Download Physics Curriculum with Benchmarks 2014

Unit 1: Introduction / Force and Motion
Total Number of Days: 40 Grade/Course: Physics
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS

What processes, skills and habits of mind do scientists employ to
study nature, discover new information, answer questions and
solve problems?

Scientists make careful observations, ask questions based on their
observations, form hypotheses, conduct experiments and analyze
data. They communicate their findings to other scientists for
review and try to avoid bias.

Why is attention to proper procedures and safety concerns
important in a laboratory setting?

Attention to detail in the laboratory setting is vital to produce
valid, reliable data and prevent damage to equipment. It is also
important to prevent injury to the individual performing the
experiment, as well as others in the laboratory.

What causes an object to move?

Motion occurs when a force is applied to an object

What are the ways in which an object can move?

An object can speed up, slow down or change direction

What is energy and how does it affect matter?

Energy is the ability to do work, and can cause matter to move
and/or vibrate
PACING
CONTENT
SKILLS
STAND.
(CCCS/
NGSS)
RESOURCES
TEXT
OTHER
(E.g., tech)
.5
1
.5
LEARNING
ACTIVITIES/ASSESSMENTS
UNIT PRETEST
Scientific Method
Laboratory Safety and
Procedures
Apply the steps of the scientific
method to answer a specific
question
Test one’s ideas using the scientific
method in a laboratory setting
Explain the necessity of following
directions and proper procedures
in the laboratory
5.1.12.C.3
5.1.12.C.3
1.1
1.1
Models in
Physics
http://www.s
cilinks.org
Code: HF2011
Scientific Processes- CPO 1.1
Density of Pennies- Holt CRF 1 p. 96-99
Scientific Method Quiz
Lab Safety posters
Demonstrate knowledge of what to
do in the event of an emergency
.5
Measurement – SI
Units, Prefixes and
Conversions
Identify the fundamental units of SI
and how they can be used to derive
additional units
Lab Safety Review and Quiz
5.1.12.A.1,
2, 3
1.2
SI Units
http://www.s
cilinks.org
Code: HF2012
Convert units from one order of
magnitude to another, as well as
from metric to standard system
units.
Metric Prefixes Holt text p. 12
Practice 1A- Holt text p. 14 q. 1-5
Writing Scientific Notation- Holt MS p.
5-7
Using Scientific Notation-Holt MS p. 811
Using Scientific Notation- Holt MS p.
12-15
Close Reading – “A Billion Burgers” Holt
text p. 24
.25
Accuracy vs. Precision
Describe a measurement in terms
of its accuracy and its precision
5.1.12.A.1,
2, 3
1.2
.25
Graphing and
Dimensional Analysis
Construct graphs to model
numerical data
5.1.12.A.1,
2, 3
1.2
Graphing
http://www.s
cilinks.org
Code: HF2013
Analyze data presented in graphic
form to test hypotheses
Treat units as numbers to derive
appropriate units
Physics and Measurement – Holt text p.
32-37
Conversions- Holt MS p. 1-4
Conversion Factors- Holt MS p. 27-31
International System of Units- CPO 1.2
Accuracy vs. Precision T-Chart
Accuracy vs. Precision Practice
Worksheet
Making Line Graphs-CPO 1.2
The Circumference-Diameter Ratio of
a Circle- Holt LE p. 1-3
Analyzing Graphs of Motion Without
Numbers- CPO 2.4
Analyzing Graphs of Motion With
Numbers – CPO 2.4
Orders of
Magnitude
http://www.s
cilinks.org
Code: HF2014
Dimensional Analysis-CPO 1.2
Portfolio: Nobel Prizes Brochure
(Holt text p. 31 q. 3)
TEST CHAPTER ONE
1.5
1.5
1
Displacement and
Velocity
Define an object’s change in
position in terms of its initial and
final locations
 Δx = xf - xi
5.2.12.E.1
2.1
Motion
http://www.s
cilinks.org
Code: HF2021
Compare and contrast speed and
velocity
Motion- Holt LE p. 7-9
Calculate an object’s velocity by
dividing its displacement by the
amount of time it took to occur
 vavg = Δx / Δt
Velocity- Holt MS p. 62-66
Acceleration
Explain how an object can undergo
a change in velocity by speeding up,
slowing down, or changing
direction.
 aavg = Δv / Δt
 Δx = ½(vi + vf)Δt
 Vf = vi + aΔt
5.2.12.E.1
2.2
Acceleration
http://www.s
cilinks.org
Code: HF2022
Practice 2B- Holt text p. 49 q 1-5
Practice 2C- Holt text p. 53 q 1-5
Acceleration- Holt MS p. 67-71
Acceleration Problems- CPO 2.2
Free Fall
Evaluate the effects of gravity and
air resistance on the movement of
an object
 g = 9.81 m/s2
5.2.12.E.3
2.3
Galileo
http://www.s
cilinks.org
Code: HF2023
Time Interval of free fall – Holt text p.
62
Practice 2F- Holt text p. 63-64 q. 1-6
Close Reading – “Time Dilation” Holt
text p. 66-67
Free fall
http://www.s
cilinks.org
Code: HF2024
1
1.5
Practice 2A- Holt text p. 44 q. 1-6
Measuring Time and Motion- Holt text
p. 76-81
Scalar vs. Vector
Quantities
Compare and contrast scalar and
vector quantities
5.1.12.A.1
3.1
Vector Operations
Represent vector quantities
graphically
5.1.12.A.1
3.2
Vectors
http://www.s
cilinks.org
Code: HF2031
Portfolio: Velocities of Objects
(Holt text p.75 q. 4)
TEST CHAPTER TWO
Scalar/Vector T-Chart
Practice 3A- Holt text p. 90-91 q. 1-4
Practice 3B- Holt text p. 93-94 q. 1-7
Pythagorean Theorem- CPO 6.1
Vector Treasure Hunt- Holt LE p. 13-15
Determine the resultant of several
vectors both graphically and
algebraically
 Pythagorean theorem:
c2 = a2 + b2
 Θ = tan-1(opp/adj)
Practice 3C- Holt text p. 95-97
Adding Displacement Vectors- CPO 6.1
Resolve a vector into its horizontal
and vertical components both
graphically and algebraically
Practice 3B –Holt text p. 93-94 q.1-7
Practice 3C- Holt text p. 95-97 q. 1-4

1
Projectile Motion
Explain how two or more forces
acting on an object can cause it to
follow a curved path
 Δy =1/2 g (Δt)2
 Δx = vxΔt
5.2.12.E.1
3.3
Projectile
Motion
http://www.s
cilinks.org
Code: HF
2032
Practice 3D-Holt text p. 101-102 q. 1-4
Practice 3E- Holt text p. 103-104 q. 1-5
Velocity of a Projectile- Holt text p.
120-121
Projectile Motion- CPO 6.1
Projectile Motion- Holt text p. 100
.5
Relative Motion
Calculate the relative motion of two
moving objects relative to each
other
5.2.12.E.1
3.4
Speed of Light
http://www.s
cilinks.org
Code: HF2033
Practice 3F- holt text p. 108-109 q. 1-4
Close Reading- “Relativistic Addition of
Velocities” Holt text p. 110-111
1
Forces
Define force as any push or pull
Compare, contrast,
and give examples of contact and
field forces
5.2.8.E.2
4.1
Forces
http://www.s
cilinks.org
Code: 2041
Portfolio: NASA Basketball Court
(Holt text p. 119 q. 4)
TEST CHAPTER THREE
Force and Changes in Motion- Holt text
p. 126
Close Reading- “Indestructible Alloy”
Holt text p. 129
Contact vs. Field forces T-Chart
Conduct an investigation and
evaluate the experimental design to
provide evidence that fields exist
between objects exerting forces on
each other even though the objects
are not in contact.
Explain that all motion is the result
of unbalanced forces acting upon an
object
1.5
Newton’s First Law of
Motion – Inertia
Compare and contrast matter and
energy
5.2.8.E.2
4.2
Identify the properties of matter
Evaluate Newton’s first law in
terms of the movements of objects,
as well as its prediction that an
object could continue in motion
forever in the absence of an outside
force
1
Newton’s Second Law
of Motion –
Acceleration
Explain how Newton’s second law
of motion relates force, mass and
acceleration of an object
Newton’s Third Law of
Motion – Interaction
Evaluate the statement “for every
action there is an equal and
opposite reaction”
Practice 4A- Holt text p. 132-133 q. 1-4
Force and Acceleration- Holt text p.
158-163
Matter vs. Energy summary
Inertia- Holt text p. 134
5.2.12.E.4
HS-PS2-1
MS-PS2-2
4.3
Calculate the remaining factor
(force, mass or acceleration) when
the other two values are known
 F = ma
.5
Newton’s
Laws
http://www.s
cilinks.org
Code HF2042
Practice 4B- Holt text p. 137-138
Discovering Newton’s Laws- Holt LE p.
19-21
Newton’s Second Law- CPO 2.2
Newton’s Second Law- Holt MS p. 72-76
Acceleration Due to Gravity- CPO 2.3
Plan an investigation to provide
evidence that the change in an
object’s motion depends on the sum
of the forces on the object and the
mass of the object.
5.2.12.E.4
HS-PS2-1
MS-PS2-1
4.3
Applying Newton’s Laws of MotionCPO 3.1
Give several examples of how force
pairs determine the motion of
objects
Summarize how all three of
Newton’s laws apply to a moving
object
.5
Weight
Apply Newton’s second law of
motion to determine the weight of
Newton’s Laws of Motion Summary
5.2.12.E.4
4.4
Mass versus Weight- CPO 2.1
an object in various gravitational
fields
 Fw = mg
.5
2
1.5
Friction
Work and Energy
Kinetic vs. Potential
Energy
Define friction as a force between
two surfaces that resists forward
motion
5.2.12.E.3
4.4
Friction
http://www.s
cilinks.org
Code: HF2044
Practice 4C- Holt text p. 145 q. 1-3
Practice 4D- Holt text p. 146-147 q.1-4
Determine static and sliding
friction experimentally
 μk = Fk / Fn
 μs = Fs,max / Fn
 Ff = μFn
Static, Sliding, and Rolling FrictionHolt CRF11 p. 40-54
Analyze how friction can be either
beneficial or harmful
Applications of Friction summary
Define energy as the ability to do
work
Portfolio: Athletes and Friction
Report
(Holt text p. 157 q.5)
5.2.12.E.2
5.1
Work
http://www.s
cilinks.org
Code: 2051
TEST CHAPTER FOUR
Practice 5A- Holt text p. 169-170 q. 1-4
Determining the Energy of a Rolling
Ball – Holt CRF 12 p. 56-57
Work- Holt MS p. 82-85
Exploring Work and Energy- Holt LE p.
25-27
Calculate the amount of work done
in moving an object
 W = fd
 Wnet = Fnetd(cos Θ)
Practice 5B- Holt text p. 173-174 q. 1-5
Mechanical Energy- Holt text p. 183
Work- CPO 3.2
Determine the amount of work
done in climbing a flight of stairs
Work Done Against Gravity- CPO 4.1
What is your power output when you
climb the stairs? – Holt CRF 12 p. 50-51
Compare and contrast kinetic and
potential energy
5.2.12.D.1
HS-PS3-2
MS-PS3-1, 2
5.2
Potential and
Kinetic
Energy
http://www.s
cilinks.org
Code: HF2052
Practice 5D- Holt text p. 179-180 q. 1-3
Potential and Kinetic Energy- CPO 3.2
Calculate kinetic and potential
energy
 KE = ½ mv2
 PEg = mgh
 PEelastic = ½ kx2
Gravitational Potential Energy-Holt
MS p. 93-95
Kinetic Energy- Holt MS p. 97-98
Construct and interpret graphical
displays of data to describe the
relationships of kinetic energy to the
mass of an object and to the speed of
an object.
Show how kinetic energy can be
converted to potential energy and
vice versa
.5
Conservation of Energy
Identify several types of energy and
classify them as either kinetic or
potential energy
5.2.8.D.1
HS-PS3-1
5.3
Conservation
of Energy
http://www.s
cilinks.org
Code: HF2053
Show how each type of energy can
potentially be converted to another
form
Practice 5E- Holt text p. 184-15 q. 1-5
Conservation of Mechanical EnergyHolt text p. 200-205
Design, build, and refine a device that
works within given constraints to
convert one form of energy into
another form of energy.
Explain how energy can neither be
created nor destroyed; that the
amount of energy entering a system
is the same as the amount at the
end
2
Power
Calculate the amount of work done
per unit time
 P = W/ Δt
 P = Fv
5.2.12.E.2
HS-PS2-2
5.4
Practice 5F- Holt text p. 188-189 q. 1-5
Power- Holt MS p. 86-88
Power- CPO 4.1
Close reading- “The Equivalence of
Mass and Energy” Holt text p. 190-191
Portfolio: Airline Fuel Presentation
(Holt text p. 199 q. 4)
.5
Momentum and
Impulse
Compare and contrast momentum
and inertia
 p = mv
HS-PS2-2
6.1
Momentum
http://www.s
cilinks.org
Code: HF2061
TEST CHAPTER FIVE
Practice 6A– Holt text p. 209 q.1-3
Practice 6B- Holt text p. 211 q.1-4
Practice 6C- Holt text p. 212-213 q. 1-3
Momentum- Holt MS p. 77-81
Momentum- CPO 3.1
.5
1.5
Conservation of
Momentum
Explain how momentum is
conserved
5.2.12.D.5
HS-PS2-3
6.2
Rocketry
http://www.s
cilinks.org
Code: HF2062
Practice 6D- Holt text p. 218-219 q. 1-4
Conservation of Momentum- Holt text
p. 238-241
Momentum Conservation- CPO 3.1
Close reading- “ Surviving a Collision”
Holt text p. 217
Elastic and Inelastic
Collisions
Describe what happens when two
objects collide
HS-PS3-1
MS-PS2-1
6.3
Collisions
http://www.s
cilinks.org
Code: HF2064
Elastic and Inelastic Collisions – Holt
text p. 227
Compare and contrast inelastic and
elastic collisions
Practice 6E- Holt text p. 223-224 q. 1-5
Practice 6G- Holt text p. 228-229 q. 1-4
Determine what happens when two
objects collide experimentally
Collisions and Conservation of
Momentum- CPO 3.3
Apply Newton’s Third Law to Design a
solution to a problem involving the
collision of two objects
Apply scientific and engineering
ideas to design, evaluate, and refine a
device that minimizes the force on a
macroscopic object during a collision.
Portfolio: Space Mission Fuel
Requirement Report
(Holt text p. 237 q.5)
TEST CHAPTER SIX
BENCHMARK TEST UNIT ONE
REVIEWS AND
ASSESSMENTS
INSTRUCTIONAL FOCUS OF UNIT
The principles that determine how and why an object can undergo changes in its state of motion.
RESOURCES AND ABREVIATIONS USED






