Download public schools of edison township

PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
PHYSICS 1
Length of Course:
Term
Elective/Required:
Elective
School:
High School
Student Eligibility:
Grade 12
Credit Value:
6 credits
Date Approved:
______
PHYSICS 1
TABLE OF CONTENTS
Statement of Purpose
Introduction
Unit 1: Scientific Fundamentals
Unit 2: Kinematics
Unit 3: Vectors
Unit 4: Dynamics
Unit 5: Two Dimensional Motion
Unit 6: Momentum
Unit 7: Work and Energy
Unit 8: Circular Motion and Gravity
Unit 9: Electrostatics
Unit 10: Electric Current and Circuits
Unit 11: Magnetism
Unit 12: Electromagnetism
Unit 13: Waves
Unit 14: Sound
Unit 15: Light
NOTE: The implementation of the units listed above is a suggested order of study. The order of instruction may be
adjusted to accommodate the “team approach” used to integrate the seventh grade curricula.
Modifications will be made to accommodate IEP mandates for classified students.
PHYSICS 1
STATEMENT OF PURPOSE
Physics Level 1 is an elective course for Grade 12 science. All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of
phenomena in physical, living, and Earth systems science. The purpose of learning physics is both the understanding of
basic concepts and the application of problem solving skills developed during that process. Students will use scientific
inquiry to understand science concepts and develop explanations of natural phenomena.
This curriculum guide was developed by:
Alvin Brizan – John P. Stevens High School
Robin Connell – Edison High School
Eugene Geis – John P. Stevens High School
Kruti Patel- Maravi – Edison High School
Coordinated by:
Laura Darrah - Supervisor, John P. Stevens High School
Peter Skarecki - Supervisor, Edison High School
PHYSICS 1
Introduction
The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never
enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in
order to maximize the potential for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student learning, teachers who are wellinformed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the
span of years of instruction, and ways of measuring whether students are achieving program goals.
The Edison Township School District Curriculum Template
The Edison Township School District has embraced the backward-design model as the foundation for all curriculum
development for the educational program. When reviewing curriculum documents and the Edison Township curriculum
template, aspects of the backward-design model will be found in the stated enduring understandings/essential questions,
unit assessments, and instructional activities. Familiarization with backward-design is critical to working effectively with
Edison’s curriculum guides.
Guiding Principles: What is Backward Design? What is Understanding by Design?
‘Backward design’ is an increasingly common approach to planning curriculum and instruction. As its name implies,
‘backward design’ is based on defining clear goals, providing acceptable evidence of having achieved those goals, and
then working ‘backward’ to identify what actions need to be taken that will ensure that the gap between the current status
and the desired status is closed.
Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured
approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify
deep understandings, pose essential questions, and specify clear evidence that goals, understandings, and core learning
have been achieved.
Program based on backward design use desired results to drive decisions. With this design, there are questions to
consider, such as: What should students understand, know, and be able to do? What does it look like to meet those
goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result?
PHYSICS 1
What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether
they are goals in program planning or classroom instruction.
The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of
instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the
integration of the following three stages.
Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be
woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings
identify the “big ideas” that students will grapple with during the course of the unit. Essential questions provide a unifying
focus for the unit and
students should be able to more deeply and fully answer these questions as they proceed through the unit. Knowledge
and skills are the “stuff” upon which the understandings are built.
Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate
attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer,
etc…) will be utilized during an instructional unit, the overall unit assessment is performance-based and asks students to
demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are
authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to
demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret,
apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student
performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit
task.
Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and
two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities
and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among
all three stages can be ensured and teachers can make wise instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained
inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional
leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These
leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for
implementation, opportunities for revision through sustained and consistent professional development, initiating action
research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the
PHYSICS 1
success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to
district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and
learning looks like. Within education, success of the educational program is realized through this blend of commitment
and organizational direction
PHYSICS 1
Unit Title: Scientific Fundamentals
TIME FRAME: 1 week
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings: (Students will understand that)
Students will be able to understand that scientific inquiry involves asking scientifically oriented questions, collecting evidence, forming explanations,
connecting explanations to scientific knowledge and theory and communicating and justifying explanations.
Essential Questions:
1.
2.
3.
4.
How do we attempt to empirically understand the world around us?
How do we design an experiment that will test a hypothesis?
What constitutes relevant data acquired from an experiment?
How do scientists share their findings with the scientific community?
Unit Assessment: Lab report on measurement that includes quantified error.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able
to do.
 Design and conduct
investigations
incorporating the use of
a control.
 Understand and practice
safety procedures for
conducting science
investigations.
 Carefully collect evidence
and use it to construct
and defend scientific
arguments.
 Use logical reasoning to
evaluate and interpret
data patterns and
Technology Implementation/
Interdisciplinary Connections
Scientific Method:
 Create a hypothesis
Ex: Multiple TV scenario
 Create a hypothesis and
devise an experiment to
test the hypothesis that
gathers data in an
accurate way.
Ex: Measurement Lab
 Accuracy and Precision
 Unit Conversions
 Significant Digits
 Scientific Notation
 Lab report writing
(IMRD)
 That core scientific concepts
and principles represent the
conceptual basis for model
building and facilitate the
generation of new and
productive questions.
 That conceptually based
models and searching for
core explanations are based
on the result of observation
and measurement.
 Types of observation and
when it is appropriate to use
each: qualitative vs.
quantitative observations.
Assessment
Check Points
Formative
assessments:
 Class
Discussions
 Worksheets
 Teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
PHYSICS 1
scientific conclusions.
 Predictions and explanations
are revised based on
 Communicate
systematic observations,
experimental findings to
accurate measurements and
others.
structured data/evidence.
 Recognize that the
 The meaning of hypothesis,
results of scientific
theory, and law.
investigations are
seldom exactly the same
 What tools and equipment are
and that replication is
appropriate for an
often necessary.
observation or experiment.
 Recognize that scientific
 The difference between a
theories: develop over
variable and control in an
time; depend on the
experimental set-up.
contributions of many
 Science involves using
people; and reflect the
language, both oral and
social and political
written, as tools for making
climate of their time.
thinking public.
 Ways in which to
communicate findings, to
include writing an appropriate
laboratory report.
 When and how to use
appropriate safety equipment
with all classroom materials.
 That mathematics and
technology are used to
gather, analyze, and
communicate results.
 That mathematics is a tool
used to model objects, events
and relationships in the
natural and designed world.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Kinematics
TIME FRAME: 2 weeks
Targeted Standards:
5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Describe and predict the motion of objects
Essential Questions:
1. How do we describe the motion of objects?
2. How do we create mathematical models that represent the motion of objects?
3. How do we use mathematical models to predict the motion of objects?
Unit Assessment: Chapter test and lab report summarizing a measurement and visual representation of position, velocity, and acceleration.
Core Content Objectives
Cumulative
Progress Indicators

