/Formative Assessment
(1
(1
(2
(1
(1
(1
(1
Sub-Unit 2: Waves and Light
8. Prime Science reading
9. Wave speed discussion
10. Reflection lab*
11. Mirror application activities*
12. Refraction lab*I
13. Prime Science reading*
14. Sound vs. Light waves
15. Extension: Light & lens activities&
16. Diagnose/Formative Assessment and/or companion activity
(1 day)
(1 day)
(1 day)
(1 day)
(1 day)
(1 day)
(1 day)
(2 days)
(1-2 days)
day)
day)
days)
day)
day)
day)
day)
Essential Questions (Topical)
1. How can you describe a wave?
2. What happens if a wave “runs into” another wave?
3. What happens if a wave “runs into” an object or other materials?
4. How do mirrors work?
5. What happens when we reach for an object that is underwater and why?
Knowledge & Skill Questions
1. What are the differences between a transverse wave and a longitudinal wave? Give and
example of each type of wave.
2. What is the difference between frequency and pitch?
3. Is a high frequency wave also a high speed wave? Explain.
4. Draw a longitudinal wave that shows a loud, low frequency sound.
5. Using the idea of sound intensity, why is a rock concert seat 20 feet from the speakers
better than a seat 10 feet from the speakers?
6. Draw a transverse wave that shows a low energy, high frequency vibration.
7. A transverse wave is moving through a medium. If the wavelength is increased, explain
what happens to the wave’s speed.
8. Describe how visible light “fits” into the overall EM spectrum.
9. What does the amplitude of a wave tell us about the wave?
10. Explain how the speed of a wave is related to its frequency and wavelength.
11. If the frequency of a wave passing through a piece of glass increases, describe what
happens to the speed of the wave.
12. Explain how a bathroom mirror interacts with light rays to produce an image.
13. Describe how a magnifying glass can focus the sun’s rays into a bright spot.
14. In terms of speed and direction, explain what happens to a light wave as it travels from
glass into water.
15. Compare the properties of sound, light, and water waves
16. Describe the effects of wave interference.
17. Explain the forms of energy present in a system.
18. Describe what happens in terms of energy conservation as energy is transferred of
transformed.
1.
2.
3.
4.
Pre-quiz/discussion*
Motion detector activity*
Minds-On Physics #40*
Diagnoser/Formative Assessment
(1
(1
(1
(1
day)
day)
day)
day)
Essential Questions – Topical
1. How do the ideas of “position” and “distance” affect your daily life?
2. What information can you get from a position vs. time graph or data table?
Discussion/Formative Assmt Questions
1. On a position versus time graph, what does each of the following mean?
a. Positive slope segment
b. Zero slope segment
c. Negative slope segment
2.
3.
4.
5.
What does it mean if your position at t = 0 is 1 km?
Does the starting time have to be 0? Explain and give an example.
What does position = 0 mean? Give an example.
You walk 10 miles. Is the distance traveled the same as your final position?
* - Opportunities for Expository or Explanatory writing
I – Inquiry opportunity
1. Speed discussion questions and
2. Pre-quiz/discussion*
(1 day)
3. Speed/Time/Distance problems
(1 day)
4. Physics 500 activity*I
(1 day)
5. Speed versus Velocity
(1 day)
6. Velocity versus time graph activity*
(2 days)
7. Diagnoser/Formative Assessment and Speed/Velocity problems (2 days)
8. Velocity representations*
(2 days)
9. Formative assessment
(1 day)
Essential Questions – Topical
1. How do the ideas of “speed” and “velocity” affect your daily life?
2. What information can you get from position and speed graphs or data tables?
Discussion/Formative Assmt Questions
1. What is the difference between average speed and average velocity?
2. When are average speed and average velocity the same number?
3. Draw a speed versus time graph that represents a person driving to a store at a constant
speed, turning around, and driving home at the same constant speed.