CPO – Physics – A First Course – Skill and Practice Work Sheets – CPO Science © 2005
HOLT TEXT – Holt Physics – Serway and Faughn – Holt, Rinehart and Winston © 2002
HOLT CRF – Holt Science Spectrum- Physical Science Chapter Resource File - Holt, Rinehart and Winston © 2008
HOLT MS- Holt Science Spectrum- Physical Science Math Skills Workbook - Holt, Rinehart and Winston ©2008
NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release
NJCCCS – New Jersey Core Curriculum Content Standards for Science:
- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education, February 9,
2011
- Classroom Applications Document – Science – Physical Science (by end of grade 8)
ACADEMIC VOCABULARIES BY ROBERT MARZANO
Marzano’s Six Steps for Teaching Vocabulary:
1.
2.
3.
4.
5.
6.
YOU provide a description, explanation or example. (Story, sketch, power point)
Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
Ask students to construct a picture, graphic or symbol for each word.
Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
Ask students to discuss vocabulary words with one another (Collaborate)
Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Definitions of terms used in this unit:
1. Acceleration- the rate of change of velocity.
2. Accuracy- describes how close a measured value is to the true value of the quantity measured.
3. Action-Reaction pair- a pair of simultaneous equal but opposite forces resulting from the interaction of two objects.
4. Average velocity- total displacement divided by the time interval during which the displacement occurred.
5. Coefficient of friction- the ratio of the force of friction to the normal force acting between two objects.
6. Components of a vector- the projections of a vector along the axes of a coordinate system.
7. Contact force- force that arises from the physical contact of two objects.
8. Controlled experiment- experiment involving manipulation of only a single variable or factor.
9. Displacement- the change in position of an object.
10. Elastic collision- a collision in which the total momentum and total kinetic energy remain constant.
11. Equilibrium- the state in which there is no change in a body’s motion.
12. Field force- force that can exist between objects, even in the absence of physical contact between the objects.
13. Force- the cause of an acceleration or the change in an object’s velocity.
14. Force diagram- a diagram of the objects involved in a situation and the forces exerted on the objects.
15. Frame of reference- a coordinate system for specifying the precise location of objects in space.
16. Free fall- the motion of an object falling with a constant velocity.
17. Friction- the resistive force that opposes the relative motion of two contacting surfaces.
18. Gravitational potential energy- the mutual force of attraction between particles of matter.
19. Impulse- for a constant external force, the product of the force and the time over which it acts on an object.
20. Inertia- the tendency of an object to maintain its state of motion.
21. Instantaneous velocity- the velocity of an object at some instant (or specific point in its path).
22. Kinetic energy- the energy of an object due to its motion.
23. Kinetic friction- the resistive force that opposes the relative motion of two contacting surfaces that are moving past one another.
24. Model-a replica or description designed to show the structure or workings of an object, system or concept.
25. Momentum-a vector quantity defined as the product of an object’s mass and velocity.
26. Net external force the total force resulting from a combination of external forces on an object; sometimes called the resultant force
27. Normal force- a force exerted by one object on another in a direction perpendicular to the surface of contact.
28. Perfectly inelastic collision- a collision in which two objects stick together and move with a common velocity after colliding.
29. Potential energy- energy associated with an object due to its position.
30. Power- the rate at which energy is transferred.
31. Precision- the degree of exactness with which a measurement is made and stated.
32. Projectile motion- free fall with an initial horizontal velocity.
33. Resultant- a vector representing the sum of two or more vectors.
34. Scalar- a physical quantity that has a magnitude but no direction.
35. Significant figures- digits in a measurement that are known with certainty plus the first digit that is uncertain.
36. Static friction- the resistive force that opposes the relative motion of two contacting surfaces that are at rest with respect to one another.
37. Vector- a physical quantity that has both a magnitude and a direction.
38. Weight- the magnitude of the force of gravity acting on an object.
39. Work- The product of the magnitudes of the components of a force along the direction of displacement and the displacement
40. Work-kinetic energy theorem- the theorem stating that the net work done on an object is equal to the change in the kinetic energy of the object.
ASSESSMENT
1. Two students played on a slide. Student 1 wore shorts, and Student 2 wore long pants. Which of these explanations best identifies why Student 2 moved down the
slide more smoothly than Student 1?
A.
B.
C.
D.
less gravity
less friction
more weight
more acceleration
(MD)
2. To keep a heavy box sliding across a carpeted floor at constant speed, a person must continually exert a force on the box. This force is used primarily to overcome
which of the following forces?
A.
B.
C.
D.
Air resistance
The weight of the box
The frictional force exerted by the floor on the box
The gravitational force exerted by the Earth on the box
(NAEP)
3. A child at a playground slides down a slide on a windless day. Describe two forces that affect the motion of the child as she moves down the slide.
(OH)
4. Which has more kinetic energy, a typical loaded large 18- wheel truck traveling at 5 mph (on average they weigh 50,000 pounds) or
a typical car traveling at 100 mph (on average they weigh 3000 pounds)? Explain your reasoning. Which do you think will cause more damage if it, by accident, ran
into a building located on the side of the road?
5. Is a hamburger an example of stored energy? Explain why or why not. (NAEP)
6. Right before Anna was about to run in a long race, she drank a large glass of orange juice to get energy. Tell how the energy that was in the orange juice actually
came from the Sun. (NAEP)
7. Some people have proposed that ethyl alcohol (ethanol), which can be produced from corn, should be used in automobiles as a substitute for gasoline. Explain an
environmental and an economic impact that could result from substituting ethyl alcohol for gasoline.
8. While hanging out in the neighborhood you overhear some adults complaining about how fast the cars are driving past the playground. The posted speed limit is
25 mph. Some of the adults plan to complain at the next city council meeting. Based on past experience with the city council you know that they want data not
anecdotes before they consider taking any action. Describe a simple yet effective way to determine the speed of the cars.
9. A toy car rolls at a constant speed down a straight inclined track. When the car reaches the flat surface at the base of the inclined track, the speed of the car decreases.
10. Which statement best explains why the speed of the car decreases when it reaches the flat surface?
A.
B.
C.
D.
The force of gravity acting on the car increases.
The force of gravity acting on the car decreases.
The forces influencing the car are not balanced.
The forces influencing the car are balanced.
(MD)
11. The motion of a car accelerating in a straight line differs from the motion of a car moving in a straight line at a constant speed.
Which change best describes acceleration of a car?
A.
B.
C.
D.
a change in the direction of the car
a change in the distance the car travels
the change in velocity divided by the time for that change
the change in the time for the car to travel a distance
(MD)
12. Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up along the side of your car. This truck seems to stand still for a
moment, and then it seems to be moving backward.
13. Tell how the truck can look as if it is standing still when it is really moving forward.
(NAEP)
14. Explain why astronauts on the International Space Station look down at NJ and observe that we are rotating at a speed of almost 795 mph. Explain why you do
not feel as though you are moving at all.
15. The picture above shows the positions of two runners at one-second intervals as they move from left to right.
For each runner, indicate whether the runner's speed seems to be constant, increasing, or decreasing.
Explain how you can tell this from the pictures.
(NAEP)
16. A student with a mass of 66.0 kg climbs a staircase in 44.0 s. If the distance between the base and the top of the staircase is 14.0 m, how much power will the
student deliver by climbing the stairs?
17. If an elephant were chasing you, its enormous mass would be very threatening. But if you zigzagged, the elephant’s mass would be to your advantage. Why?
18. Many automobile passengers suffer neck injuries when struck by cars from behind. How does Newton’s law of inertia apply here? How do headrests help to
guard against this type of injury?
19. A rocket fired from its launching pad not only picks up speed, but its acceleration also increases significantly as firing continues. Why is this so? (Hint: about
90% of the mass of a newly fired rocket is fuel)
20. Since the force that acts on a cannonball when a cannon is fired is equal and opposite to the force that acts on the cannon, does this imply a zero net force and
therefore the impossibility of an accelerating cannonball? Explain.
21. Why does a pregnant woman in the late stages of pregnancy or a man with a large paunch tend to lean backward when walking?
21ST CENTURY SKILLS
(4Cs & CTE Standards)
One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of 21st
Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting the
following standards:
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home assignments,
students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.)
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using
multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables, graphs and
models.)
9.1.12.C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or
project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.)
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations and
technical texts.)
9.1.12.E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce power
point and other presentations regarding scientific issues that impact society at large.)
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example: students
are expected to work diligently in laboratory and classroom activities)
9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. (Example: STEAM project regarding global
warming and the competing views regarding how to address it.)
9.4.12.O.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via oral
presentations and written reports.)
9.4.12.O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate the
relationships between quantities.)
9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities (Example:
students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.)
9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice. (Example:
students will read technical articles and utilize a variety of methods to communicate their findings.)
MODIFICATIONS/ACCOMMODATIONS
Modifications:
1. Less complex reading level
2. Shortened assignments
3. Different goals
4. IEP modifications for summative and formative assessments
Accommodations:
1. Preferential seating
2. Have students work in pairs
3. Assistive technologies
4. Reduced number of options on multiple choice exams
5. Larger print
6. Fewer problems on each page
7. More time
8. Test administered in a quieter setting
9. Tests read orally
10. Chunking of assignments or assessments into smaller segments
11. Taping of lectures or providing a peer note-taker
Extensions:
1. Alternative assignments
2. Independent studies
3. Mentoring of other students
APPENDIX
(Teacher resource extensions)
Next Generation Science Standards:
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and
methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and
stick structures, or computer representations showing different molecules with different types of atoms.]
[Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a
complete depiction of all individual atoms in a complex molecule or extended structure.]
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine
if a chemical reaction has occurred.
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.]
[Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include
new medicine, foods, and alternative fuels.]
[Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or
decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could
include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and
thus mass is conserved.
[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.]
[Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy
by chemical processes.*
[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type
and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
[Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
MS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. *
[Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and
between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in
motion (Newton’s Second Law), frame of reference, and specification of units.]
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a
time. Assessment does not include the use of trigonometry.]
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of
data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets
on the speed of an electric motor.]
[Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and
algebraic thinking.]
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of
interacting objects.
[Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of
interaction, distance from the Sun, and orbital periods of objects within the solar system.]
[Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even
though the objects are not in contact.
[Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith
balls. Examples of investigations could include first-hand experiences or simulations.]
[Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.)
MS-PS3 Energy
Students who demonstrate understanding can:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object.
[Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could
include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in
the system.
[Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting
at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the
direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include
representations, diagrams, pictures, and written descriptions of systems.]
[Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic
energy of the particles as measured by the temperature of the sample.
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of
water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or
the same material with different masses when a specific amount of energy is added.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.
[Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the
transfer in the form of temperature changes or motion of object.]
[Assessment Boundary: Assessment does not include calculations of energy.]
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
[Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.]
[Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]
[Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to
encode and transmit information.
[Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable
to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.]
[Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]
HS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
[Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds
formed, and reactions with oxygen.]
[Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic
table, and knowledge of the patterns of chemical properties.
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles.
[Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipoledipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could
include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
[Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecularlevel drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.]
[Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and
products.]
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles
on the rate at which a reaction occurs.
[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.]
[Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data;
and qualitative relationships between rate and temperature.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
[Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the
connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase
product formation including adding reactants or removing products.]
[Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants
and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
[Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the
products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is
on assessing students’ use of mathematical thinking and not on memorization and rote application of problem solving techniques.]
[Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and
radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to
other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic
object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force,
such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the
system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces
between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically
conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact
with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic
object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force,
such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the
system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces
between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically
conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact
with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS3 Energy
Students who demonstrate understanding can:
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s)
and energy flows in and out of the system are known.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to
basicalgebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational,
magnetic, or electric fields.]
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
[Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due
to position of an object above the earth, and the energy stored between two electrically charged plates. Examples of models could include diagrams, drawings,
descriptions, and computer simulations.]
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind
turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.]
[Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with
materials provided to students.]
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined
within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both
quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures
to water.]
[Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy
of the objects due to the interaction.
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity
are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.]
[Assessment Boundary: Assessment is limited to systems containing two objects.]
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various
media.
[Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water,
and seismic waves traveling through the Earth.]
[Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred
easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model,
and that for some situations one model is more useful than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence.
Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.]
[Assessment Boundary: Assessment does not include using quantum theory.]
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when
absorbed by matter.
[Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from electromagnetic
radiation depends on the energy of the radiation. Examples of published materials
could include trade books, magazines, web resources, videos, and other passages that may reflect bias.]
[Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to
transmit and capture information and energy.*
[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.]
[Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
Crosscutting Concepts:
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that
influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and
explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and
explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to realize what is relevant at different measures of size, time, and energy and to
recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for
understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems
possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical
elements of study
5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
Instructional Focus:
Learning facts, concepts, principles, theories and models; then
Developing an understanding of the relationships among facts, concepts, principles, theories and models; then
Using these relationships to understand and interpret phenomena in the natural world
Using tools, evidence and data to observe, measure, and explain phenomena in the natural world
Developing evidence-based models based on the relationships among fundamental concepts and principals
Constructing and refining explanations, arguments or models of the natural world through the use of quantitative and qualitative evidence and data
Understanding that data differs in quality and strength of explanatory power based on experimental design
Evaluating strength of scientific arguments based on the quality of the data and evidence presented
Critiquing scientific arguments by considering the selected experimental design and method of data analysis
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be
applied when constructing and evaluating claims.
Instructional Focus:
Using mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws and theories
Using tools of data analysis to organize data and formulate hypotheses for further testing
Using existing mathematical, physical, and computational models to analyze and communicate findings
Making claims based on the available evidence
Explaining the reasoning, citing evidence, behind a proposed claim
Connecting the claim to established concepts and principles
Analyzing experimental data sets using measures of central tendency
Representing and describing mathematical relationships among variables using graphs and tables
Using mathematical tools to construct and evaluate claims
5.1.C.
Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Instructional Focus:
Reflecting on the status of one’s own thinking and learning (i.e. uncovering how a student knows what they know and why)
Understanding that scientific knowledge can be revised as new evidence emerges
Recognizing that predictions or explanations can be revised on the basis of seeing new data and evidence
Using data and evidence to modify and extend investigations
Understanding that explanations are increasingly valuable as they account for the available evidence more completely
Understanding that there might be multiple interpretations of the same phenomena
Stepping back from evidence and explanations to consider whether another interpretation of a particular finding is plausible with respect to existing scientific
evidence
Considering alternative perspectives worthy of further investigations
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by
a core set of values and norms.
Instructional Focus:
Seeing oneself as an effective participant and contributor in science
Interacting with others to test new ideas, soliciting and providing feedback, articulating and evaluating emerging explanations, developing shared representations
and models, and reaching consensus
Developing a sense of appropriate trust and skepticism when evaluating others’ claims, evidence and reasoning
Constructing literal representations from empirical evidence and observations
Presenting and defending a scientific argument using literal representations
Evaluating others’ literal representations for consistency with their claims, evidence and reasoning
Moving fluently between representations such as graphs, data, equations, diagrams and verbal explanations
Selecting and using appropriate instrumentation to design and conduct investigations
Understanding, evaluating and practicing safe procedures for conducting science investigations
Demonstrating appropriate digital citizenship (i.e., cyber-safety and cyber-ethics) when accessing scientific data
from collaborative spaces. (See NJCCCS 8.1 and 9.1)
Ensuring that living organisms are properly cared for and treated humanely, responsibly, and ethically
Three-Point Essays
HOW TO WRITE 3-POINT ESSAYS
 PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed
 PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence
 PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence
 PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence
 PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points
HOW TO SET UP YOUR PAPER





Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD
TOP LINE --- Write the TITLE of the ARTICLE
SKIP ONE LINE
Write the OUTLINE of your paper:
I. Introduction
II. (Write your 1st point)
III. (Write your 2nd point)
IV. (Write your 3rd point)
V. Conclusion
SKIP ONE LINE and BEGIN WRITING YOUR PAPER
Lab Report Rubric
Excellent (4 pts)
Good (3 pts)
Adequate (2 pts)
Needs Work (1 pt)
Introduction
1. Includes the question to be
answered by the lab
2. states hypothesis that is based on
research and/or sound reasoning
3. title is relevant.
One of the "excellent"
conditions is not met, two
conditions met
Two of the "excellent"
conditions is not met , one is
met
Introduction present, no
exemplary conditions met
Methods
Description or step-by-step process is
included, could be repeated by another
scientist
Description included, some
steps are vague or unclear
Data and
Analysis
Results and data are clearly recorded,
organized so it is easy for the reader to
see trends. All appropriate labels are
included
Results are clear and labeled,
trends are not obvious or there
are minor errors in
organization
Conclusions
1. Summarizes data used to draw
conclusions
2. Conclusions follow data (not wild
guesses or leaps of logic),
3. Discusses applications or real world
connections
4. Hypothesis is rejected or accepted
based on the data.
Format and Lab
Protocols
Lab report submitted as directed, and
on time. Directions were followed,
stations were cleaned. All safety
protocols followed.
Total (out of 20 )
The description gives
generalities, enough for
reader to understand how the
experiment was conducted
Results are unclear, missing
labels, trends are not obvious,
disorganized, there is enough
data to show the experiment
was conducted
Would be difficult to repeat,
reader must guess at how the
data was gathered or
experiment conducted
3 of 4 of the "excellent"
conditions is met
2 of the 4 excellent conditions
met
1 of the 4 excellent conditions
met
Most of the excellent
conditions were met; possible
minor errors in format or
procedures
Some of the excellent
conditions met, directions
were not explicitly followed,
lab stations may have been
left unclean or group not
practicing good safety (such as
not wearing goggles)
Student did not follow
directions, practiced unsafe
procedures, goofed around in
the lab, left a mess or
equipment lost
Results are disorganized or
poorly recorded, do not make
sense ; not enough data was
taken to justify results
Not
attempt
(0)
Notes to teacher (not to be included in your final draft):
4 Cs
Creativity: projects
Critical Thinking: Journal
Collaboration: Teams/Groups/Stations
Communication – Powerpoints/Presentations
Three Part Objective
Behavior
Condition
Demonstration of Learning (DOL)
Unit 2: Rotational Motion and Buoyancy
Total Number of Days: 24 Grade/Course: Physics
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS

What causes an object to revolve, rotate or both?

Forces applied to a non-point object can cause the object to spin,
follow a circular path or both

What determines the buoyancy of an object?