5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.12.E



Concepts
Skills
What students will know.
What students will be able to
do.
 Describe an objects
position based on a
reference frame.
 Discriminate between
the distance an object
moves and the
displacement of an
object.
 Describe the motion of
an object in terms of a
reference frame.
 Discriminate between
the speed and velocity of
an object.
The position of an object is
its separation from a
reference point.
Displacement is a vector
quantity indicating the
magnitude and direction of
an object’s change of
position.
A scalar quantity is
described completely by its
magnitude, while a vector
quantity requires both
magnitude and direction.
Average velocity is the
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Activity to define position,
distance, and displacement.
Constant Velocity
 Defining Motion
 Frames of Reference
activity
 Experimentally derive the
mathematical model for
constant speed (lab)
Problem solving using
mathematical models for
constant velocity.
Assessment
Check Points
Formative
assessments:
 Class
Discussions
 Worksheets
 Teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
PHYSICS 1







displacement (change in
position) divided by the time
interval.
The slope of a position-time
graph is the velocity of the
object.
If the position-time graph is
a straight line, the object is
moving with constant
velocity.
Acceleration is the ratio of
the change in velocity to the
time interval over which it
occurs.
Constant acceleration is
called uniform acceleration.
The slope of the line on a
velocity-time graph is the
acceleration of the object.
A velocity-time graph for a
uniformly accelerated object
is a straight line.
The area under the curve of
a velocity-time graph is the
displacement of the object.






Create a mathematical
model for the
relationship between
velocity, displacement
and time.
Algebraically manipulate
mathematical models of
constant velocity to solve
for variables.
Determine the velocity
from a position-time
graph.
Interpret the motion of
an object moving with
constant acceleration
using a position-time
graph as well as a
velocity-time graph.
Create mathematical
models for the
relationship between
constant acceleration,
initial and final velocities,
time and displacement.
Algebraically manipulate
mathematical models of
constant acceleration to
solve for variables.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Constant Acceleration
 Define Constant
Acceleration
 Experimentally derive the
mathematical model for
constant acceleration
(lab)
 Experimentally derive the
motion of a freely falling
object on earth. Picket
fence PASCO (lab)
 Derive mathematical
models of constant
acceleration and
displacement from the
area under a velocity-time
graph.
 Problem solving using
mathematical models for
constant acceleration
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Dynamics
TIME FRAME: 2 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Net Force causes an object to accelerate. Free body diagrams are essential in analyzing situations with more than one force applied.
Essential Questions:
1. What causes an object to change its motion?
2. Can we model/predict these changes in motion?
Unit Assessment: Chapter test and diagrammatic representation of forces influencing motion.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.12.E





Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able
to do.
Technology
Implementation/
Interdisciplinary
Connections
 Use Free Body
Diagrams to solve
dynamics problems
 Apply Newton’s Laws of
Motion to describe
phenomenon verbally
and mathematically
 Algebraically
manipulate
mathematical model of
Newton’s Second Law
of Motion to predict
 Demonstrations for
Observation or
Testing
Experiments:
Newton’s Laws of
Motion (i.e. PAER
website,
rollerblading
demonstrations,
spring scale
demonstrations)
 Activity: Elevator Lab
Activity, Equilibrium
Force is a push or pull one object
exerts on another
Force is a vector quantity
Forces can be contact forces or
field forces
FNET is the vector sum of all forces
exerted on one object by other
objects
Newton’s Second Law of Motion
states that the acceleration of a
system equals the net force
exerted on it divided by its mass:
Assessment Check
Points
Formative Assessments:
 Class discussions
 Worksheets with
teacher feedback
 Drafts of Lab
Reports (IMRD
structure) with
teacher feedback
 Homework
Summative Assessments:
 Quizzes
 Tests
PHYSICS 1