4. For the same situation as in Question #3, draw a velocity versus time graph.
5. If you look at a speed versus time graph,how do you find the speed at a certain time?
6. Write a situation where the distance traveled is the same as the change in position.
7. When calculating either average speed or average velocity, does the amount of time
always start at t = 0? Explain and give an example.
* - Opportunities for Expository or Explanatory writing
2. Forces and Motion: What Do You Think?
3. Prime Science reading*
4. Inertia demonstrations and discussion*
5. Force discussion: Book on the Table
6. Forces as Interactions mini-labs*
7. Diagnoser (as a formative assessment) and Reading
(1
(1
(1
(1
(2
(1
day)
day)
day)
day)
days)
day)
Essential Question – Topical
1. Where do you see “forces” affecting your daily life?
Discussion/Formative Assmt Questions
1. We say that forces always occur in pairs. If the earth’s pull on you is one force, what is
the other force in the pair?
2. Which is the greater force: earth’s pull on you or your pull on the earth? Explain.
3. You have two equal-strength magnets. You place them 10 cm from each other and then
100 cm from each other. In which situation will the force between the two be the
strongest? Explain.
4. Two objects with equal amounts of extra positive charge are placed 20 cm apart.
Describe the force between them.
5. If the amount of extra positive charge on each object in Question #4 is doubled, describe
what happens to the force. What happens to the force if the objects are moved further
apart?
* - Opportunities for Expository or Explanatory writing
I – Inquiry opportunity
1. Using Forces to Explain Motion pre-quiz
2. Newton's 2nd Law Lab*I
3. Balanced forces and the effect on motion (lab/demo)*
4. Prime Science reading and questions
5. Free-fall activity*I
6. Diagnoser and Force & Motion questions
(1
(1
(1
(1
(2
(1
day)
day)
day)
day)
days)
day)
Essential Questions – Topical
1. How can forces affect your motion?
Discussion/Formative Assmt Questions
1. A 50 N object sits at rest on a table. Are the vertical forces on the object balanced? How
do you know?
2. A hockey puck is moving at a constant speed across the ice. What can you tell about the
horizontal forces on the puck?
3. If the friction from the ice in Question 2 is zero, what are the forces on the puck?
4. A car with a mass of 1000 kg is moving down the road at a constant speed of 20 m/sec.
a. What is the net force on the car?
b. What are the forces acting on the car?
c. What is the car's acceleration?
5. An unbalanced force of 10 N acts on a cart with a mass of 1 kg.
a. If the cart's mass doubles, explain what happens to the acceleration?
b. If the unbalanced force doubles, what happens to the acceleration?
* - Opportunities for Expository or Explanatory writing
I – Inquiry opportunity
6. Pre-quiz/discussion
7. Prime Science reading and Work discussion
8. Making the Grade lab*I
9. Pulley and Lever activity*
10. Machine discussion
11. Work/machine questions and formative assessment
12. Physics Summative Assessment
(1
(1
(1
(1
(1
(1
(1
day)
day)
day)
day)
day)
day)
day)
Essential Questions – Topical
1. How do machines improve society?
2. How do machines really make our work seem easier?
Discussion/Formative Assmt Questions
1. Many people say: “Machines reduce the amount of work we have to do”. Explain why this
statement is either true or false.
2. You push and push on a heavy object, but it does not move. You get really tired; have
you done any work? Explain.
3. You want to use a lever to lift an extremely heavy object (such as the side of a small
building). Describe what your lever system would look like.
4. As you push a crate up a ramp, you notice that the bottom of the crate is getting warm.
Explain where this heat is coming from and how it affects the amount of force you must
use to move the crate.
5. Explain the relationship between work and speed.
Progress Criteria/Methods of Evaluation:
Successful completion will be indicated by successfully completing end of the unit assessments,
teacher observation, daily work, and/or reports on readings, and student teacher conferences to
determine mastery.
Successful completion will also be indicated by successful mastery of online assessments and
projects.
CEDARS Codes: 03159 Physical Science 03159 (9-12)