The density, composition and surface area of an object will
determine its buoyancy
PACING
CONTENT
SKILLS
STAND.
(CCCS/
NGSS)
RESOURCES
TEXT
OTHER
(E.g., tech)
.5
2
UNIT PRETEST
Measuring
Rotational Motion
Compare and contrast linear and
rotational motion
5.2.12.E.2
7.1
Rotational
Motion
http://www.sc
ilinks.org
Code: HF2071
Measure rotational motion in terms
of radians
 Θ = s/r
 Θ = 2π rad
 ΔΘ = Δs/r
 ωavg = ΔΘ/Δt
 αavg = Δω/Δt
Tangential and
Centripetal
Acceleration
Calculate tangential speed and
centripetal acceleration
 vt = rω
 αc = rω2
Practice 7A- Holt text p. 246-247 q. 14
Practice 7B- Holt text p. 248 q.1-4
Practice 7C- Holt text p. 249-250 q. 13
Radians and Arc Length- Holt Text p.
245
Center of Mass
http://www.sc
ilinks.org
Code: HF2082
Determine the center of mass of both
regular and irregular solids
2
LEARNING
ACTIVITIES/ASSESSMENTS
5.2.12.E.1
7.2
Finding the Center of Mass
Experimentally – Holt text p. 284
Practice 7E- Holt text p. 254-255 q. 14
Practice 7F- Holt text p. 256 q. 1-3
Practice 7G- Holt text p. 258 q. 1-5
2
Circular Motion
Explain how an object can be kept in
a circular path by a combination of
forces
 Fc = mrω2
5.2.6.E.2
HS-PS2-4
7.3
Circular
Motion
http://www.sc
ilinks.org
Code: HF2072
Circular Motion- Holt LE p. 31-34
Describe the motion of orbiting
objects
2
Newton’s Law of
Universal Gravitation
Calculate the force of gravity
between two masses using Newton’s
Law of Gravity
 Fg = G (m1m2/r2)
 G = 6.673 x 10-11
(Nm2/kg2)
Practice 7H- Holt text p. 261 q.1-4
Circular Motion- Holt text p. 274-275
Circular Motion - CPO 6.2
5.2.12.E.2
MS-PS2-4
7.3
Law of
Gravitation
http://www.sc
ilinks.org
Code: HF2073
Black Holes
http://www.sc
ilinks.org
Code: HF2074
Practice 7I- Holt text p. 264-265 q. 13
Inverse Square Law- CPO 18.1
Calculating Gravitational Field
Strength- CPO 18.2
Universal Gravitation- CPO 6.3
Close Reading- “ Orbiting Satellites
and Black Holes” Holt text p. 266-267
Construct and present arguments
using evidence to support the claim
that gravitational interactions are
attractive and depend on the
masses of interacting objects.
Portfolio: History of Gravity Oral
Presentation
(Holt text p. 273 q. 3)
Torque
http://www.sc
ilinks.org
Code: HF 2081
TEST CHAPTER SEVEN
Practice 8A-Holt text p. 281-282 q. 13
Torque-CPO 5.4
Torque and Center of Mass- Holt LE
p. 35-37
2
Torque
Relate torque to force
 τ = Fd(sinΘ)
5.2.12.E.2
8.1
2
Moment of Inertia
Determine the moment of inertia for
several objects of different shapes
Relate moment of inertia to mass
5.2.12.E.2
8.2
Practice 8B- Holt text p. 287-288 q. 14
Two-Object Races- Holt text p. 279
2
Rotational Dynamics
Apply Newton’s second law of
motion to rotating objects
 τ = Iα
5.2.12.E.2
8.3
Practice 8C- Holt text p. 291 q. 1-3
Practice 8D- Holt text p. 293-294 q. 15
Calculate conservation of angular
momentum
 L = Iω
2
Simple Machines and
Efficiency
Identify each type of simple machine
and explain how each allows us to
trade force for distance or vice versa
 MA = Fout / Fin
5.2.12.E.3
8.4
Simple
Machines
http://www.sc
ilinks.org
Code: HF2083
Mechanical Advantage- Holt MS p.
89-92
Mechanical Advantage- CPO 4.2
Mechanical Advantage of Simple
Machines- CPO 4.2
Close reading- “Human Extenders”
Holt text p. 300
Gear Ratios- CPO 4.2
Efficiency- Holt MS p. 99-101
Machines and Efficiency- Holt text p.
313-315
Efficiency- CPO 4.3
Determining Which Ramp is More
Efficient- Holt CRF12 p. 66-72
Close reading “Quantum Angular
Momentum” Holt text p. 302-303
Calculate the efficiency of a given
machine
 Eff = Wout / Win
Portfolio: Architects and Physics
Report
(Holt text p. 312 q. 6)
Alternate: Simple Machine Models
(Holt text p. 312 q. 5)
2
Fluids and Buoyant
Force
Describe fluids and explain how
buoyancy is produced
Relate buoyancy to mass density of
different substances
 ρ = m/V
 FB = Fg(displaced fluid)= mf
g
 Fg/FB = ρo/ρf
5.2.12.C.1
9.1
Archimedes
http://ww
w.scilinks.o
rg
Code:
HF2091
TEST CHAPTER EIGHT
Bernoulli’s Principle- Holt text p. 335
Pascal’s Principle- Holt MS p. 20-23
Archimedes Principle- CPO 8.2
Practice 9A- Holt text p. 323-324 q. 14
“How Sweet It Is!”http://portal.acs.org/portal/PublicW
ebSite/education/whatischemistry/sc
ienceforkids/yourbody/nutrition/CST
A_015104
2
Fluid Pressure and
Temperature
Determine the relationship between
pressure, temperature and area
 P = F/A
 P = PO+ρgh
 Bernoulli’s Equation: P +
1/2ρv2 + ρgh = constant
 PV = NKBT
 PV = nRT
5.2.12.C.1
9.2
Atmospheric
Pressure
http://www.sc
ilinks.org
Code: HF2093
Gas Laws
http://www.sc
ilinks.org
Code: HF2095
Density- Holt MS p. 16-19
Density- CPO 8.1
Buoyancy- CPO 8.2
Practice 9B- Holt text p. 327 q. 1-3
Practice 9C- Holt text p. 330 q.1-4
Boyle’s Law – Holt text p. 350-353
Boyle’s Law- Holt MS p. 24-26
Boyle’s Law- CPO 8.3
Pressure-Temperature
Relationship- CPO 8.3
Charles’ Law- CPO 8.3
Practice 9E- Holt text p. 340-341 q. 13
Ideal Gas Law – Holt text p. 339
Portfolio: Diving School Physics
(Holt text p. 349 q. 5)
TEST CHAPTER NINE
BENCHMARK TEST UNIT TWO
REVIEWS AND
ASSESSMENTS
INSTRUCTIONAL FOCUS OF UNIT


How the application of forces can cause objects to follow curved paths
How objects sink or float due to their physical properties
RESOURCES AND ABREVIATIONS USED






CPO – Physics – A First Course – Skill and Practice Work Sheets – CPO Science © 2005
HOLT TEXT – Holt Physics – Serway and Faughn – Holt, Rinehart and Winston © 2002
HOLT CRF – Holt Science Spectrum- Physical Science Chapter Resource File - Holt, Rinehart and Winston © 2008
HOLT MS- Holt Science Spectrum- Physical Science Math Skills Workbook - Holt, Rinehart and Winston ©2008
NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release
NJCCCS – New Jersey Core Curriculum Content Standards for Science:
- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education, February 9,
2011
- Classroom Applications Document – Science – Physical Science (by end of grade 8)
ACADEMIC VOCABULARIES BY ROBERT MARZANO
Marzano’s Six Steps for Teaching Vocabulary:
7.
8.
9.
10.
11.
12.
YOU provide a description, explanation or example. (Story, sketch, power point)
Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
Ask students to construct a picture, graphic or symbol for each word.
Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
Ask students to discuss vocabulary words with one another (Collaborate)
Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Definitions of terms used in this unit:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Angular acceleration- the time rate of change of angular speed, expressed as radians per second per second.
Angular displacement- the angle through which a point, line, or body is rotated in a specific direction and about a specified axis.
Angular momentum- the product of a rotating object’s moment of inertia and the angular speed about the same axis.
Angular speed- the rate at which a body rotates about an axis, usually expressed as radians per second.
Buoyant force- a force that acts upward on an object submerged in a liquid or floating on the liquid’s surface.
Center of mass- the point at which all the mass of the body can be considered to be concentrated when analyzing translational motion.
Centripetal acceleration- acceleration directed toward the center of a circular path.
Fluid- a nonsolid state of matter in which the atoms or molecules are free to move past each other, as in a gas or a liquid.
Gravitational force- the mutual force of attraction between particles of matter.
Ideal fluid- a fluid that has no internal friction or viscosity and that is incompressible.
Lever arm- the perpendicular distance from the axis of rotation to a line drawn along the direction of the force.
Machine- a device that makes work easier by trading force for distance, distance for force or changing the direction of a force.
Mass density- the mass per unit volume of a substance.
Mechanical energy- the sum of kinetic energy and all forms of potential energy.
Moment of inertia- the tendency of a body rotating about a fixed axis to resist a change in rotational motion.
Pressure- the magnitude of a force on a surface per unit area.
Radian- the angle whose arc length is equal to its radius, which is approximately equal to 57.3 o
Rotational kinetic energy- the energy of an object due to its rotational motion.
Rotational motion- the motion of a body that spins about an axis.
Tangential acceleration- the instantaneous linear acceleration of an object directed along the tangent to the object’s circular path.
Tangential speed- the instantaneous linear speed of an object directed along the tangent to the object’s circular path.
Torque- a quantity that measures the ability of a force to rotate an object around some axis.
ASSESSMENT
1.You are a naval architect who has been asked to design, build, and test a new boat. Research and explain how and why two real-life ships sank (the British Titanic
and the Swedish Vasa) sank. Based on your findings about these two ships, explain how even good designs can fail and that the solution to one problem often leads
to another. Use these new understandings to design, build and test the specifications (water displacement and load line) for your model boat. Once you have
developed a successful model ship, write an original song about your ship. See: What Floats Your Boat? at:
http://www.sciencenetlinks.com/lessons_printable.php?DocID=302
2. Use density to predict whether an object will sink or float in water.
3. Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density.
4. The same brick is placed on a scale in three different ways, as shown below.
What will the scale show?
A.
B.
C.
D.
1 will show the greatest weight.
2 will show the greatest weight.
3 will show the greatest weight.
All will show the same weight.
(TIMSS)
5. Students have two blocks the same size. They drop each block into a beaker of water.
Why does block 1 float and block 2 sink?
A.
B.
C.
D.
Block 1 is a different material than block 2.
Block 1 absorbs more light than block 2.
Block 2 repels more water than block 1.
Block 2 weighs less than block 1.
21ST CENTURY SKILLS
(4Cs & CTE Standards)
One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of 21st
Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting the
following standards:
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home assignments,
students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.)
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using
multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables, graphs and
models.)
9.1.12.C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or
project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.)
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations and
technical texts.)
9.1.12.E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce power
point and other presentations regarding scientific issues that impact society at large.)
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example: students
are expected to work diligently in laboratory and classroom activities)
9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. (Example: STEAM project regarding global
warming and the competing views regarding how to address it.)
9.4.12.O.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via oral
presentations and written reports.)
9.4.12.O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate the
relationships between quantities.)
9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities (Example:
students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.)
9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice. (Example:
students will read technical articles and utilize a variety of methods to communicate their findings.)
MODIFICATIONS/ACCOMMODATIONS
Modifications:
5. Less complex reading level
6. Shortened assignments
7. Different goals
8. IEP modifications for summative and formative assessments
Accommodations:
12. Preferential seating
13. Have students work in pairs
14. Assistive technologies
15. Reduced number of options on multiple choice exams
16. Larger print
17. Fewer problems on each page
18. More time
19. Test administered in a quieter setting
20. Tests read orally
21. Chunking of assignments or assessments into smaller segments
22. Taping of lectures or providing a peer note-taker
Extensions:
4. Alternative assignments
5. Independent studies
6. Mentoring of other students
APPENDIX
(Teacher resource extensions)
Next Generation Science Standards:
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and
methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and
stick structures, or computer representations showing different molecules with different types of atoms.]
[Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a
complete depiction of all individual atoms in a complex molecule or extended structure.]
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine
if a chemical reaction has occurred.
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.]
[Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include
new medicine, foods, and alternative fuels.]
[Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases
or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could
include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and
thus mass is conserved.
[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.]
[Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy
by chemical processes.*
[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type
and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
[Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
MS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. *
[Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and
between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in
motion (Newton’s Second Law), frame of reference, and specification of units.]
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a
time. Assessment does not include the use of trigonometry.]
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of
data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets
on the speed of an electric motor.]
[Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and
algebraic thinking.]
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of
interacting objects.
[Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength
of interaction, distance from the Sun, and orbital periods of objects within the solar system.]
[Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even
though the objects are not in contact.
[Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith
balls. Examples of investigations could include first-hand experiences or simulations.]
[Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.)
MS-PS3 Energy
Students who demonstrate understanding can:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object.
[Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could
include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in
the system.
[Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems
interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves,
changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could
include representations, diagrams, pictures, and written descriptions of systems.]
[Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic
energy of the particles as measured by the temperature of the sample.
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of
water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or
the same material with different masses when a specific amount of energy is added.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the
object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and
after the transfer in the form of temperature changes or motion of object.]
[Assessment Boundary: Assessment does not include calculations of energy.]
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
[Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.]
[Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]
[Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to
encode and transmit information.
[Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable
to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.]
[Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]
HS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
[Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds
formed, and reactions with oxygen.]
[Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties.
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles.
[Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipoledipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could
include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
[Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecularlevel drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.]
[Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and
products.]
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs.
[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.]
[Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data;
and qualitative relationships between rate and temperature.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
[Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the
connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase
product formation including adding reactants or removing products.]
[Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium
constants and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
[Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and
the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.
Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem solving techniques.]
[Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion,
and radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative
to other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic
object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force,
such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the
system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces
between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically
conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact
with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic
object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force,
such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the
system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces
between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically
conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact
with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS3 Energy
Students who demonstrate understanding can:
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s)
and energy flows in and out of the system are known.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to
basicalgebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational,
magnetic, or electric fields.]
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
[Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due
to position of an object above the earth, and the energy stored between two electrically charged plates. Examples of models could include diagrams, drawings,
descriptions, and computer simulations.]
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind
turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.]
[Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with
materials provided to students.]
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined
within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both
quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different
temperatures to water.]
[Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy
of the objects due to the interaction.
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite
polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.]
[Assessment Boundary: Assessment is limited to systems containing two objects.]
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various
media.
[Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water,
and seismic waves traveling through the Earth.]
[Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred
easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model,
and that for some situations one model is more useful than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence.
Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.]
[Assessment Boundary: Assessment does not include using quantum theory.]
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when
absorbed by matter.
[Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from electromagnetic
radiation depends on the energy of the radiation. Examples of published materials
could include trade books, magazines, web resources, videos, and other passages that may reflect bias.]
[Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to
transmit and capture information and energy.*
[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.]
[Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
Crosscutting Concepts:
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that
influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and
explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict
and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to realize what is relevant at different measures of size, time, and energy and to
recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for
understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems
possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical
elements of study
5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
Instructional Focus:
Learning facts, concepts, principles, theories and models; then
Developing an understanding of the relationships among facts, concepts, principles, theories and models; then
Using these relationships to understand and interpret phenomena in the natural world
Using tools, evidence and data to observe, measure, and explain phenomena in the natural world
Developing evidence-based models based on the relationships among fundamental concepts and principals
Constructing and refining explanations, arguments or models of the natural world through the use of quantitative and qualitative evidence and data
Understanding that data differs in quality and strength of explanatory power based on experimental design
Evaluating strength of scientific arguments based on the quality of the data and evidence presented
Critiquing scientific arguments by considering the selected experimental design and method of data analysis
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to
be applied when constructing and evaluating claims.
Instructional Focus:
Using mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws and theories
Using tools of data analysis to organize data and formulate hypotheses for further testing
Using existing mathematical, physical, and computational models to analyze and communicate findings
Making claims based on the available evidence
Explaining the reasoning, citing evidence, behind a proposed claim
Connecting the claim to established concepts and principles
Analyzing experimental data sets using measures of central tendency
Representing and describing mathematical relationships among variables using graphs and tables
Using mathematical tools to construct and evaluate claims
5.1.C.
Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Instructional Focus:
Reflecting on the status of one’s own thinking and learning (i.e. uncovering how a student knows what they know and why)
Understanding that scientific knowledge can be revised as new evidence emerges
Recognizing that predictions or explanations can be revised on the basis of seeing new data and evidence
Using data and evidence to modify and extend investigations
Understanding that explanations are increasingly valuable as they account for the available evidence more completely
Understanding that there might be multiple interpretations of the same phenomena
Stepping back from evidence and explanations to consider whether another interpretation of a particular finding is plausible with respect to existing scientific
evidence
Considering alternative perspectives worthy of further investigations
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed
by a core set of values and norms.
Instructional Focus:
Seeing oneself as an effective participant and contributor in science
Interacting with others to test new ideas, soliciting and providing feedback, articulating and evaluating emerging explanations, developing shared representations
and models, and reaching consensus
Developing a sense of appropriate trust and skepticism when evaluating others’ claims, evidence and reasoning
Constructing literal representations from empirical evidence and observations
Presenting and defending a scientific argument using literal representations
Evaluating others’ literal representations for consistency with their claims, evidence and reasoning
Moving fluently between representations such as graphs, data, equations, diagrams and verbal explanations
Selecting and using appropriate instrumentation to design and conduct investigations
Understanding, evaluating and practicing safe procedures for conducting science investigations
Demonstrating appropriate digital citizenship (i.e., cyber-safety and cyber-ethics) when accessing scientific data
from collaborative spaces. (See NJCCCS 8.1 and 9.1)
Ensuring that living organisms are properly cared for and treated humanely, responsibly, and ethically
Three-Point Essays
HOW TO WRITE 3-POINT ESSAYS
 PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed
 PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence
 PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence
 PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence
 PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points
HOW TO SET UP YOUR PAPER





Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD
TOP LINE --- Write the TITLE of the ARTICLE
SKIP ONE LINE
Write the OUTLINE of your paper:
I. Introduction
II. (Write your 1st point)
III. (Write your 2nd point)
IV. (Write your 3rd point)
V. Conclusion
SKIP ONE LINE and BEGIN WRITING YOUR PAPER
Lab Report Rubric
Excellent (4 pts)
Good (3 pts)
Adequate (2 pts)
Needs Work (1 pt)
Introduction
1. Includes the question to be
answered by the lab
2. states hypothesis that is based on
research and/or sound reasoning
3. title is relevant.
One of the "excellent"
conditions is not met, two
conditions met
Two of the "excellent"
conditions is not met, one is
met
Introduction present, no
exemplary conditions met
Methods
Description or step-by-step process is
included, could be repeated by another
scientist
Description included, some
steps are vague or unclear
Data and
Analysis
Results and data are clearly recorded,
organized so it is easy for the reader to
see trends. All appropriate labels are
included
Results are clear and labeled,
trends are not obvious or there
are minor errors in
organization
Conclusions
1. Summarizes data used to draw
conclusions
2. Conclusions follow data (not wild
guesses or leaps of logic),
3. Discusses applications or real world
connections
4. Hypothesis is rejected or accepted
based on the data.
Format and Lab
Protocols
Lab report submitted as directed, and
on time. Directions were followed,
stations were cleaned. All safety
protocols followed.
Total (out of 20 )
The description gives
generalities, enough for
reader to understand how the
experiment was conducted
Results are unclear, missing
labels, trends are not obvious,
disorganized, there is enough
data to show the experiment
was conducted
Would be difficult to repeat,
reader must guess at how the
data was gathered or
experiment conducted
3 of 4 of the "excellent"
conditions is met
2 of the 4 excellent conditions
met
1 of the 4 excellent conditions
met
Most of the excellent
conditions were met; possible
minor errors in format or
procedures
Some of the excellent
conditions met, directions
were not explicitly followed,
lab stations may have been
left unclean or group not
practicing good safety (such as
not wearing goggles)
Student did not follow
directions, practiced unsafe
procedures, goofed around in
the lab, left a mess or
equipment lost
Results are disorganized or
poorly recorded, do not make
sense; not enough data was
taken to justify results
Not attem
(0)
Notes to teacher (not to be included in your final draft):
4 Cs
Creativity: projects
Critical Thinking: Journal
Collaboration: Teams/Groups/Stations
Communication – Powerpoints/Presentations
Three Part Objective
Behavior
Condition
Demonstration of Learning (DOL)
Unit 3: Thermal Energy
Total Number of Days: 21 Grade/Course: Physics
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS

What is the difference between temperature and heat?

Temperature is a measure of the average kinetic energy of
the particles that make up a substance, while heat is the total
kinetic energy of the particles that make up a substance.

How does the kinetic theory of matter explain how objects undergo
changes of state?

As particles gain energy, they vibrate more and collide more
frequently, and obtain enough energy to overcome
attractions between particles.

How can thermal energy be transferred from one object to
another?

Thermal energy can be transferred via conduction,
convection or radiation
PACING
CONTENT
SKILLS
STAND.
(CCCS/
NGSS)
RESOURCES
TEXT
OTHER
(E.g., tech)
.5
2
UNIT PRETEST
Temperature
Measure the temperature of several
substances
5.2.12.C.1, 2
10.1
Compare, contrast and convert
from one temperature scale to
another
 TF = 1.8TC + 32
 TC = (TF – 32)/1.8
 T = TC + 273.15
2
LEARNING
ACTIVITIES/ASSESSMENTS
Heat
Distinguish heat from temperature
Demonstrate how heat can be
measured
Describe how thermal equilibrium
is reached in a closed system
5.2.12.C.1, 2
10.2
Indirect Measurement- CPO 7.1
Sensing Temperature – Holt text
p. 358
Temperature
Scales
http://www.
scilinks.org
Code:
HF2101
Practice 10A- Holt text p. 363 q.15
Temperature Scales-CPO 7.2
Temperature Conversions- Holt
MS p. 102-106
James
Prescott
Joule
http://www.
scilinks.org
Code:
HF2102
Practice 10B- Holt text p. 369-370
q.1-5
Temperature and Internal
Energy- Holt LE p. 41-43
“How Do Temperature and
Energy Relate?” –Holt CRF 13 p.
35-36
2
Specific Heat and Phase
Change
Calculate how different substances
undergo temperature change at
different rates due to their mass
and specific heats
 Cp = Q/mΔT
 Cp, water = 4.186 x 103
J/kg°C
5.2.12.C.1, 2
10.3
MS-PS1-4
MS-PS3-4
Using the kinetic theory of matter,
explain how substances undergo
phase change as thermal energy is
gained or lost
2
Heat transfer
Distinguish between conduction,
convection, and radiation
5.2.8.C.2
HS-PS3-4
MS-PS3-3
Discuss how heat transfer is
controlled
10.4
Specific Heat
http://www.
scilinks.org
Code:
HF2103
Practice 10C-Holt text p. 373-374
q. 1-7
Specific Heat- CPO 7.3
Specific Heat- Holt MS p. 107-112
Specific Heat Capacity- Holt text p.
392-397
“Energy Transfer and Specific
Heat”- Holt CRF 13 p. 44-47
Close reading-“Heating and
Cooling from the Ground Up” Holt
text p. 375
Heat Pumps
http://www.
scilinks.org
Code:
HF2104
Develop a model that predicts
and describes changes in
particle motion, temperature,
and state of a pure substance
when thermal energy is added
or removed
Conduction
and
Convection
http://www.
scilinks.org
Code:
HF2105
“Convection”- Holt CRF 13 p.37
“Which Color Absorbs More
Radiation?”- Holt CRF 13 p. 38-40
“Investigating Conduction by
Heat”- Holt CRF 13 p. 42-43
Greenhouse
Gases
http://www.
scilinks.org
Code:
HF2106
Apply scientific principles to
design, construct, and test a
device that either minimizes or
maximizes thermal energy
transfer.
“Determining the Better
Insulator for Your Feet”- Holt CRF
13 p. 48-54
Close reading- “Climatic Warming”
Holt text p. 398-399
Portfolio:
Temperature Measurement
Chart
(Holt text p. 391 q.6)
Ask questions to clarify evidence
of the factors that have caused
the rise in global temperatures
over the past century.
STEAM Project – Global
Warming
2
Heat, Work and
Internal Energy
2
First Law of
Thermodynamics
Explain how total energy is
conserved when potential, kinetic
and internal energies are accounted
for in a system
 ΔPE + ΔKE +ΔU = 0
5.2.12.C.1, 2
Calculate the change in a system’s
internal energy in terms of heat and
work input/output
 W = PΔV
 ΔU = Q-W
5.2.12.C.1, 2
11.1
Energy
transfer
http://www.
scilinks.org
Code:
HF2111
11.2
Thermodyna
mics
http://www.
scilinks.org
Code:
HF2112
HS-PS3-4
MS-PS3-
Second Law of
Thermodynamics
2
Entropy
Practice 11B- Holt text p. 412-413
q. 1-5
Heat Engines
http://www.
scilinks.org
Code:
HF2113
Describe how heat engines convert
heat into work
2
TEST CHAPTER TEN
Work and Heat- Holt text p. 368
Determine the efficiency of a heat
engine
 Eff = 1 – (Qc/ Qh)
5.2.12.C.1, 2
11.2
Explain how order can be increased
within a system, but the overall
disorder (entropy) of the universe
is always increased
5.2.12.C.1, 2
1.4
Practice 11C- Holt text p. 423-424
q. 1-6
Entropy
http://www.
scilinks.org
HF2115
Entropy and Probability- Holt text
p. 426
Portfolio: Internal Combustion
Engine Diagrams/Report
(Holt text p. 435 q. 5)
TEST CHAPTER ELEVEN
BENCHMARK TEST UNIT THREE
REVIEWS AND
ASSESSMENTS
INSTRUCTIONAL FOCUS OF UNIT
Thermal energy – how it is produced, measured and transferred
REFERENCES AND ABBREVIATIONS USED






CPO – Physics – A First Course – Skill and Practice Work Sheets – CPO Science © 2005
HOLT TEXT – Holt Physics – Serway and Faughn – Holt, Rinehart and Winston © 2002
HOLT CRF – Holt Science Spectrum- Physical Science Chapter Resource File - Holt, Rinehart and Winston © 2008
HOLT MS- Holt Science Spectrum- Physical Science Math Skills Workbook - Holt, Rinehart and Winston ©2008
NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release
NJCCCS – New Jersey Core Curriculum Content Standards for Science:
- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education,
February 9, 2011
- Classroom Applications Document – Science – Physical Science (by end of grade 8)
ACADEMIC VOCABULARIES BY ROBERT MARZANO
Marzano’s Six Steps for Teaching Vocabulary:
13.
14.
15.
16.
17.
18.
YOU provide a description, explanation or example. (story, sketch, power point)
Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
Ask students to construct a picture, graphic or symbol for each word.
Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
Ask students to discuss vocabulary words with one another (Collaborate)
Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Definitions of terms used in this unit:
1. Adiabatic process- a thermodynamic process during which work is done on or by a system but no energy is transferred to or from the system as
heat
2. Calorimetry- an experimental procedure used to measure the energy transferred from one substance to another as heat.
3. Conductor- material that transfers heat easily.
4. Convection- the transfer of heat by the movement of a fluid.
5. Cyclic process- a thermodynamic process in which a system returns to the same conditions under which it started.
6. Entropy- a measure of the disorder of a system.
7. Environment- everything outside a system that can affect or be affected by the system’s behavior.
8. Heat- the energy transferred between objects because of a difference in their temperatures.
9. Heat of fusion- the energy per unit mass transferred in order to change a substance from a solid to a liquid or from a liquid to a solid at constant
temperature and pressure.
10. Heat of vaporization- the energy per unit mass transferred in order to change a substance from a gas to a liquid or from a liquid to a gas at constant
temperature and pressure.
11. Insulator- material that does not transfer heat easily.
12. Internal energy- the energy of a substance due to the random motion of its component particles and equal to the total energy of those particles.
13. Isothermal process- a thermodynamic process that takes place at constant temperature and in which the internal energy of a system remains
unchanged.
14. Isovolumetric process- a thermodynamic process that takes place at constant volume so that no work is done on or by the system.
15. Latent heat- the energy per unit mass that is transferred during a phase change of a substance.
16. Phase change- the physical change of a substance from one state (solid, liquid, or gas) to another at constant temperature and pressure.
17. Radiation- the transfer of heat in the form of waves.
18. Specific heat capacity- the quantity of energy needed to raise the temperature of 1 kg of a substance by 1o C at constant pressure.
19. Temperature- a measure of the average kinetic energy of the particles in a substance.
20. Thermal conduction- the process by which energy is transferred as heat through a material between two points at different temperatures.
21. Thermal equilibrium- the state in which two bodies in physical contact with each other have identical temperatures.
ASSESSMENT
1. Design and carry out unique real-world demonstrations that model and the principles of conduction, convection and radiation. Create a multimedia
presentation, based on the demonstrations that can be shared virtually with other students.
2. Jim put four thermometers into four glasses of water and left the glasses of water outside in different locations. After an hour, which glass of water will
MOST LIKELY have the highest temperature?
A.
B.
C.
D.
The glass in the highest location
The glass in the wettest location
The glass in the location with the most wind
The glass in the location with the most sunlight
3. A metal spoon and a plastic spoon are placed in hot water. After a minute, the metal spoon feels hot and the plastic spoon feels warm. Explain why the heat
transfer is different between the two spoons.
4. When toasting bread in an electric toaster (or roasted a chicken in a regular oven) identify what types of energy are present before, during, and after the
toasting (roasting) and explain where the energy forms are coming from, where they went, and how they traveled.
5. Why does a bimetallic strip curve when it is heated (or cooled)?
6. Why do lakes and ponds freeze from the top down rather than from the bottom up?
7. Why does a piece of room-temperature metal feel cooler to the touch than paper, wool or cloth?
8. Why do you feel less chilly if you dry yourself inside the shower stall after taking a shower?
9. Why does a dog pant on a hot day?
10. On a hot day, you remove a chilled watermelon and some chilled sandwiches from a picnic cooler. Which will stay cooler longer? Why?
11. In Montana, the state highway department spreads coal dust on top of snow. When the sun comes out, the snow rapidly melts. Why?
12. Under what conditions can entropy decrease in a system?
13. Suppose one wishes to cool a kitchen by leaving the refrigerator door open and closing the kitchen windows and doors. What will happen to the room
temperature and why?
14. How does air within winter clothing keep you warm on cold winter days?
21ST CENTURY SKILLS
(4Cs & CTE Standards)
One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of
21st Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting
the following standards:
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home
assignments, students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.)
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems,
using multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables,
graphs and models.)
9.1.12.C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or
project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.)
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations
and technical texts.)
9.1.12.E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce
power point and other presentations regarding scientific issues that impact society at large.)
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example:
students are expected to work diligently in laboratory and classroom activities)
9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. (Example: STEAM project regarding global
warming and the competing views regarding how to address it.)
9.4.12.O.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via
oral presentations and written reports.)
9.4.12.O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate
the relationships between quantities.)
9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.)
9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.
(Example: students will read technical articles and utilize a variety of methods to communicate their findings.)
MODIFICATIONS/ACCOMMODATIONS
Modifications:
9. Less complex reading level
10. Shortened assignments
11. Different goals
12. IEP modifications for summative and formative assessments
Accommodations:
23. Preferential seating
24. Have students work in pairs
25. Assistive technologies
26. Reduced number of options on multiple choice exams
27. Larger print
28. Fewer problems on each page
29. More time
30. Test administered in a quieter setting
31. Tests read orally
32. Chunking of assignments or assessments into smaller segments
33. Taping of lectures or providing a peer note-taker
Extensions:
7. Alternative assignments
8. Independent studies
9. Mentoring of other students
APPENDIX
(Teacher resource extensions)
Next Generation Science Standards:
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and
methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball
and stick structures, or computer representations showing different molecules with different types of atoms.]
[Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or
a complete depiction of all individual atoms in a complex molecule or extended structure.]
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine
if a chemical reaction has occurred.
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.]
[Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could
include new medicine, foods, and alternative fuels.]
[Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy
increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of
particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and
thus mass is conserved.
[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.]
[Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy
by chemical processes.*
[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as
type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
[Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
MS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. *
[Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and
between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and
changes in motion (Newton’s Second Law), frame of reference, and specification of units.]
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable
at a
time. Assessment does not include the use of trigonometry.]
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of
data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets
on the speed of an electric motor.]
[Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and
algebraic thinking.]
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of
interacting objects.
[Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass,
strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.]
[Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other
even though the objects are not in contact.
[Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged
pith balls. Examples of investigations could include first-hand experiences or simulations.]
[Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.)
MS-PS3 Energy
Students who demonstrate understanding can:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object.
[Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could
include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are
stored in the system.
[Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems
interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves,
changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models
could include representations, diagrams, pictures, and written descriptions of systems.]
[Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average
kinetic energy of the particles as measured by the temperature of the sample.
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume
of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the
environment, or the same material with different masses when a specific amount of energy is added.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the
object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before
and after the transfer in the form of temperature changes or motion of object.]
[Assessment Boundary: Assessment does not include calculations of energy.]
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a
wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.]
[Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]
[Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to
encode and transmit information.
[Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic
cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.]
[Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]
HS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed,
numbers of bonds formed, and reactions with oxygen.]
[Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties.
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles.
[Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as
dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of
substances could include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include
molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is
conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond
energies of reactants and products.]
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs.
[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.]
[Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate
data; and qualitative relationships between rate and temperature.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
[Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions
of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways
to increase product formation including adding reactants or removing products.]
[Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium
constants and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
[Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants
and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic
scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem solving techniques.]
[Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes
relative to other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on
the system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on
the system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS3 Energy
Students who demonstrate understanding can:
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is
limited to basicalgebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in
gravitational,
magnetic, or electric fields.]
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields. [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy
stored due to position of an object above the earth, and the energy stored between two electrically charged plates. Examples of models could include
diagrams, drawings, descriptions, and computer simulations.]
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices,
wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.]
[Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with
materials provided to students.]
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both
quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different
temperatures to water.]
[Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to the interaction.
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite
polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.]
[Assessment Boundary: Assessment is limited to systems containing two objects.]
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in
various media.
[Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and
water, and seismic waves traveling through the Earth.]
[Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory,
transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle
model, and that for some situations one model is more useful than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence.
Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.]
[Assessment Boundary: Assessment does not include using quantum theory.]
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when
absorbed by matter.
[Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from
electromagnetic radiation depends on the energy of the radiation. Examples of published materials
could include trade books, magazines, web resources, videos, and other passages that may reflect bias.]
[Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter
to transmit and capture information and energy.*
[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.]
[Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
Crosscutting Concepts:
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that
influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is
investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts
and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to realize what is relevant at different measures of size, time, and energy and to
recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for
understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the
systems possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical
elements of study
5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
Instructional Focus:
Learning facts, concepts, principles, theories and models; then
Developing an understanding of the relationships among facts, concepts, principles, theories and models; then
Using these relationships to understand and interpret phenomena in the natural world
Using tools, evidence and data to observe, measure, and explain phenomena in the natural world
Developing evidence-based models based on the relationships among fundamental concepts and principals
Constructing and refining explanations, arguments or models of the natural world through the use of quantitative and qualitative evidence and data
Understanding that data differs in quality and strength of explanatory power based on experimental design
Evaluating strength of scientific arguments based on the quality of the data and evidence presented
Critiquing scientific arguments by considering the selected experimental design and method of data analysis
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need
to be applied when constructing and evaluating claims.
Instructional Focus:
Using mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws and theories
Using tools of data analysis to organize data and formulate hypotheses for further testing
Using existing mathematical, physical, and computational models to analyze and communicate findings
Making claims based on the available evidence
Explaining the reasoning, citing evidence, behind a proposed claim
Connecting the claim to established concepts and principles
Analyzing experimental data sets using measures of central tendency
Representing and describing mathematical relationships among variables using graphs and tables
Using mathematical tools to construct and evaluate claims
5.1.C.
Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Instructional Focus:
Reflecting on the status of one’s own thinking and learning (i.e. uncovering how a student knows what they know and why)
Understanding that scientific knowledge can be revised as new evidence emerges
Recognizing that predictions or explanations can be revised on the basis of seeing new data and evidence
Using data and evidence to modify and extend investigations
Understanding that explanations are increasingly valuable as they account for the available evidence more completely
Understanding that there might be multiple interpretations of the same phenomena
Stepping back from evidence and explanations to consider whether another interpretation of a particular finding is plausible with respect to existing scientific
evidence
Considering alternative perspectives worthy of further investigations
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are
governed by a core set of values and norms.
Instructional Focus:
Seeing oneself as an effective participant and contributor in science
Interacting with others to test new ideas, soliciting and providing feedback, articulating and evaluating emerging explanations, developing shared
representations and models, and reaching consensus
Developing a sense of appropriate trust and skepticism when evaluating others’ claims, evidence and reasoning
Constructing literal representations from empirical evidence and observations
Presenting and defending a scientific argument using literal representations
Evaluating others’ literal representations for consistency with their claims, evidence and reasoning
Moving fluently between representations such as graphs, data, equations, diagrams and verbal explanations
Selecting and using appropriate instrumentation to design and conduct investigations
Understanding, evaluating and practicing safe procedures for conducting science investigations
Demonstrating appropriate digital citizenship (i.e., cyber-safety and cyber-ethics) when accessing scientific data
from collaborative spaces. (See NJCCCS 8.1 and 9.1)
Ensuring that living organisms are properly cared for and treated humanely, responsibly, and ethically
Three-Point Essays
HOW TO WRITE 3-POINT ESSAYS
 PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed
 PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence
 PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence
 PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence
 PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points
HOW TO SET UP YOUR PAPER





Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD
TOP LINE --- Write the TITLE of the ARTICLE
SKIP ONE LINE
Write the OUTLINE of your paper:
I. Introduction
II. (Write your 1st point)
III. (Write your 2nd point)
IV. (Write your 3rd point)
V. Conclusion
SKIP ONE LINE and BEGIN WRITING YOUR PAPER
Lab Report Rubric
Excellent (4 pts)
Good (3 pts)
Adequate (2 pts)
Needs Work (1 pt)
Introduction
1. Includes the question to be
answered by the lab
2. states hypothesis that is based on
research and/or sound reasoning
3. title is relevant.
One of the "excellent"
conditions is not met, two
conditions met
Two of the "excellent"
conditions is not met, one is
met
Introduction present, no
exemplary conditions met
Methods
Description or step-by-step process is
included, could be repeated by another
scientist
Description included, some
steps are vague or unclear
Data and
Analysis
Results and data are clearly recorded,
organized so it is easy for the reader to
see trends. All appropriate labels are
included
Results are clear and labeled,
trends are not obvious or there
are minor errors in
organization
Conclusions
1. Summarizes data used to draw
conclusions
2. Conclusions follow data (not wild
guesses or leaps of logic),
3. Discusses applications or real world
connections
4. Hypothesis is rejected or accepted
based on the data.
Format and Lab
Protocols
Lab report submitted as directed, and
on time. Directions were followed,
stations were cleaned. All safety
protocols followed.
Total (out of 20 )
The description gives
generalities, enough for
reader to understand how the
experiment was conducted
Results are unclear, missing
labels, trends are not obvious,
disorganized, there is enough
data to show the experiment
was conducted
Would be difficult to repeat,
reader must guess at how the
data was gathered or
experiment conducted
3 of 4 of the "excellent"
conditions is met
2 of the 4 excellent conditions
met
1 of the 4 excellent conditions
met
Most of the excellent
conditions were met; possible
minor errors in format or
procedures
Some of the excellent
conditions met, directions
were not explicitly followed,
lab stations may have been
left unclean or group not
practicing good safety (such as
not wearing goggles)
Student did not follow
directions, practiced unsafe
procedures, goofed around in
the lab, left a mess or
equipment lost
Results are disorganized or
poorly recorded, do not make
sense; not enough data was
taken to justify results
Not attem
(0)
Notes to teacher (not to be included in your final draft):
4 Cs
Creativity: projects
Critical Thinking: Journal
Collaboration: Teams/Groups/Stations
Communication – Powerpoints/Presentations
Three Part Objective
Behavior
Condition
Demonstration of Learning (DOL)
Unit 4: Vibrations, Waves and Sound
Total Number of Days: 20 Grade/Course: Physics
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS

What are the properties of waves?

Waves can be described in terms of their amplitude,
frequency, speed and wavelength

How are sounds produced?

Sounds are produced when a vibration is propagated
through a medium
PACING
CONTENT
SKILLS
STAND.
(CCCS/
NGSS)
RESOURCES
TEXT
OTHER
(E.g., tech)
.5
2
UNIT PRETEST
Simple Harmonic
Motions
Use Hooke’s Law to determine the
spring force
 Hooke’s Law: Felastic = -kx
5.2.12.E.2
12.1
Explain how pendulums and springs
can demonstrate harmonic motion
 Pendulum:
T = 2π√L/g
 Mass Spring System:
T = 2π√m/k
2
LEARNING
ACTIVITIES/ASSESSMENTS
Amplitude, Period and
Frequency
Relate amplitude to displacement
Recognize the relationship between
period and frequency
5.2.12.E.2
MS-PS4-1
12.2
Hooke’s Law
http://www.
scilinks.org
Code:
HF2121
Practice 12A – Holt text p.440-441
q. 1-4
Pendulums
http://www.
scilinks.org
Code:
HF2122
Practice 12B – Holt text p. 448449 q. 1-4
Practice 12C Holt text p.450-451
q. 1-5
Pendulums and Spring WavesHolt LE p. 47-49
The Pendulum and Simple
Harmonic Motion- Holt Text p.
474-475
Energy of a Pendulum- Holt text p.
444
Harmonic Motion Graphs- CPO
19.2
Designing a Pendulum Clock- Holt
CRF1 p. 102-108
Period and Frequency- CPO 19.1
Use mathematical
representations to describe a
simple model for waves that
includes how the amplitude of a
wave is related to the energy in a
wave.
Calculate the period and frequency
of an object vibrating with simple
harmonic motion
2
Properties of Waves
Compare and contrast transverse
and longitudinal wave in terms of
their characteristics
5.2.12.E.2
HS-PS4-1
12.3
Calculate wave speed
 v = fλ
2
Wave Interactions
Describe what happens when waves
encounter each other in or out of
phase
5.2.12.E.2
12.4
Wave
Motion
http://www.
scilinks.org
Code:
HF2123
Practice 12D- Holt text p. 457 q. 14
Waves- CPO 20.1
Electron
Microscope
http://www.
scilinks.org
Code
HF2124
Wave Interference- CPO 20.3
Close Reading- “De Broglie Waves”
Holt text p. 466-467
Wave Speed- Holt MS p. 113-116
Develop and use a model to
describe that waves are
reflected, absorbed or
transmitted through various
materials.
Portfolio: Earthquake Wave
Research Project – Holt text p.
473 q. 5
TEST CHAPTER TWELVE
2
Sound Waves
Apply the Doppler effect to explain
the apparent change in pitch as the
relative positions of the observer
and sound source change
5.2.12.E.2
HS-PS4-1
MS-PS4-2
13.1
Sound
http://www.
scilinks.org
Code:
HF2131
Doppler
Effect
http://www.
scilinks.org
Code:
HF2133
Doppler Shift- CPO 24.1
Close Reading – “Acoustic Bridge
Inspection” Holt Text p. 484
2
Intensity and
Resonance
Explain how the speed of sound
depends on the medium and its
temperature
Speed of Sound- Holt text p. 512515
Describe how the difference in time
between when one sees lightning
and hear thunder can be used to
estimate distance to a storm
Conceptual Challenge – Holt text
p.483 q. 1 and 2
Calculate the intensity of sound
waves
 intensity = P / 4πr2
5.2.12.E.2
13.2
Practice Problem 13A – Holt text
p. 488 q. 1-5
Resonance
http://www.
scilinks.org
Code:
HF2134
Explain how sound waves can cause
objects to vibrate in sync with the
original object
Decibel Scale- CPO 21.1
Measure relative intensity in terms
of decibels
2
Harmonics
Compare and contrast standing
waves produced by vibrating strings
with those produced by air columns
 Vibrating String or Pipe
Open at Both Ends:
fn = n(v/2L) (n= 1,2,3…)
 Pipe Closed at One End:
fn = n(v/4L) (n = 1,3,5,…)
Resonance and the Nature of
Sound- Holt LE p. 53-55
Resonance- Holt text p. 491
5.2.12.E.2
13.3
Harmonics
http://www.
scilinks.org
Code:
HF2135
Acoustics
http://www.
scilinks.org
Code:
HF2132
Practice Problem 13B – Holt text
p. 498-499 q. 1-4
Creating and Measuring
Standing Waves- Holt CRF 14
p.31-34
Standing Waves- CPO 20.1
A Pipe Closed at One End- Holt
text p. 497
Close Reading – “ The Doppler
Effect and the Big Bang” – Holt text
p. 504-505
Close Reading – “ Noise Pollution”
- Holt text p. 516-517
Portfolio: Human Hearing
Interview project –Holt text p.
510 q. 3
Portfolio: Architectural
Acoustics Plan project – Holt text
p. 510 q.4
TEST CHAPTER THIRTEEN
BENCHMARK TEST UNIT FOUR
REVIEWS AND
ASSESSMENTS
INSTRUCTIONAL FOCUS OF UNIT
How vibrations can produce sounds which can pass through various media
REFERENCES AND ABBREVIATIONS USED