a = FNET/m
Newton’s First Law of Motion
states than an object that is at rest
will remain at rest, and an object
that is moving will continue to
move in a straight line with
constant speed if there is no net
force exerted on it
Object is in a state of Equilibrium
when FNET is zero
Newton’s Third Law of Motion
states that if Object A exerts a
force on Object B, Object B exerts
a force on Object A that is equal in
magnitude but opposite in
direction: FAB = -FBA
Weight of an object depends upon
the acceleration due to gravity and
the mass of the object: FWEIGHT =
mag
Tension is the specific name for
the force exerted by a rope or a
string
Normal Force is the force of a
surface on an object,
perpendicular to the plane of the
surface
Friction force depends directly
upon the types of surfaces in
contact with each other, and how
hard those surfaces are pressed
together: FFRICTION = μFNORMAL
An object on an inclined plane has
a component of gravitational force
in a direction parallel to the plane
and a direction perpendicular to
the plane. The parallel component
can accelerate the object down the
plane. The perpendicular
component is how hard the
unknown variables
 Algebraically
manipulate
mathematical model of
Newton’s Third Law of
Motion to predict
unknown variables
Lab Activity
 Lab: Newton’s
Second Law of
Motion – Comparing
Inertial Mass to
Gravitational Mass
 Activity: Finding
Friction Force –
solving for μ (i.e.
Sneaker on Board
Activity)

Lab Reports
(IMRD structure)
PHYSICS 1
surfaces are pressed together.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional
Adjustments: Modifications,
student difficulties, possible misunderstandings
Unit Title: VECTORS and Applications
TIME FRAME: 2 weeks
Targeted State Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Enduring Understandings: (Students will be able to…..)
Vectors are quantities in Physics with both magnitude and direction that have specific properties and can be manipulated mathematically.
Essential Questions:
1.
2.
3.
4.
5.
What is a vector?
Why are vectors used in Physics?
How can vectors be represented?
What are the applications of vector?
How can vectors be manipulated mathematically?
Unit Assessment: Chapter test and demonstration of competence in utilizing vectors to describe motion.
Core Content
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.12.E





Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
The definition of a vector
Vectors represent physical
quantities
Vectors can be represented
graphically and in magnitudeangle form
Vectors magnitudes can not be
added algebraically unless the
directions are the same.
The resultant represents the
sum of a system of vectors.






Define a vector
Represent a vector in
magnitude-angle form
Represent a vector physical
quantity graphically, to scale
using a protractor and ruler.
Learn to scale a vector
based on the given space.
Use a protractor to correctly
orient a vector graphically.
Graphically add vectors
using the head-to-tail (tail-to-



Graphical Method requires
the use of a protractor and
diagramming
Boat Lab (Computer
Simulations, Trigonometry,
and Pythagorean Theorem)
Vector Lab (Trigonometry
and Pythagorean Theorem)
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of
Lab
Reports
(IMRD
structure)
PHYSICS 1

head) method and draw the
resultant.

Measure the resultant

magnitude with a ruler and
direction with a protractor

and represent the resultant
in magnitude-angle form.

 Apply the Pythagorean
Theorem to mathematically
find the resultant magnitude
and use trigonometry to find

the direction of the resultant
in restricted situations..

Resolve vectors into
horizontal and vertically
components using
trigonometry.
 Use the vector resolution
(component) method to
express the resultant of a
system of vectors based on
being able to resolve
vectors.
 Adding vectors that are not
in the same direction
 Adding
the
vectors
graphically by tail to tail, or
head to head
 Finding the reference level
to measure the angle
graphically.
 Determine the perpendicular
components to a vector
 Setting up the angles to a
vector in a problem
 Determining the quadrant of
the resultant.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab
Reports
(IMRD
structure)
There are various methods of
finding the resultant.
Vectors follow the associative
property of math.
The resultant is not influenced
by the order of vector addition.
The vector resolution method of
find the resultant has no
restrictions for its use.
Vectors can be resolved into
horizontal and vertical
components.
Instructional
Adjustments: Modifications,
student difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Two Dimensional Motion
TIME FRAME: 2 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Motion in one dimension is independent of motion in another dimension, these two components of motion can be operated on separately.
Essential Questions:
1.
2.
3.
4.
How does motion in the vertical direction affect motion in the horizontal direction?
What is a projectile?
What causes projectile to move in its trajectory?
What situations require relative motion analysis?
Unit Assessment: Chapter test and measured or predicted motion of a projectile.
Core Content Objectives
Cumulative Progress
Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.12.E
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able
to do.
Technology Implementation/
Interdisciplinary Connections
 Apply 2D vector addition
to 2D displacement and
free body diagrams.
 Apply 2D vector addition
to solve problems when
velocity vectors
describing motion are
perpendicular to each
other (i.e. Boat and
River/Airplane
 Demonstrations for
Observation or Testing
Experiments: Independence
of motion in horizontal and
vertical directions. (i.e.
Camel Walker, River
Demonstration)
 Demonstrations for
Observation or Testing
Experiments: Projectile
 Vector addition is a direct
mathematical analogy for free
body diagrams, displacement in
two dimensions, and velocity of
an object within a moving frame
of reference.
 Perpendicular vectors can be
analyzed and operated on
independently. (Orthogonality)
 Motion in the horizontal direction
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
(IMRD
PHYSICS 1
is independent of motion in the
problems)
vertical direction
 Describe the motion of a
projectile pictorially,
 A projectile moves with constant
velocity in the horizontal
verbally and
direction, and constant
mathematically
acceleration in the vertical
 Algebraically manipulate
direction (neglecting air
mathematical model of
resistance)
Projectile Motion to
 The range of a projectile depends
predict unknown
upon the acceleration due to
variables
gravity and upon both
components of the initial velocity
 The curved flight path that is
followed by a projectile is called a
parabola
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Motion (i.e. PAER website,
Physics Cinema Classics.
Rollerblading
demonstrations, Projectile
Launcher)
 Lab: Projectile Motion –
Predicting Horizontal
Displacement
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Momentum
TIME FRAME: 2 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings: (Students will understand that)
Momentum is conserved in a closed, isolated system
Essential Questions:
1. How do we quantify motion?
2. How can we change the momentum of an object?
3. Is momentum a conserved quantity?
Unit Assessment: Chapter test and experimental verification of conservation of momentum.
Core Content Objectives
Cumulative Progress
Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.12.E
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 Momentum of an object is the
product of its mass and
velocity, and is a vector
quantity: p = mv
 Impulse exerted on an object is
the average FNET exerted on
the object multiplied by the
time interval over which the
force is exerted
 Impulse exerted on an object
changes the momentum of the
 Calculate momentum of
an object, change in
momentum of an object,
impulse exerted on an
object
 Relate the impulse
exerted on an object to
the change in momentum
of the object
 Identify initial state and
final state for collisions
 Demonstrations for
Observation or Testing
Experiments: Developing
concept of momentum (i.e.
PAER website)
 Demonstrations for
Observation or Testing
Experiments: Collisions
and Explosions (i.e. PAER
website, air track
demonstrations)
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports (IMRD
structure) with
teacher
PHYSICS 1
object.
 A closed system is one in
which no objects enter or
leave the system. An isolated
system is one in which no net
external force is exerted on
the objects in the system
 Momentum is conserved in a
closed, isolated system
and explosions
 Relate Law of
Conservation of
Momentum to Newton’s
Third Law of Motion
 Algebraically manipulate
mathematical model of
Conservation of
Momentum to predict
unknown variables for
collisions and explosions
in one dimension
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
 Lab: Conservation of Linear
Momentum – Is Momentum
Conserved in a Closed,
Isolated System?
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Work and Energy
TIME FRAME: 2.5 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Work is a way that energy is given to or removed from a system. Energy can change form and be transferred from one object to another.
Energy is a convenient quantity for analyzing motion.
Essential Questions:
1.
2.
3.
4.
5.
What is Work and how do we quantify it?
What are some examples of Work being done?
How do we quantify the energy of movement, specifically kinetic energy?
What are some ways that energy be stored?
What types of motion can we analyze using the concepts of work, gravitational potential energy, and kinetic energy?
Unit Assessment: Chapter test and quantified observations of the efficiency of work transformed into forms of kinetic and/or potential energy.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.12.E
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 When a net force is exerted
on an object over a
collinear displacement, the
product of these two
quantities describes the
work done. Work is,
literally, energy and has the
 Identify situations where
Work is being done,
whether by an object or
on an object. Identify
whether that work is
negative or positive and
what phenomena is
 Discuss work, what the idea
is, and what phenomena
can be created by the
exchange of energy.
 Using earlier examples of
forces (e.g. friction,
impulse, unbalanced,
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
PHYSICS 1





same units as energy, i.e.
Joules or kg*m/s2.
Work can be put into a
system (positive) or can be
removed from a system
(negative).
Kinetic Energy is the
calculable energy of an
object moving at a speed.
It is calculated as 1/2*m*v2.
Not only is momentum
conserved in collisions, but
elastic collisions are a class
of collisions in which kinetic
energy is conserved as
well.
Potential energy is the
stored energy of an object,
essentially an object’s
ability to independently do
work. One major example
is Gravitational Potential
energy which is calculated
as the product of mass,
gravity, and height of
ascent/descent.
These three types of energy
are Mechanical Energy.
They can transform into
one another, and
technically, must since
energy must be conserved.
This ability to manipulate
forms of energy allows us
to use “energy
conservation” to solve
many problems.




created by injecting
energy into or removing
energy from a situation.
Show that work and
kinetic energy have the
same units, and use the
two quantities to predict
how they can transform
into one another.
When elastic collisions
take place, we can use
the conservation of
momentum and kinetic
energy to determine the
final velocities of the
colliding objects.
Show that work, kinetic
energy, and potential
energy have the same
units. Show that
gravitational potential
energy can be
interpreted as the “Work
done by the Earth,” and
predict/show how
gravitational potential
energy can transform
into kinetic energy or
work.
Use the law of
conservation of energy to
predict the quantities that
describe motion.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices





gravity) come up with
specific examples of work
these forces can do and
whether the work is positive
or negative.
From the examples of work,
decipher the phenomena
that is associated with an
acceleration. Find the
kinetic energy of an object
at the end, the work
required to get it to that
speed, and predict how far
of a distance it will take for
friction to stop it. Do it.
Roll some matchbox cars
down a hill and predict the
final velocities based on the
height they began.
Measure your final velocity
and see if it matches.
Find the top speed of some
of the world’s roller
coasters and predict their
height. Look it up on the
internet to see if you’re
correct.
Find the energy stored in a
spring. Identify uses for
springs and explain why
they’re useful in those
applications.
Explain the use of
conservation of energy.
Demonstrate situations in
which it’s being applied.