CPO – Physics – A First Course – Skill and Practice Work Sheets – CPO Science © 2005
HOLT TEXT – Holt Physics – Serway and Faughn – Holt, Rinehart and Winston © 2002
HOLT CRF – Holt Science Spectrum- Physical Science Chapter Resource File - Holt, Rinehart and Winston © 2008
HOLT MS- Holt Science Spectrum- Physical Science Math Skills Workbook - Holt, Rinehart and Winston ©2008
NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release
NJCCCS – New Jersey Core Curriculum Content Standards for Science:
- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education,
February 9, 2011
- Classroom Applications Document – Science – Physical Science (by end of grade 8)
ACADEMIC VOCABULARIES BY ROBERT MARZANO
Marzano’s Six Steps for Teaching Vocabulary:
19.
20.
21.
22.
23.
24.
YOU provide a description, explanation or example. (Story, sketch, power point)
Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
Ask students to construct a picture, graphic or symbol for each word.
Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
Ask students to discuss vocabulary words with one another (Collaborate)
Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Definitions of terms used in this unit:
1.
2.
3.
4.
5.
6.
Amplitude- the maximum displacement from equilibrium.
Antinode- a point in a standing wave, halfway between two nodes, at which the largest amplitude occurs.
Beat- the interference of waves of slightly different frequencies travelling in the same direction, perceived as a variation in loudness.
Coherence- the property by which two waves with identical wavelengths maintain a constant phase relationship.
Compression- the region of a longitudinal wave in which the density and pressure are greater than normal.
Constructive interference- interference in which individual displacements on the same side of the equilibrium position are added together to form
the resultant wave.
7. Crest- the highest point above the equilibrium position.
8. Decibel level- relative intensity determined by relating the intensity of a sound wave to the intensity at the threshold of hearing.
9. Destructive interference- interference in which individual displacements on opposite sides of the equilibrium position are added together to form
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
the resultant wave.
Diffraction- the spreading of waves into a region behind an obstruction.
Doppler effect- a frequency shift that is the result of relative motion between the source of a sound and an observer.
Frequency- the number of cycles or vibrations per unit of time.
Fundamental frequency- the lowest frequency of vibration of a standing wave.
Harmonic series- a series of frequencies that includes the fundamental frequency and integral multiples of the fundamental frequency.
Intensity- the rate at which energy flows through a unit area perpendicular to the direction of wave motion.
Longitudinal wave- a wave whose particles vibrate parallel to the direction of wave motion.
Mechanical wave- a wave that propagates through a deformable, elastic medium.
Medium- the material through which a disturbance travels.
Node- a point in a standing wave that always undergoes complete destructive interference and is therefore stationary.
Period- the time it takes to execute a complete cycle of motion.
Periodic wave- a wave whose source is some form of periodic motion.
Pitch- the perceived highness or lowness of a sound, depending on the frequency of the sound waves.
Pulse wave- a single nonperiodic disturbance.
Rarefaction- the region of a longitudinal wave in which the density and pressure are less than normal.
Refraction- the bending of a wave disturbance as it passes at an angle from one medium to another.
Resonance- a condition that exists when the frequency of a force applied to a system matches the natural frequency of vibration of the system.
Simple harmonic motion- vibration about an equilibrium position in which a restoring force is proportional to the displacement from equilibrium.
Spring constant- a parameter that expresses how resistant a spring is to being stretched or compressed.
Standing wave- a wave pattern that results when two waves of the same frequency, wavelength and amplitude travel in opposite directions and
interfere.
Timbre- the quality of a steady musical sound that is the result of a mixture of harmonics present at different intensities.
Transverse wave- a wave whose particles vibrate perpendicular to the direction of wave motion.
Trough- the lowest point below the equilibrium position.
Wavelength- the distance between two adjacent similar points of the wave, such as from crest to crest or trough to trough.
ASSESSMENT
1. A nurse counts 76 heartbeats in one minute. What are the period and frequency of the heart’s oscillations?
2. How does the speed of a wave relate to its wavelength and frequency?
3. Is it possible for one sound wave to cancel out another? Explain.
4. Why does sound travel faster through solids and liquids than through gases?
5. What does tuning in a radio station have to do with resonance?
6. Whenever you watch a high-flying aircraft overhead, it seems that its sound comes from behind the craft rather than from where you see it. Why is this?
7. Astronomers find that light coming from point A at the edge of the sun has a slightly higher frequency than light from point B on the opposite side. What do
these measurements tell us about the motion of the sun?
8. What two physics mistakes occur in a science fiction movie when you see and hear at the same time an explosion in deep space?
9. Why do young people in general have a wider range of hearing than older people?
10. Describe how the sound of a train changes as it approaches and observer, and as it moves away.
21ST CENTURY SKILLS
(4Cs & CTE Standards)
One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of
21st Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting
the following standards:
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home
assignments, students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.)
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems,
using multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables,
graphs and models.)
9.1.12.C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or
project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.)
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations
and technical texts.)
9.1.12.E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce
power point and other presentations regarding scientific issues that impact society at large.)
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example:
students are expected to work diligently in laboratory and classroom activities)
9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. (Example: STEAM project regarding global
warming and the competing views regarding how to address it.)
9.4.12.O.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via
oral presentations and written reports.)
9.4.12.O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate
the relationships between quantities.)
9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.)
9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.
(Example: students will read technical articles and utilize a variety of methods to communicate their findings.)
MODIFICATIONS/ACCOMMODATIONS
Modifications:
13. Less complex reading level
14. Shortened assignments
15. Different goals
16. IEP modifications for summative and formative assessments
Accommodations:
34. Preferential seating
35. Have students work in pairs
36. Assistive technologies
37. Reduced number of options on multiple choice exams
38. Larger print
39. Fewer problems on each page
40. More time
41. Test administered in a quieter setting
42. Tests read orally
43. Chunking of assignments or assessments into smaller segments
44. Taping of lectures or providing a peer note-taker
Extensions:
10. Alternative assignments
11. Independent studies
12. Mentoring of other students
APPENDIX
(Teacher resource extensions)
Next Generation Science Standards:
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and
methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball
and stick structures, or computer representations showing different molecules with different types of atoms.]
[Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or
a complete depiction of all individual atoms in a complex molecule or extended structure.]
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine
if a chemical reaction has occurred.
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.]
[Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could
include new medicine, foods, and alternative fuels.]
[Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy
increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of
particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and
thus mass is conserved.
[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.]
[Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy
by chemical processes.*
[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as
type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
[Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
MS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. *
[Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and
between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and
changes in motion (Newton’s Second Law), frame of reference, and specification of units.]
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable
at a
time. Assessment does not include the use of trigonometry.]
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of
data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets
on the speed of an electric motor.]
[Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and
algebraic thinking.]
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of
interacting objects.
[Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass,
strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.]
[Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other
even though the objects are not in contact.
[Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged
pith balls. Examples of investigations could include first-hand experiences or simulations.]
[Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.)
MS-PS3 Energy
Students who demonstrate understanding can:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object.
[Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could
include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are
stored in the system.
[Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems
interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves,
changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models
could include representations, diagrams, pictures, and written descriptions of systems.]
[Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average
kinetic energy of the particles as measured by the temperature of the sample.
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume
of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the
environment, or the same material with different masses when a specific amount of energy is added.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the
object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before
and after the transfer in the form of temperature changes or motion of object.]
[Assessment Boundary: Assessment does not include calculations of energy.]
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a
wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.]
[Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]
[Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to
encode and transmit information.
[Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic
cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.]
[Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]
HS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed,
numbers of bonds formed, and reactions with oxygen.]
[Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties.
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles.
[Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as
dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of
substances could include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include
molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is
conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond
energies of reactants and products.]
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs.
[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.]
[Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate
data; and qualitative relationships between rate and temperature.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
[Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions
of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways
to increase product formation including adding reactants or removing products.]
[Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium
constants and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
[Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants
and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic
scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem solving techniques.]
[Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes
relative to other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on
the system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on
the system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS3 Energy
Students who demonstrate understanding can:
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is
limited to basicalgebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in
gravitational,
magnetic, or electric fields.]
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields. [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy
stored due to position of an object above the earth, and the energy stored between two electrically charged plates. Examples of models could include
diagrams, drawings, descriptions, and computer simulations.]
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices,
wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.]
[Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with
materials provided to students.]
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both
quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different
temperatures to water.]
[Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to the interaction.
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite
polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.]
[Assessment Boundary: Assessment is limited to systems containing two objects.]
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in
various media.
[Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and
water, and seismic waves traveling through the Earth.]
[Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory,
transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle
model, and that for some situations one model is more useful than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence.
Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.]
[Assessment Boundary: Assessment does not include using quantum theory.]
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when
absorbed by matter.
[Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from
electromagnetic radiation depends on the energy of the radiation. Examples of published materials
could include trade books, magazines, web resources, videos, and other passages that may reflect bias.]
[Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter
to transmit and capture information and energy.*
[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.]
[Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
Crosscutting Concepts:
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that
influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is
investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts
and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to realize what is relevant at different measures of size, time, and energy and to
recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for
understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the
systems possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical
elements of study
5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
Instructional Focus:
Learning facts, concepts, principles, theories and models; then
Developing an understanding of the relationships among facts, concepts, principles, theories and models; then
Using these relationships to understand and interpret phenomena in the natural world
Using tools, evidence and data to observe, measure, and explain phenomena in the natural world
Developing evidence-based models based on the relationships among fundamental concepts and principals
Constructing and refining explanations, arguments or models of the natural world through the use of quantitative and qualitative evidence and data
Understanding that data differs in quality and strength of explanatory power based on experimental design
Evaluating strength of scientific arguments based on the quality of the data and evidence presented
Critiquing scientific arguments by considering the selected experimental design and method of data analysis
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need
to be applied when constructing and evaluating claims.
Instructional Focus:
Using mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws and theories
Using tools of data analysis to organize data and formulate hypotheses for further testing
Using existing mathematical, physical, and computational models to analyze and communicate findings
Making claims based on the available evidence
Explaining the reasoning, citing evidence, behind a proposed claim
Connecting the claim to established concepts and principles
Analyzing experimental data sets using measures of central tendency
Representing and describing mathematical relationships among variables using graphs and tables
Using mathematical tools to construct and evaluate claims
5.1.C.
Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Instructional Focus:
Reflecting on the status of one’s own thinking and learning (i.e. uncovering how a student knows what they know and why)
Understanding that scientific knowledge can be revised as new evidence emerges
Recognizing that predictions or explanations can be revised on the basis of seeing new data and evidence
Using data and evidence to modify and extend investigations
Understanding that explanations are increasingly valuable as they account for the available evidence more completely
Understanding that there might be multiple interpretations of the same phenomena
Stepping back from evidence and explanations to consider whether another interpretation of a particular finding is plausible with respect to existing scientific
evidence
Considering alternative perspectives worthy of further investigations
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are
governed by a core set of values and norms.
Instructional Focus:
Seeing oneself as an effective participant and contributor in science
Interacting with others to test new ideas, soliciting and providing feedback, articulating and evaluating emerging explanations, developing shared
representations and models, and reaching consensus
Developing a sense of appropriate trust and skepticism when evaluating others’ claims, evidence and reasoning
Constructing literal representations from empirical evidence and observations
Presenting and defending a scientific argument using literal representations
Evaluating others’ literal representations for consistency with their claims, evidence and reasoning
Moving fluently between representations such as graphs, data, equations, diagrams and verbal explanations
Selecting and using appropriate instrumentation to design and conduct investigations
Understanding, evaluating and practicing safe procedures for conducting science investigations
Demonstrating appropriate digital citizenship (i.e., cyber-safety and cyber-ethics) when accessing scientific data
from collaborative spaces. (See NJCCCS 8.1 and 9.1)
Ensuring that living organisms are properly cared for and treated humanely, responsibly, and ethically
Three-Point Essays
HOW TO WRITE 3-POINT ESSAYS
 PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed
 PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence
 PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence
 PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence
 PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points
HOW TO SET UP YOUR PAPER





Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD
TOP LINE --- Write the TITLE of the ARTICLE
SKIP ONE LINE
Write the OUTLINE of your paper:
I. Introduction
II. (Write your 1st point)
III. (Write your 2nd point)
IV. (Write your 3rd point)
V. Conclusion
SKIP ONE LINE and BEGIN WRITING YOUR PAPER
Lab Report Rubric
Excellent (4 pts)
Good (3 pts)
Adequate (2 pts)
Needs Work (1 pt)
Introduction
1. Includes the question to be
answered by the lab
2. states hypothesis that is based on
research and/or sound reasoning
3. title is relevant.
One of the "excellent"
conditions is not met, two
conditions met
Two of the "excellent"
conditions is not met , one is
met
Introduction present, no
exemplary conditions met
Methods
Description or step-by-step process is
included, could be repeated by another
scientist
Description included, some
steps are vague or unclear
Data and
Analysis
Results and data are clearly recorded,
organized so it is easy for the reader to
see trends. All appropriate labels are
included
Results are clear and labeled,
trends are not obvious or there
are minor errors in
organization
Conclusions
1. Summarizes data used to draw
conclusions
2. Conclusions follow data (not wild
guesses or leaps of logic),
3. Discusses applications or real world
connections
4. Hypothesis is rejected or accepted
based on the data.
Format and Lab
Protocols
Lab report submitted as directed, and
on time. Directions were followed,
stations were cleaned. All safety
protocols followed.
Total (out of 20 )
The description gives
generalities, enough for
reader to understand how the
experiment was conducted
Results are unclear, missing
labels, trends are not obvious,
disorganized, there is enough
data to show the experiment
was conducted
Would be difficult to repeat,
reader must guess at how the
data was gathered or
experiment conducted
3 of 4 of the "excellent"
conditions is met
2 of the 4 excellent conditions
met
1 of the 4 excellent conditions
met
Most of the excellent
conditions were met; possible
minor errors in format or
procedures
Some of the excellent
conditions met, directions
were not explicitly followed,
lab stations may have been
left unclean or group not
practicing good safety (such as
not wearing goggles)
Student did not follow
directions, practiced unsafe
procedures, goofed around in
the lab, left a mess or
equipment lost
Results are disorganized or
poorly recorded, do not make
sense ; not enough data was
taken to justify results
Not attem
(0)
Notes to teacher (not to be included in your final draft):
4 Cs
Creativity: projects
Critical Thinking: Journal
Collaboration: Teams/Groups/Stations
Communication – Powerpoints/Presentations
Three Part Objective
Behavior
Condition
Demonstration of Learning (DOL)
Unit 5: Light
Total Number of Days: 20 Grade/Course: Physics
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS

What are the properties of light?

Light can be considered as both a particle and a wave; light
travels at 300,000 km/sec in a vacuum.

What happens when light encounters an object?

When light encounters an object, it is either reflected,
absorbed or retransmitted through the substance
PACING
CONTENT
SKILLS
STAND.
(CCCS/
NGSS)
RESOURCES
TEXT
OTHER
(E.g., tech)
.5
2.5
LEARNING
ACTIVITIES/ASSESSMENTS
UNIT PRETEST
Characteristics of Light
Identify the properties of
electromagnetic waves
Compare and contrast the various
components of the electromagnetic
spectrum
Calculate frequency and wavelength
from the speed of light
 c = fλ
5.2.8.C.2
HS-PS4-3
14.1
Electromagn
etic
Spectrum
http://www.
scilinks.org
Code:
HF2141
Practice Problem 14A – Holt text
p. 522-523 q. 1-6
The Electromagnetic SpectrumCPO 24.1
Light Bulbs
http://www.
scilinks.org
Code:
HF2142
Evaluate the validity and
reliability of claims in published
materials of the effects that
different frequencies of
electromagnetic radiation have
when absorbed by matter.
Demonstrate how brightness
decreases with the square of the
distance from a light source
2
Flat Mirrors
Apply the law of reflection for flat
mirrors
5.2.8.C.2
MS-PS4-2
14.2
Mirrors
http://www.
scilinks.org
Code:
HF2143
Close Reading- “Sulfur Light
Bulbs” – Holt text p. 524
Brightness of Light- Holt text p.
556-559
Light Intensity Problems- CPO
22.1
Light and Mirrors- Holt LE p. 5961
Law of Reflection- CPO 23.1
Mirror Images- Holt CRF 15 p. 2631
Explain how the surface texture of
an object determines how light is
reflected by it
Construct ray diagrams to predict
image location
2
Curved Mirrors
Compare and contrast concave and
convex mirrors
Ray Diagrams- CPO 23.3
5.2.8.C.2
14.3
Telescopes
http://www.
scilinks.org
Code:
HF2144
Practice Problem 14B - Holt text
p. 535-536 q. 1-4
Practice Problem 14C – Holt text
p. 539-540 q. 1-6
Curved Mirrors- Holt text p. 532
5.2.8.C.2
14.4
Color
http://www.
scilinks.org
Code: 2145
Polarization of Sunlight- Holt text
p. 547
Polarization- Holt text p. 632
Give examples of how each type of
mirror is used
 (1/p) +(1/q) = 2/R
 (1/p) +(1/q) = 1/f
 M = h’/h = q/p
2
Color and Polarization
Explain how color is the result of
wavelengths of light either being
absorbed or reflected by an object
Compare and contrast additive and
subtractive colors
Portfolio: Electromagnetic Wave
Group Presentation – Holt text p.
554 q. 4
Explain how light can become
polarized
TEST CHAPTER FOURTEEN
2
Refraction
Explain how different frequencies of
light change speed as they pass from
5.2.8.C.2
MS-PS4-2
15.1
Refraction and Lenses-Holt LE p.
65-67
one medium to another (ex. from air
to water)
Refraction- CPO 23.2
Calculate the index of refraction
using Snell’s law
 n=c/v
 Snell’s Law:
ni(sinΘi) = nr(sinΘr)
2
Thin Lenses
Compare and contrast convex and
concave lenses
5.2.8.C.2
15.2
Snell’s Law
http://www.
scilinks.org
Code:
HF2151
Practice Problem 15A – Holt text
p. 566-567 q. 1-3
Lenses
http://www.
scilinks.org
Code:
HF2152
Practice Problem 15B – Holt text
p. 575-576 q. 1-4
Focal Length- Holt text p. 570
Prescription Glasses- Holt text p.
577
Periscope-Holt text p. 581
Converging Lenses- Holt text p.
593-595
Practice Problem 15C - Holt text p.
581-582 q. 1-4
Abnormalitie
s of the Eye
http://www.
scilinks.org
Code:
HF2153
Fiber Optics
http://www.
scilinks.org
Code:
HF2154
Portfolio: Fiber Optic Device
Brochure/Video project – Holt
text p. 591 q. 4
Dispersion
of Light
http://www.
scilinks.org
Code:
HF2155
2
Interference
Demonstrate interference
5.2.8.C.2
16.1
Interference
http://www.
scilinks.org
Code:
HF2161
Practice Problem 16A – Holt text
p. 602-603 q. 1-4
5.2.8.C.2
16.2
Diffraction
http://www.
scilinks.org
Code:
Practice Problem 16B - Holt text
p. 609-610 q. 1-5
Diffraction- Holt text p. 624-625
Calculate constructive and
destructive interference
2
Diffraction
Describe how light waves diffract
around obstacles and produce light
and dark bands
HF2162
Describe how diffraction determines
the resolving power of optical
instruments
Give examples of how lasers are
used
Bar codes
http://www.
scilinks.org
Code:
HF2165
Close Reading- “Holograms” – Holt
text p. 616
Portfolio: Uses of Waves Chart
Holt text p. 622 q. 5
TEST CHAPTERS FIFTEEN AND
SIXTEEN
BENCHMARK TEST UNIT FIVE
REVIEWS AND
ASSESSMENTS
INSTRUCTIONAL FOCUS OF UNIT
The properties of light and how it interacts with matter
REFERENCES AND ABBREVIATIONS USED