Drafts of Lab
Reports
(IMRD
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Circular Motion and Gravity
TIME FRAME: 3 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Velocity vectors that change direction can be described by centripetal forces. Uniform circular motion can be applied to objects in orbit. Gravity provides
the centripetal force for celestial bodies in orbit.
Essential Questions:
1. What causes an object to move with uniform circular motion?
2. How do we analyze the net force for an object changing direction but maintaining constant speed?
3. How do we apply uniform circular motion to objects in gravitational orbit?
Unit Assessment: Chapter test and measured or analyzed motion of objects in orbit.
Core Content Objectives
Cumulative Progress
Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.12.E
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able
to do.
Technology Implementation/
Interdisciplinary Connections
 Whenever an object changes
direction, there must be a
change in the velocity vector
and thus, acceleration, and
thus a net force must be
exerted on the object.
 Uniform circular motion is
applied to objects that
change direction.
 Fnet is called a centripetal
 Describe the motion of
an object in Uniform
Circular Motion
pictorially, verbally and
mathematically
 Algebraically manipulate
mathematical models of
Uniform Circular Motion
to predict unknown
variables
 Demonstrations for
Observation or Testing
Experiments: Independence
of motion in horizontal and
vertical directions. (i.e.
Camel Walker, River
Demonstration)
 Demonstrations for
Observation or Testing
Experiments: Projectile
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
(IMRD
PHYSICS 1







force and must be directed
towards the center of the
circular motion for an object
to move with Uniform
Circular Motion, FC = mac
Period is the time for one
revolution, T, and frequency
is the number of revolutions
per second
Dividing the circumference of
the path by the period of the
orbit, or multiplying
frequency by the
circumference results in the
velocity’s magnitude. This
velocity vector is tangent to
the circular path.
Acceleration is directed
towards the center of the
circular motion. This is called
centripetal acceleration. It
depends directly on the
square of the object’s speed
and inversely on the radius
of the circle: ac = v2/r
Centrifugal force is a fictitious
force.
When an object is in orbit
around a planet, e.g. a
satellite, gravity provides the
centripetal force that can be
calculated with Newton’s law
of universal gravitation.
Newton’s law of universal
gravitation can also be
applied to any two masses
separated by a distance.
Kepler’s three laws describe
the motion of objects in orbit.
 Draw free body
diagrams of objects in
circular motion, apply to
turning vehicles and
swinging objects, e.g.
pendulum, yo-yo, roller
coasters.
 Use gravitational force
equation for celestial
objects and celestial
orbits.
 Calculate the properties
of geosynchronous
orbits.
 Apply Kepler’s laws to
the motion of celestial
objects and/or
satellites.
Motion (i.e. PAER website,
Physics Cinema Classics.
Rollerblading
demonstrations, Projectile
Launcher)
 Lab: Projectile Motion –
Predicting Horizontal
Displacement
 Demonstrations for
Observation or Testing
Experiments: Uniform
Circular Motion (i.e. PAER
website, rollerblading
demonstrations)
 Lab: Uniform Circular Motion
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
PHYSICS 1
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Unit Title: Electrostatics
TIME FRAME: 2 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
All matter is comprised of electric charges which can be moved or transferred. Electric fields provide a force that moves charged particles and can do work
on them. Static charges create electric fields and electric potential. If another charge is introduced, Coulomb’s law tells us the forces involved.
Essential Questions:
1. How can we charge an object?
2. Why is electric charge useful?
3. What electric phenomena do we see on a regular basis?
Unit Assessment: Chapter test and demonstrations of phenomena associated with electric charge.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 Electricity is the transfer or
movement of charge. This
charge has its own unit,
Coulombs, and comes in quanta
of 1.6e-19 Coulombs in the form
of an electron or a proton. Any
buildup of a non-neutral charge
creates an electric field which
describes the potential for the
charge to exert a force and/or do
 Determine the number of
electrons/protons
transferred when charge
is transferred.
 Draw the field created by
a positive or negative
charge.
 Determine the force
between two or more
charges separated by a
 Interactive notebooks.
 Van de graaf generators.
Static electricity lab.
Explain the process of
how you shock
someone.
 Types of batteries and
how they generate an
electric field.
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
(IMRD
PHYSICS 1
work.
distance. Determine the
energy required to put
 Charge is a property that
systems of charges
determines the size and direction
together.
of an electric force. This force
can be calculated by the use of
 Distinguish between the
Coulomb’s Law.
electrical properties of
different materials,
 Static Electricity is an
describe their utility in
accumulation of positive or
industry.
negative charge. There are
three ways to induce a static
 Differentiate the three
charge: friction, conduction, and
ways to charge an
induction
object. Demonstrate
them.
 Since charge is the property
which determines the
 Demonstrate how a
characteristics of an
battery and a wire are
electromagnetic force, it can do
analogous to fields
Work. Thus, an electric field can
generated by parallel
do work on a charge.
plates, and moving
charges within the field.
 When parallel plates have a
buildup of opposite charges, a
uniform electric field is created
between the plates. This field
does work on any charges
moving through the field.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
Instructional
Adjustments: Modifications,
student difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Electric Currents
TIME FRAME: 2 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Electricity is a form of energy that can be transformed by moving electric charges doing work in various devices. A potential difference has to be
maintained in order to move charges between two points. Work is done on charges flowing through a conductor and circuits are used to exploit this welldefined behavior. Current, Power and Energy can all be calculated based on the elements of a circuit.
Essential Questions:
1. What is current and how do we model it?
2. How do voltage sources create the ability for conducting wires to transfer electromagnetic energy?
3. How do we measure and buy “electricity”?
Unit Assessment: Chapter test and measurements of Ohm’s law and electrical energy use in common series and parallel circuits.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 Distinguish between the
electrical properties of
different materials,
describe their utility in
industry.
 Recognize where circuits
exist. Identify useful
applications of circuits.
 Describe what types of
 Interactive notebooks.
 Build and manipulate
circuits.
 Draw circuits in a house.
Demonstrate how things
in the house might be
wired and how you’d
design the electricity in
your room.
 Electricity is the transfer or
movement of charge. Voltage
sources create an electric field
through a conductor that
describes the potential for the
field to do work.
 Conduction is the ability for
charge to flow through a
material. Materials have
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
PHYSICS 1







different conductivities, and are
usually categorized as either
conductors, semiconductors, or
insulators.
A Current is a continuous flow of
electricity and can be measured
in a unit called Amperes or
Coulombs per second.
Current must travel through a
medium. The resistivity of the
conductive material describes
how much the medium resists a
flow of current. When current
flows continuously through one
or many loops, this loop is called
a circuit.
A voltage is also called an electric
potential and an EMF
(electromotive force). It is a
quantity that describes how
much current will flow through a
particular medium and has units
of Volts.
Resistance has a unit of Ohms.
Ohm’s Law describes the
relationship between voltage,
current, and ohms in a circuit. It
is mathematically stated as V =
I*R.
Current can flow through a circuit
continuously in one direction
(DC), or can oscillate in direction
(AC).
Electricity can be used as a way
to transfer energy. We can
calculate energy transferred and
the rate (Power) at which it’s
transferred.
objects are assigned
voltages. Identify
differences in circuits
when different voltages
are applied.
 Show Ohm’s Law applied
to circuits with different
voltages and resistors
applied. Calculate
currents.
 Describe why our supplied
electricity is AC and why
must use AC Adaptors
for our electronic
devices.
 Calculate the energy
expended when running
electricity through a
circuit. Calculate the
money spent on
electricity used for
appliances.
 Research ways to create
electricity, specifically
voltage sources..
 Calculate the yearly cost
of three appliances
used in your house if
$0.11 cents/kW-hr.
(IMRD
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
PHYSICS 1
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional
Adjustments: Modifications,
student difficulties, possible misunderstandings
Unit Title: Magnetism
TIME FRAME: 1 week
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Magnetic fields are produced from moving charges. All magnets are dipolar and align with other magnetic fields.
Essential Questions:
1. How do we draw magnetic fields?
2. What types of objects or materials have associated magnetic fields?
Unit Assessment: Chapter test and demonstrations of magnetic phenomena such as but not limited to the use of a compass.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 All magnets have two poles
(dipole) called North and South.
They are called such because
the Earth itself acts as a magnet.
Magnets align themselves with
this field, e.g. compass, and the
designated North will point North
and vice versa. Opposites attract
and Like poles repel, just like the
electric force. Lines drawn from
the North pole must end at a
 Use a compass. Draw the
Earth’s field. Draw
North, South, and the
arrows associated
therein.
 Draw field lines
penetrating a surface.
Calculate flux of
situations in which
magnetic fields
penetrate surfaces.
 Interactive notebooks.
 Use a compass to map
magnetic fields created
by a magnet.
 Draw the Earth’s
magnetosphere and the
resultant van allen belts
of electrons and protons
and their respective
circulation.
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
(IMRD
structure)
PHYSICS 1
South pole.
 Show how a needle or a
 All magnets have two poles.
paper clip can be made
There are no magnetic
into a compass.
monopoles.
 Ferromagnetic materials consist
of magnetic domains and can be
magnetized.
 The poles of a magnet create a
field that can be drawn to
represent field strength. When
the field penetrates a surface,
the area of the surface can be
multiplied by the component of
the field parallel to the normal of
the surface. This product is
called a Magnetic Flux.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
Instructional
Adjustments: Modifications,
student difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Electromagnetism
TIME FRAME: 2 weeks
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Magnetic fields are produced around moving charges. A changing magnetic field can induce a current in a closed conductor. Magnetic fields exert a force
on a moving charge. Loops of wires can produce magnetic fields, or can have currents induced by introducing magnetic fields. Motors and generators use
mechanical energy exerted on magnets and solenoids to create the AC electricity that reaches all electric outlets.
Essential Questions:
1. What energy sources do power companies use to generate electricity?
2. How are magnets used to generate electricity?
3. How do magnetic fields protect us from radiation?
Unit Assessment: Chapter test and demonstrations of the right hand rule to correctly predict the behavior of moving charges and magnetic fields.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 Magnetism is intimately related to
electricity. When there is a flow
of current, there is a
consequential magnetic field.
When there is a change of a
magnetic field, an electric field is
induced. These fields can be
described by the right-hand rule.
 A magnetic field exerts a force on
 Describe the fields
generated by wires in
the wall, use a compass
to check for fields. Use
the right hand rule for
drawing the direction of
fields.
 Draw how the Sun’s
radiation gets caught in
 Interactive notebooks.
 Use a compass to map
magnetic fields created
by a wire. Draw it on a
piece of paper. What
does this mean about
power lines?
 Describe how old Tvs
electron guns created
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
PHYSICS 1
a moving charge and this can be
described by the right-hand rule.
The Earth is a giant magnet and
protects the surface from the
sun’s charged radiation in this
way.
 A changing magnetic flux will
induce a current in a loop of
wire. Generators work this way.
Conversely, when current flows
through a loop of wire, it creates
a magnetic field. This is how
motors work.
 A solenoid is a cylindrical coil of
one wire looped many times to
create a magnetic field. The field
is proportional to the current
applied and the linear density of
turns of wire.
 Transformers use induced fields
to raise or drop voltage. The
raise or drop is proportional to
the respective number of turns of
wire in a primary and secondary
coil using the same.
the Earth’s field.
Describe what would
happen in other
situations where wires
are dragged through
magnetic fields.
 Demonstrate how a motor
and a generator works.
Explain why we have
AC current at home.
 Describe the field in a
solenoid. Draw the
direction of the field and
where the field is
strongest. Describe
uses of such
technology.
 Calculate the current,
voltage, and power in
transformers. Describe
their use.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
pictures. Describe the
consequences if the
Earth’s field died for a
few seconds.
 Make a motor and/or a
generator. Describe
how it works.
 Describe how a Taser
uses transformers.
Research the voltage
put out by a Taser.
Describe the
transformer you would
need with a 9V battery?
Instructional
(IMRD
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
Adjustments: Modifications,
student difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Waves