CPO – Physics – A First Course – Skill and Practice Work Sheets – CPO Science © 2005
HOLT TEXT – Holt Physics – Serway and Faughn – Holt, Rinehart and Winston © 2002
HOLT CRF – Holt Science Spectrum- Physical Science Chapter Resource File - Holt, Rinehart and Winston © 2008
HOLT MS- Holt Science Spectrum- Physical Science Math Skills Workbook - Holt, Rinehart and Winston ©2008
NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release
NJCCCS – New Jersey Core Curriculum Content Standards for Science:
- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education,
February 9, 2011
- Classroom Applications Document – Science – Physical Science (by end of grade 8)
ACADEMIC VOCABULARIES BY ROBERT MARZANO
Marzano’s Six Steps for Teaching Vocabulary:
25.
26.
27.
28.
29.
YOU provide a description, explanation or example. (story, sketch, power point)
Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
Ask students to construct a picture, graphic or symbol for each word.
Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
Ask students to discuss vocabulary words with one another (Collaborate)
30. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Definitions of terms used in this unit:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Absorption spectrum- a continuous spectrum interrupted by dark lines characteristic of the medium through which the radiation has passed.
Angle of incidence- the angle between a ray that strikes a surface and the normal to that surface at the point of contact.
Angle of reflection- the angle formed by the normal to a surface and the direction in which a reflected ray moves.
Chromatic aberration- the focusing of different colors of light at different distances behind a lens.
Concave spherical mirror- an inwardly curved, mirrored surface that is a portion of a sphere and that converges incoming light rays.
Convex spherical mirror- an outwardly curved, mirrored surface that is a portion of a sphere and that diverges incoming light rays.
Critical angle- the minimum angle of incidence for which total internal reflection occurs.
Dispersion- the process of separating polychromatic light into its components.
Emission spectrum- a unique series of spectral lines by an atomic gas when a potential difference is applied across the gas.
Frequency- the number of vibrations or cycles per unit time.
Index of refraction- the ratio of the speed of light in a vacuum to its speed in a given transparent medium.
Laser- a device that produces an intense, nearly parallel beam of coherent light.
Lens- a transparent object that refracts light rays, causing them to converge or diverge to create an image.
Path difference- the difference in the distance travelled by two interfering light waves.
Photoelectric effect- the emission of electrons from a surface that occurs when light of certain frequencies shines on the surface.
Photon- the discrete unit (or quantum) of light energy.
Real image- an image formed when rays of light actually intersect at a single point.
Reflection- the turning back of an electromagnetic wave at the surface of a substance.
Refraction- the bending of a wave disturbance as it passes at an angle from one medium to another.
Resolving power- the ability of an optical instrument to separate two images that are close together.
Total internal reflection- the complete reflection of light at the boundary of two transparent media; this effect occurs when the angle of incidence
exceeds the critical angle.
22. Virtual image- an image formed by light rays that only appear to intersect.
23. Wavelength- the distance between two adjacent similar points of the wave, such as crest to crest or trough to trough.
ASSESSMENT
1. New iPods often have a shiny smooth side that you can use as a mirror. After a couple of months, the smooth shiny surface becomes scratched and dented.
The used iPod no longer works well as a mirror. Explain why a person can see an image so clearly on the smooth mirrored surface but not on the scratched
surface.
2. Students bump into each other when they turn the corner in the hallway shown. They plan to place a mirror in the hall so that they can see one another
before reaching the corner.
Where should they place the mirror?
A.
B.
C.
D.
position A
position B
position C
position D
(OH)
3. When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors work?
A.
B.
C.
D.
They are made of a special material that gives off its own light.
They are hooked up to batteries that allow them to produce light.
They bounce light back from other sources.
They are covered with paint that glows in the dark.
(NAEP)
4. The picture shows a pencil that is lying on a shelf in front of a mirror. Draw a picture of the pencil as you would see it in the mirror. Use the patterns of lines
on the shelf to help you.
(TIMMS)
5. You are headed to the shore on a sunny afternoon in July. You are trying to choose between your black t-shirt and white t-shirt. In which shirt will you most
likely remain cooler, explain your reasoning citing scientific principles.
6. While at the shore, your pesky little cousin looks at you and asks “why is the sky blue?” How would you explain the color of the sky to your little cousin?
7. Which pair together could cause a rainbow?
A.
B.
C.
D.
Fog and clouds
Rain and snow
Clouds and ice
Sunshine and rain
8. How long does it take light to travel the distance of one light-year?
9. What is the color of most tennis balls and why?
10. Can you photograph yourself in a mirror and focus the camera on both your image and the mirror frame? Explain.
11. When you view your image in a plane mirror, how far behind the mirror is your image compared with your distance in front of the mirror?
12. Why do smooth metal surfaces make good mirrors?
(TIMSS)
13. How is a raindrop similar to a prism?
14. Is a mirage the result of refraction or reflection? Explain.
15. Shine a red light on a rose. Why will the temperature of the leaves increase more than the temperature of the petals?
16. In a dress shop that has only fluorescent lighting, a customer insists on taking a garment into the daylight at the doorway. Is she being reasonable?
Explain.
17. Why are the interiors of optical instruments painted black?
21ST CENTURY SKILLS
(4Cs & CTE Standards)
One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of
21st Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting
the following standards:
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home
assignments, students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.)
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems,
using multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables,
graphs and models.)
9.1.12.C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or
project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.)
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations
and technical texts.)
9.1.12.E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce
power point and other presentations regarding scientific issues that impact society at large.)
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example:
students are expected to work diligently in laboratory and classroom activities)
9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. (Example: STEAM project regarding global
warming and the competing views regarding how to address it.)
9.4.12.O.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via
oral presentations and written reports.)
9.4.12.O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate
the relationships between quantities.)
9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.)
9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.
(Example: students will read technical articles and utilize a variety of methods to communicate their findings.)
MODIFICATIONS/ACCOMMODATIONS
Modifications:
17. Less complex reading level
18. Shortened assignments
19. Different goals
20. IEP modifications for summative and formative assessments
Accommodations:
45. Preferential seating
46. Have students work in pairs
47. Assistive technologies
48. Reduced number of options on multiple choice exams
49. Larger print
50. Fewer problems on each page
51. More time
52. Test administered in a quieter setting
53. Tests read orally
54. Chunking of assignments or assessments into smaller segments
55. Taping of lectures or providing a peer note-taker
Extensions:
13. Alternative assignments
14. Independent studies
15. Mentoring of other students
APPENDIX
(Teacher resource extensions)
Next Generation Science Standards:
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and
methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball
and stick structures, or computer representations showing different molecules with different types of atoms.]
[Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or
a complete depiction of all individual atoms in a complex molecule or extended structure.]
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine
if a chemical reaction has occurred.
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.]
[Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could
include new medicine, foods, and alternative fuels.]
[Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy
increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of
particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and
thus mass is conserved.
[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.]
[Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy
by chemical processes.*
[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as
type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
[Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
MS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. *
[Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and
between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and
changes in motion (Newton’s Second Law), frame of reference, and specification of units.]
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable
at a
time. Assessment does not include the use of trigonometry.]
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of
data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets
on the speed of an electric motor.]
[Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and
algebraic thinking.]
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of
interacting objects.
[Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass,
strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.]
[Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other
even though the objects are not in contact.
[Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged
pith balls. Examples of investigations could include first-hand experiences or simulations.]
[Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.)
MS-PS3 Energy
Students who demonstrate understanding can:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object.
[Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could
include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are
stored in the system.
[Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems
interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves,
changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models
could include representations, diagrams, pictures, and written descriptions of systems.]
[Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average
kinetic energy of the particles as measured by the temperature of the sample.
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume
of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the
environment, or the same material with different masses when a specific amount of energy is added.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the
object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before
and after the transfer in the form of temperature changes or motion of object.]
[Assessment Boundary: Assessment does not include calculations of energy.]
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a
wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.]
[Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]
[Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to
encode and transmit information.
[Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic
cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.]
[Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]
HS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed,
numbers of bonds formed, and reactions with oxygen.]
[Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties.
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles.
[Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as
dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of
substances could include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include
molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is
conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond
energies of reactants and products.]
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs.
[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.]
[Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate
data; and qualitative relationships between rate and temperature.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
[Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions
of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways
to increase product formation including adding reactants or removing products.]
[Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium
constants and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
[Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants
and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic
scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem solving techniques.]
[Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission,
fusion, and radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes
relative to other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on
the system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on
the system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS3 Energy
Students who demonstrate understanding can:
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is
limited to basicalgebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in
gravitational,
magnetic, or electric fields.]
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields. [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy
stored due to position of an object above the earth, and the energy stored between two electrically charged plates. Examples of models could include
diagrams, drawings, descriptions, and computer simulations.]
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices,
wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.]
[Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with
materials provided to students.]
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both
quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different
temperatures to water.]
[Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to the interaction.
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite
polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.]
[Assessment Boundary: Assessment is limited to systems containing two objects.]
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in
various media.
[Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and
water, and seismic waves traveling through the Earth.]
[Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory,
transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle
model, and that for some situations one model is more useful than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence.
Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.]
[Assessment Boundary: Assessment does not include using quantum theory.]
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when
absorbed by matter.
[Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from
electromagnetic radiation depends on the energy of the radiation. Examples of published materials
could include trade books, magazines, web resources, videos, and other passages that may reflect bias.]
[Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter
to transmit and capture information and energy.*
[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.]
[Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
Crosscutting Concepts:
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that
influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is
investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts
and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to realize what is relevant at different measures of size, time, and energy and to
recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for
understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the
systems possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical
elements of study
5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
Instructional Focus:
Learning facts, concepts, principles, theories and models; then
Developing an understanding of the relationships among facts, concepts, principles, theories and models; then
Using these relationships to understand and interpret phenomena in the natural world
Using tools, evidence and data to observe, measure, and explain phenomena in the natural world
Developing evidence-based models based on the relationships among fundamental concepts and principals
Constructing and refining explanations, arguments or models of the natural world through the use of quantitative and qualitative evidence and data
Understanding that data differs in quality and strength of explanatory power based on experimental design
Evaluating strength of scientific arguments based on the quality of the data and evidence presented
Critiquing scientific arguments by considering the selected experimental design and method of data analysis
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need
to be applied when constructing and evaluating claims.
Instructional Focus:
Using mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws and theories
Using tools of data analysis to organize data and formulate hypotheses for further testing
Using existing mathematical, physical, and computational models to analyze and communicate findings
Making claims based on the available evidence
Explaining the reasoning, citing evidence, behind a proposed claim
Connecting the claim to established concepts and principles
Analyzing experimental data sets using measures of central tendency
Representing and describing mathematical relationships among variables using graphs and tables
Using mathematical tools to construct and evaluate claims
5.1.C.
Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Instructional Focus:
Reflecting on the status of one’s own thinking and learning (i.e. uncovering how a student knows what they know and why)
Understanding that scientific knowledge can be revised as new evidence emerges
Recognizing that predictions or explanations can be revised on the basis of seeing new data and evidence
Using data and evidence to modify and extend investigations
Understanding that explanations are increasingly valuable as they account for the available evidence more completely
Understanding that there might be multiple interpretations of the same phenomena
Stepping back from evidence and explanations to consider whether another interpretation of a particular finding is plausible with respect to existing scientific
evidence
Considering alternative perspectives worthy of further investigations
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are
governed by a core set of values and norms.
Instructional Focus:
Seeing oneself as an effective participant and contributor in science
Interacting with others to test new ideas, soliciting and providing feedback, articulating and evaluating emerging explanations, developing shared
representations and models, and reaching consensus
Developing a sense of appropriate trust and skepticism when evaluating others’ claims, evidence and reasoning
Constructing literal representations from empirical evidence and observations
Presenting and defending a scientific argument using literal representations
Evaluating others’ literal representations for consistency with their claims, evidence and reasoning
Moving fluently between representations such as graphs, data, equations, diagrams and verbal explanations
Selecting and using appropriate instrumentation to design and conduct investigations
Understanding, evaluating and practicing safe procedures for conducting science investigations
Demonstrating appropriate digital citizenship (i.e., cyber-safety and cyber-ethics) when accessing scientific data
from collaborative spaces. (See NJCCCS 8.1 and 9.1)
Ensuring that living organisms are properly cared for and treated humanely, responsibly, and ethically
Three-Point Essays
HOW TO WRITE 3-POINT ESSAYS
 PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed
 PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence
 PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence
 PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence
 PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points
HOW TO SET UP YOUR PAPER





Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD
TOP LINE --- Write the TITLE of the ARTICLE
SKIP ONE LINE
Write the OUTLINE of your paper:
I. Introduction
II. (Write your 1st point)
III. (Write your 2nd point)
IV. (Write your 3rd point)
V. Conclusion
SKIP ONE LINE and BEGIN WRITING YOUR PAPER
Lab Report Rubric
Excellent (4 pts)
Good (3 pts)
Adequate (2 pts)
Needs Work (1 pt)
Introduction
1. Includes the question to be
answered by the lab
2. states hypothesis that is based on
research and/or sound reasoning
3. title is relevant.
One of the "excellent"
conditions is not met, two
conditions met
Two of the "excellent"
conditions is not met , one is
met
Introduction present, no
exemplary conditions met
Methods
Description or step-by-step process is
included, could be repeated by another
scientist
Description included, some
steps are vague or unclear
Data and
Analysis
Results and data are clearly recorded,
organized so it is easy for the reader to
see trends. All appropriate labels are
included
Results are clear and labeled,
trends are not obvious or there
are minor errors in
organization
Conclusions
1. Summarizes data used to draw
conclusions
2. Conclusions follow data (not wild
guesses or leaps of logic),
3. Discusses applications or real world
connections
4. Hypothesis is rejected or accepted
based on the data.
Format and Lab
Protocols
Lab report submitted as directed, and
on time. Directions were followed,
stations were cleaned. All safety
protocols followed.
Total (out of 20 )
The description gives
generalities, enough for
reader to understand how the
experiment was conducted
Results are unclear, missing
labels, trends are not obvious,
disorganized, there is enough
data to show the experiment
was conducted
Would be difficult to repeat,
reader must guess at how the
data was gathered or
experiment conducted
3 of 4 of the "excellent"
conditions is met
2 of the 4 excellent conditions
met
1 of the 4 excellent conditions
met
Most of the excellent
conditions were met; possible
minor errors in format or
procedures
Some of the excellent
conditions met, directions
were not explicitly followed,
lab stations may have been
left unclean or group not
practicing good safety (such as
not wearing goggles)
Student did not follow
directions, practiced unsafe
procedures, goofed around in
the lab, left a mess or
equipment lost
Results are disorganized or
poorly recorded, do not make
sense ; not enough data was
taken to justify results
Not attem
(0)
Notes to teacher (not to be included in your final draft):
4 Cs
Creativity: projects
Critical Thinking: Journal
Collaboration: Teams/Groups/Stations
Communication – Powerpoints/Presentations
Three Part Objective
Behavior
Condition
Demonstration of Learning (DOL)
Unit 6: Electricity and Magnetism
Total Number of Days: 30 Grade/Course: Physics
ESSENTIAL QUESTIONS

How is electricity produced?

How are electricity and magnetism related?
PACING
CONTENT
ENDURING UNDERSTANDINGS
SKILLS

Electricity is produced either by the accumulation of charges
on an object or the flow of charges from one point to another