TIME FRAME: 1.5 WEEKS
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Waves propagate energy. All waves have definable properties that are inherently different from the particle interpretation of motion. Waves exhibit
multitudinous wave phenomena.
Essential Questions:
1.
2.
3.
4.
How do we identify periodic motion?
What properties can be ascribed to periodic motion?
What properties can be ascribed to all waves?
How do waves interact with matter and with each other?
Unit Assessment: Chapter test and/or describing the properties of an arbitrarily chosen wave.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.C, 5.2.D
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 Periodic Motion is a motion that
repeats itself.
 Restoring forces contribute to
periodic motion.
 Waves propagate energy and can
do work.
 Waves are classified as
mechanical waves or
electromagnetic waves.
 Mechanical waves require matter
 Identify periodic motion of
a particle both verbally and
graphically.
 Define a wave and assign
properties.
 Describe the difference
between Mechanical wave
and Electromagnetic wave.
 Describe the difference
between Longitudinal wave
 Demonstrations for
Observation or Testing
Experiments: Developing
wave vocabulary (i.e. use
slinkies, springs, ropes,
computer simulations)
 Demonstrations for
Observation or Testing
Experiments: Developing
concept of principle of
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
(IMRD
PHYSICS 1
to propagate.
 Electromagnetic waves do not
require matter to propagate.
 There are two types of
mechanical waves: Longitudinal
mechanical waves occur when
particles of the medium oscillate
parallel to direction of wave
propagation. Transverse
mechanical waves occur when
particles of medium oscillate
perpendicular to direction of wave
propagation.
 For Mechanical Waves: Amplitude
(A) of a wave is the maximum
displacement from the particle’s
equilibrium position. Energy is
proportional to Amplitude2
 Wavelength of a wave is the
distance between any two
successive parts of the wave that
are in phase.
 Frequency (f) of a wave is the
number of complete waveforms
that pass a given point during
each second. The inverse of
frequency is Period (T). This is the
time a wave takes for one
complete oscillation to occur.
 Wave speed is determined by
frequency times wavelength.
 Materials can change wave
speed, e.g. the index of refraction
that is sometimes called the
optical density of the medium
changes the speed of light.
 Wave Interference is described by
Principle of Superposition: at any
time, the combined waveform of
two or more interfering waves is
and Transverse wave.
 Define Amplitude,
Wavelength,Frequency,
Period, Wave speed of a
wave.
 Calculate frequency of a
wave if Period is known.
Calculate Period of a wave
if frequency is known.
 Calculate wave speed.
 Algebraically manipulate
mathematical model of
wave speed to predict
unknown variables.
 Apply the principle of
superposition to predict
interference effects.
 Define examples for
reflection, transmission,
refraction, dispersion, and
diffraction.
 Use concepts of reflection
and interference to
describe how standing
waves are formed.
superposition (i.e. use slinkies,
springs, ropes, computer
simulations.
 Demonstrations for
Observation or Testing
Experiments: Developing
concept of standing waves (i.e.
use spring, rope)
 Measurements of reflection
angles, refraction angles, and
diffraction distance.
 Identification of real world
examples of all wave
phenomena.
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
PHYSICS 1
given by the sum of the
displacements of the individual
waves at each point in the
medium
 Constructive interference occurs
when the displacements of the two
waveforms are in the same
direction. Destructive interference
occurs when the displacements of
the two waveforms are in the
opposite directions
 A variety of phenomena occurs
when a wave reaches a boundary
between two media, i.e.
transmission, refraction, reflection,
dispersion or diffraction.
 Reflection is when a wave
symmetrically rebounds off a
boundary.
 Upon transmission into a second
medium of different optical
density, wave speed changes.
 When passing obliquely into a
different medium, refraction
occurs. Dispersion occurs when
refraction is frequency dependent.
 Diffraction occurs as a wave
interacts with an edge or through
an opening near the order of
magnitude of its wavelength. At
the boundary, each point on the
wave front exhibits the properties
of spherical waves.
 Standing waves are formed when
the waves reflected off of fixed or
open ends of a medium interfere.
Nodes are areas of total
destructive interference,
Antinodes are areas of total
constructive interference
PHYSICS 1
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Sound
TIME FRAME: 2 WEEKS
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Sound waves transfer energy. What affects human perception of sound
Essential Questions:
1. What do humans perceive as sound?
2. What characteristics of sound waves do humans perceive and interpret?
Unit Assessment: Chapter test and/or identifying classifications of sound phenomena and/or predicting sound’s behavior.
Core Content Objectives
Cumulative Progress
Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D, 5.2.C,
5.2.D
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 Sound wave is a Longitudinal
Mechanical Wave.
 Mechanical energy of a
sound wave is propagated
through the air via areas of
compression and rarefaction.
 Humans hear frequency
within the range of 20 Hz –
20000 Hz.
 Speed of sound in medium
depends on elasticity and
density of medium.
 Speed of sound in air : v =
(331 + 0.6*TC)m/s
 Sound Intensity is the rate of
energy transfer across a unit
area (power/area).
 Describe the properties of
sound.
 Define range of audible
frequencies.
 Describe why speed of
sound in solid is faster
than in liquid and gas.
 Calculate speed of sound
in air at various
temperatures of degrees
Celsius.
 Define sound intensity and
determine how it is
affected by changes in
distance from a point
source. (inverse square
law)
 Demonstrations for
Observation or Testing
Experiments:
 Develop concepts of sound
(i.e. talking cups, open end
tubes, tuning forks, Doppler
Frisbee, computer generated
tones of different
frequencies, speed of sound
through various media)
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
(IMRD
structure)
with teacher
feedback
 Homework
Summative
Assessments:
 Quizzes
PHYSICS 1
 Sound intensity is perceived
by humans as loudness.
 Sound Intensity level is a
comparison of loudness of
sound to the minimum
audible intensity, measured
in decibels.
 Sound Phenomena:
Reflection, refraction,
diffraction, interference (can
result in beats, when two
sinusoidal waves with the
same amplitude but slightly
different frequencies
interfere), Doppler Effect (
the change in perceived
frequency of sound due to
relative motion between
source and observer).
 Describe how the principle
of superposition can be
applied to sound waves.
 Define doppler effect.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices


Tests
Lab Reports
(IMRD
structure)
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
PHYSICS 1
Unit Title: Light
TIME FRAME: 5 WEEKS
Targeted Standards: 5.1 Science Practices, 5.2 Physical Science
Unit Objectives/Conceptual Understandings:
Light can be represented as a particle, as a wave, or as a photon
Essential Questions:
1. What are the three models of light?
2. What are optical properties shared by all electromagnetic waves?
3. How do we predict images produced by mirrors and lenses?
Unit Assessment: Chapter test and/or identifying light phenomena and predicting light’s behavior.
Core Content Objectives
Cumulative
Progress Indicators
5.1.12.A, 5.1.12.B,
5.1.12.C, 5.1.12.D,
5.2.C, 5.2.D
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
 Light can be described as a
particle, wave or particle-wave
duality/photon.
 Light is an Electromagnetic wave
which can propagate through
space.
 Visible range of light is 400 nm –
700 nm.
 Speed of light is 3.00 x 108 m/s in
vacuum.
 Effect of distance on light’s
illumination.
 Polarization is a vibration of light in
a single plane.
 Reflection and transmission of light
 Discuss historical views of
the nature of light, state what
experiments support each of
the three models of light.
 Identify light as part of the
electromagnetic spectrum.
 Describe experiments for
determining the speed of
light.
 Define polarization and
explain how light becomes
polarized.
 Relate polarization as
evidence of the transverse
wave nature of light.
 Demonstrations for
Observation or Testing
Experiments:
 Develop concepts of three
models of light (i.e.
introductory packet)
 Demonstrations using
laser, mirrors, prisms,
polarizing lenses
 Mirror Labs
 Lens Labs
 Snell’s Law Lab with
cheese boxes
 Total Internal Reflection
Demo
Assessment
Check Points
Formative
Assessments:
 Class
discussions
 Worksheets
with teacher
feedback
 Drafts of Lab
Reports
(IMRD
structure)
with teacher
feedback
 Homework
Summative
PHYSICS 1
 Apply the Law of Reflection.
 Apply Snell’s Law to
refraction and use it to make
predictions.
 Explain the conditions that
lead to Total Internal
Reflection.
 Calculate critical angles in
TIR.
 Explain the basic operation
of optical fibers.
 Relate how refraction and
dispersion explain the
formation of rainbows and
the brilliance of diamonds.
 Draw ray diagrams for a
plane mirror, and identify the
properties of the images
formed.
 Define the properties of a
virtual image.
 Draw ray diagrams for
converging mirrors and
lenses, and identify the
properties of the images
formed.
 Define the properties of a
real image.
 Draw ray diagrams for
diverging mirrors and lenses,
and identify the properties of
the images formed.
 Apply algebraic equations to
predict location and
magnification of images in a
variety of optics situations.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
always occurs at boundaries.
 Refraction can also be applied to
light.
 Snell’s Law describes the
transmission of light at boundaries
of different indices of refraction.
 Total Internal Reflection occurs at
a critical angle as described by
Snell’s Law.
 Dispersion is frequency dependent
refraction.
 Ray Diagrams are used to predict
the path of light through
converging and diverging systems
 Application of ray diagrams for
converging and diverging lenses
and mirrors
Assessments:
 Quizzes
 Tests
 Lab Reports
(IMRD
structure)
Instructional
Adjustments: Modifications,
student difficulties, possible misunderstandings
PHYSICS 1