Electrical current can be used to produce magnetism, and
magnetism can be used to produce an electric current.
STAND.
(CCCS/
NGSS)
RESOURCES
TEXT
OTHER
(E.g., tech)
.5
2
LEARNING
ACTIVITIES/ASSESSMENTS
UNIT PRETEST
Electric Charge
Demonstrate how electric charges
can be produced
HS-PS2-4
MS-PS2-3
17.1
Electric
Charge
http://www.
scilinks.org
Code:
HF2171
Charges and Electrostatics- Holt LE
p. 71-73
Conductors
and
Insulators
www,scilink
s.org Code:
HF2172
Apply the law of electric charges to
explain the behavior of charged
objects of either like or opposite
charge
2
Coulomb’s Law
Calculate the electrical force
between two charged objects by
applying Coulomb’s law
 Felectric = kC(q1q2)/r2
Polarization- Holt text p. 632
Electrostatics- Holt text p. 660-663
HS-PS2-4
MS-PS2-3
17.2
Coulomb’s
Law
http://www.
scilinks.org
Code:
Practice Problem 17A – Holt text p.
635-636 q. 1-4
Coulomb’s Law- CPO 15.2
Use mathematical representations
2
Electric Field
Draw and interpret electric field
lines
HS-PS3-5
MS-PS2-5
17.3
HF2173
of Newton’s Law of Gravitation and
Coulomb’s Law to describe and
predict the gravitational and
electrostatic forces between
objects.
Microwaves
http://www.
scilinks.org
Code:
HF2174
Practice Problem 17D – Holt text p.
646-647 q.1-3
Calculating Electric Fields and
Forces- CPO 18.3
Close Reading – “Microwave Ovens”
– Holt text p. 645
Van de Graaf
Generator
http://www.
scilinks.org
Code:
HF2175
2
Electrical Potential
Energy
Define electrical potential energy
 PEelectric = -qEd
HS-PS2-4
MS-PS2-3
18.1
2
Potential Difference
Determine how electrical potential
energy can be changed
 ΔV = ΔPEelectric/ q
 PEelectric = ½ QΔV
HS-PS2-4
MS-PS2-3
18.2
2
Capacitance
Relate capacitance to the storage of
electrical potential energy in the
form of separated charges
HS-PS2-4
MS-PS2-3
18.3
Calculate the capacitance of several
devices
 C = Q/ΔV
Electrical
energy
http://www.
scilinks.org
Code:
HF2181
Batteries
http://www.
scilinks.org
Code:
HF2182
Michael
Faraday
http://www.
scilinks.org
Code:
HF2184
Capacitors
http://www.
scilinks.org
Code:
HF2183
Electric
Portfolio: Lightning Grant
Proposal – Holt text p. 659 q.4
Portfolio: Scientist Work – Holt
text p. 659 q. 5
TEST CHAPTER SEVENTEEN
Practice Problem 18A – Holt text p.
668-669 q. 1-4
Practice Problem 18B – Holt text p.
673 q. 1-3
Practice Problem 18C - Holt text p.
680-681 q. 1-4
Close Reading – “Are Electric Cars an
Answer to Pollution?” Holt text p.
690-691
Portfolio: Tantalum Report – Holt
text p.687 q. 3
Vehicles
http://www.
scilinks.org
Code:
HF2185
2
Electric Current
Describe the basic properties of
electric current
HS-PS2-4
MS-PS2-3
19.1
Solve problems relating current,
charge, and time
 I = ΔQ/Δt
Resistance
Calculate resistance by applying
Ohm’s law
 Ohm’s Law: R = ΔV/I
TEST CHAPTER EIGHTEEN
Practice Problem 19A – Holt text p.
695 q. 1-5
A Lemon Battery- Holt text p. 696
Generators
http://www.
scilinks.org
Code:
HF2192
Differentiate between alternating
and direct current
2
Electric
Current
http://www.
scilinks.org
Code:
HF2191
HS-PS2-4
MS-PS2-3
19.2
Ohm’s Law
http://www.
scilinks.org
Code:
HF2193
Practice Problem 19B – Holt text p.
702-703 q. 1-6
Resistance- Holt MS p. 117-120
Current and Resistance- Holt text p.
722-725
Ohm’s Law- CPO 13.3
Superconduc
tors
http://www.
scilinks.org
Code:
HF2194
2
Electric Power
Calculate electric power
 P = IΔV
Calculate the cost of running
electrical devices
HS-PS2-4
MS-PS2-3
19.3
Practice Problem 19C - Holt text p.
710 q.1-4
Electric Power- Holt MS p. 121-125
Electrical Power-CPO 14.3
Practice Problem 19D – Holt text p.
712 q. 1-2
Close Reading – “ Electron
Tunneling” – Holt text p. 714-715
Energy Use by Home AppliancesHolt text p. 711
Watt’s the Cost? Environmental
Science Activities p.
Using an Electric Meter- CPO 13.2
Portfolio: A Consumer’s Guide to
Resistors brochure/poster –Holt
text p. 721 q.4
2.5
Circuits
Identify the basic components of an
electrical circuit
HS-PS2-4
MS-PS2-3
20.1
Electric
Circuits
http://www.
scilinks.org
Code:
HF2201
Practice Problem 20A - Holt text p.
738-739 q. 1-6
Simple Circuits- Holt text p. 734
Series and Parallel Circuits- Holt
text p. 741
Series Circuits- CPO 14.1
Parallel Circuits- CPO 14.2
Differentiate between series and
parallel circuits
Constructing Electric Circuits- Holt
CRF 16 p. 35
Circuit Kits
Construct circuits to power a variety
of devices
2
Resistors
TEST CHAPTER NINETEEN
Schematic Diagram Symbols poster
Exploring Circuit Elements-Holt LE
p. 83-85
Compare resistors in series and in
parallel
20.2
Resistors
http://www.
scilinks.org
Code:
HF2202
Practice Problem 20B – Holt text
p.743-744 q. 1-4
Resistors and Current- Holt LE p.
77-79
Resistors in Series and in ParallelHolt text p. 760-763
Close Reading –“ Decorative Lights
and Bulbs” – Holt text p. 751
Portfolio: Repair Shop Ammeters
Recommendation Holt text p. 759
q. 3
2
Magnets and Magnetic
Fields
Explain the behavior of magnetic
objects in terms of the Law of
Magnets
HS-PS3-5
MS-PS2-5
21.1
Magnets
http://www.
scilinks.org
Code:
HF2211
TEST CHAPTER TWENTY
Magnetism-Holt LE p. 89-91
2.5
Electromagnetism
Explain how a magnetic field can be
detected
Magnetic Field of a File CabinetHolt text p. 768
Magnetic Field of a Conducting
Wire- Holt text p. 786 -789
Explain the working of a compass in
terms of the Earth as a gigantic
magnet
Constructing and Using a CompassHolt CRF17 p. 25-28
Magnetic Earth- CPO 16.3
Explain how electric current can
produce a magnetic field
HS-PS2-5
21.2
Explain how movement within a
magnetic field can produce an
electric current
 Faraday’s Law of Magnetic
Induction:
emf = N (AB(cosΘ)/Δt
Magnetic Force
Calculate the magnitude of a magnetic
field
 B = Fmagnetic /qv
Electricity and Magnetism- Holt LE
p. 95-97
Electromagnetic Induction- Holt
text p. 826-827
Electromagnetism- Holt text p. 771
Plan and conduct an investigation
to provide evidence that an
electric current can produce a
magnetic field and that a changing
magnetic field can produce an
electric current.
Explain how electricity can be used
to produced motion
2
Electromagn
ets
http://www.
scilinks.org
Code:
HF2212
MS-PS2-3
21.3
Practice Problem 21A –Holt text p.
774-775 q. 1-6
Practice Problem 21B – Holt text p.
778 q. 1-4
Close Reading – “Electromagnetic
Fields: Can They Affect Your Health?”
– Holt text p. 790-791
Ask questions about data to
determine the factors that affect
the strength of electric and
magnetic forces.
Portfolio: Anatomy of
Electromagnetic Devices project
Holt text p. 785 q.4
TEST CHAPTER TWENTY-ONE
BENCHMARK TEST UNIT SIX
REVIEWS AND
ASSESSMENTS
INSTRUCTIONAL FOCUS OF UNIT


How electricity can be produced and utilized for a variety of purposes
How electricity and magnetism are related
REFERENCES AND ABBREVIATIONS USED






CPO – Physics – A First Course – Skill and Practice Work Sheets – CPO Science © 2005
HOLT TEXT – Holt Physics – Serway and Faughn – Holt, Rinehart and Winston © 2002
HOLT CRF – Holt Science Spectrum- Physical Science Chapter Resource File - Holt, Rinehart and Winston © 2008
HOLT MS- Holt Science Spectrum- Physical Science Math Skills Workbook - Holt, Rinehart and Winston ©2008
NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release
NJCCCS – New Jersey Core Curriculum Content Standards for Science:
- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education,
February 9, 2011
- Classroom Applications Document – Science – Physical Science (by end of grade 8)
ACADEMIC VOCABULARIES BY ROBERT MARZANO
Marzano’s Six Steps for Teaching Vocabulary:
31.
32.
33.
34.
35.
36.
YOU provide a description, explanation or example. (story, sketch, power point)
Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
Ask students to construct a picture, graphic or symbol for each word.
Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
Ask students to discuss vocabulary words with one another (Collaborate)
Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Definitions of terms used in this unit:
1.
2.
3.
4.
5.
6.
7.
8.
Alternating current- an electric current that changes direction at regular intervals.
Capacitance- the ability of a conductor to store energy in the form of electrically separated charges.
Conductor- material that transfers charge easily.
Current- the rate at which electrical charges move through a given area.
Diode- an electronic device that allows electric current to pass more easily in one direction than the other.
Domain- a microscopic magnetic region composed of a group of atoms whose magnetic fields are aligned in a common direction.
Electric circuit- a set of electrical components connected so they provide one or more complete path for the movement of charges.
Electric field- a region of space around a charged object in which a stationary charged object experiences an electric force because of its charge.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Electric field lines- lines that represent both the magnitude and direction of the electric field.
Electric potential- the electrical potential energy associated with a charged particle divided by the charge of the particle.
Electrical potential energy- potential energy associated with an object due to its position relative to a source of electric force.
Electromagnetic induction- production of an emf in a conducting circuit by a change in the strength, position, or orientation of an external magnetic
field.
Electromagnetic wave- a transverse wave consisting of oscillating electric and magnetic fields at right angles to each other.
EMF- the energy per unit charge supplied by a source of electric current.
Field force- force that can exist between objects, even in the absence of physical contact between the objects.
Generator- a device that uses induction to convert mechanical energy to electrical energy.
Induction- the process of charging a conductor by bringing it near another charged object and grounding the conductor.
Insulator- material that does not transfer charge easily.
Magnetic field- a region in which a magnetic force can be detected.
Mutual inductance- a measure of the ability of one circuit carrying a changing current to induce an emf in a nearby circuit.
Parallel- describes two or more components in a circuit that are connected across common points or junctions, providing separate conducting paths
for the current.
Potential difference- the change in electrical potential energy associated with a charged particle divided by the charge of the particle.
Resistance- the opposition to the flow of charge in a conductor.
Schematic diagram- a graphic representation of an electric circuit, with standardized symbols representing circuit components.
Series- describes a circuit or portion of a circuit that provides a single conducting path without junctions.
Solenoid- a long, helically wound coil of insulated wire.
Superconductor- a material whose resistance is zero at or below some critical temperature, which varies for each material.
Transformer- a device that changes one ac potential difference to another ac potential difference.
Transistor- a device, typically containing three terminals, that can amplify a signal.
ASSESSMENT
1. The picture shows a way you could hook up a battery, three wires, and a light bulb.

Explain how you could use these things to test an item to see if it is a conductor of electricity.

How could you tell?
(NAEP)
2. A wire between the battery and the light bulb was removed. What will happen to the light bulb after the change?
A.
B.
C.
D.
It will go out.
It will stay on.
It will get brighter.
It will start flashing.
3. The pictures below show a light bulb connected to a battery. Which bulb will light?
A.
B.
C.
D.
(TIMSS)
4. The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.
What will happen to magnet 2?
Why will this happen?
(NAEP)
5. Magnets can be toys or tools to do work. Explain how two magnets react when placed near each other. In your explanation, be sure to include the properties
of magnets
(MD)
21ST CENTURY SKILLS
(4Cs & CTE Standards)
One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of 21st
Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting the
following standards:
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home
assignments, students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.)
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using
multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables, graphs and
models.)
9.1.12.C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or
project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.)
9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations and
technical texts.)
9.1.12.E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce
power point and other presentations regarding scientific issues that impact society at large.)
9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example:
students are expected to work diligently in laboratory and classroom activities)
9.1.12.F.6 Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. (Example: STEAM project regarding global
warming and the competing views regarding how to address it.)
9.4.12.O.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via oral
presentations and written reports.)
9.4.12.O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities
(Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate
the relationships between quantities.)
9.4.12.O.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities (Example:
students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.)
9.4.12.O.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.
(Example: students will read technical articles and utilize a variety of methods to communicate their findings.)
MODIFICATIONS/ACCOMMODATIONS
Modifications:
21. Less complex reading level
22. Shortened assignments
23. Different goals
24. IEP modifications for summative and formative assessments
Accommodations:
56. Preferential seating
57. Have students work in pairs
58. Assistive technologies
59. Reduced number of options on multiple choice exams
60. Larger print
61. Fewer problems on each page
62. More time
63. Test administered in a quieter setting
64. Tests read orally
65. Chunking of assignments or assessments into smaller segments
66. Taping of lectures or providing a peer note-taker
Extensions:
16. Alternative assignments
17. Independent studies
18. Mentoring of other students
APPENDIX
(Teacher resource extensions)
Next Generation Science Standards:
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and
methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball
and stick structures, or computer representations showing different molecules with different types of atoms.]
[Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a
complete depiction of all individual atoms in a complex molecule or extended structure.]
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine
if a chemical reaction has occurred.
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.]
[Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and
impact society.
[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could
include new medicine, foods, and alternative fuels.]
[Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure
substance when thermal energy is added or removed.
[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy
increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of
particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and
thus mass is conserved.
[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.]
[Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy
by chemical processes.*
[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type
and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
[Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
MS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. *
[Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and
between a meteor and a space vehicle.]
[Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the
forces on the object and the mass of the object.
[Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes
in motion (Newton’s Second Law), frame of reference, and specification of units.]
[Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a
time. Assessment does not include the use of trigonometry.]
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
[Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of
data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets
on the speed of an electric motor.]
[Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and
algebraic thinking.]
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of
interacting objects.
[Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass,
strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.]
[Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other
even though the objects are not in contact.
[Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged
pith balls. Examples of investigations could include first-hand experiences or simulations.]
[Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.)
MS-PS3 Energy
Students who demonstrate understanding can:
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object.
[Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could
include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.]
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored
in the system.
[Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems
interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves,
changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could
include representations, diagrams, pictures, and written descriptions of systems.]
[Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic
energy of the particles as measured by the temperature of the sample.
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of
water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment,
or the same material with different masses when a specific amount of energy is added.]
[Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the
object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and
after the transfer in the form of temperature changes or motion of object.]
[Assessment Boundary: Assessment does not include calculations of energy.]
MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
[Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.]
[Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.]
[Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to
encode and transmit information.
[Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic
cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.]
[Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]
HS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of
atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed,
numbers of bonds formed, and reactions with oxygen.]
[Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond
relative trends.]
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties.
[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale
to infer the strength of electrical forces between particles.
[Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipoledipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances
could include the melting point and boiling point, vapor pressure, and surface tension.]
[Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond
energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include
molecular-level drawings and diagrams of reactions; graphs showing the relative energies of reactants and products, and representations showing energy is
conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies
of reactants and products.]
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs.
[Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.]
[Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate
data; and qualitative relationships between rate and temperature.]
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
[Clarification Statement: Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of
the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to
increase product formation including adding reactants or removing products.]
[Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium
constants and concentrations.]
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
[Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and
the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.
Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem solving techniques.]
[Assessment Boundary: Assessment does not include complex chemical reactions.]
HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion,
and radioactive decay.
[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes
relative to other kinds of transformations.]
[Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic
object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the
system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic
object, its mass, and its acceleration.
[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the
system.
[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]
[Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and
modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]
[Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic
forces between objects.
[Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.]
[Assessment Boundary: Assessment is limited to systems with two objects.]
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can
produce an electric current.
[Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why
electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.]
[Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]
HS-PS3 Energy
Students who demonstrate understanding can:
HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
[Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited
to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in
gravitational,
magnetic, or electric fields.]
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in
fields. [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy
stored due to position of an object above the earth, and the energy stored between two electrically charged plates. Examples of models could include diagrams,
drawings, descriptions, and computer simulations.]
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
[Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices,
wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.]
[Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with
materials provided to students.]
HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are
combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both
quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different
temperatures to water.]
[Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in
energy of the objects due to the interaction.
[Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite
polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.]
[Assessment Boundary: Assessment is limited to systems containing two objects.]
HS-PS4 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in
various media.
[Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and
water, and seismic waves traveling through the Earth.]
[Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
[Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory,
transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.]
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle
model, and that for some situations one model is more useful than the other.
[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence.
Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.]
[Assessment Boundary: Assessment does not include using quantum theory.]
HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when
absorbed by matter.
[Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from electromagnetic
radiation depends on the energy of the radiation. Examples of published materials
could include trade books, magazines, web resources, videos, and other passages that may reflect bias.]
[Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to
transmit and capture information and energy.*
[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.]
[Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
Crosscutting Concepts:
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that
influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating
and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to
predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to realize what is relevant at different measures of size, time, and energy and to
recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study – specifying its boundaries and making explicit a model of that system – provides tools for
understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the
systems possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical
elements of study
5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.1.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
Instructional Focus:
Learning facts, concepts, principles, theories and models; then
Developing an understanding of the relationships among facts, concepts, principles, theories and models; then
Using these relationships to understand and interpret phenomena in the natural world
Using tools, evidence and data to observe, measure, and explain phenomena in the natural world
Developing evidence-based models based on the relationships among fundamental concepts and principals
Constructing and refining explanations, arguments or models of the natural world through the use of quantitative and qualitative evidence and data
Understanding that data differs in quality and strength of explanatory power based on experimental design
Evaluating strength of scientific arguments based on the quality of the data and evidence presented
Critiquing scientific arguments by considering the selected experimental design and method of data analysis
5.1.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need
to be applied when constructing and evaluating claims.
Instructional Focus:
Using mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws and theories
Using tools of data analysis to organize data and formulate hypotheses for further testing
Using existing mathematical, physical, and computational models to analyze and communicate findings
Making claims based on the available evidence
Explaining the reasoning, citing evidence, behind a proposed claim
Connecting the claim to established concepts and principles
Analyzing experimental data sets using measures of central tendency
Representing and describing mathematical relationships among variables using graphs and tables
Using mathematical tools to construct and evaluate claims
5.1.C.
Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Instructional Focus:
Reflecting on the status of one’s own thinking and learning (i.e. uncovering how a student knows what they know and why)
Understanding that scientific knowledge can be revised as new evidence emerges
Recognizing that predictions or explanations can be revised on the basis of seeing new data and evidence
Using data and evidence to modify and extend investigations
Understanding that explanations are increasingly valuable as they account for the available evidence more completely
Understanding that there might be multiple interpretations of the same phenomena
Stepping back from evidence and explanations to consider whether another interpretation of a particular finding is plausible with respect to existing scientific
evidence
Considering alternative perspectives worthy of further investigations
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are
governed by a core set of values and norms.
Instructional Focus:
Seeing oneself as an effective participant and contributor in science
Interacting with others to test new ideas, soliciting and providing feedback, articulating and evaluating emerging explanations, developing shared
representations and models, and reaching consensus
Developing a sense of appropriate trust and skepticism when evaluating others’ claims, evidence and reasoning
Constructing literal representations from empirical evidence and observations
Presenting and defending a scientific argument using literal representations
Evaluating others’ literal representations for consistency with their claims, evidence and reasoning
Moving fluently between representations such as graphs, data, equations, diagrams and verbal explanations
Selecting and using appropriate instrumentation to design and conduct investigations
Understanding, evaluating and practicing safe procedures for conducting science investigations
Demonstrating appropriate digital citizenship (i.e., cyber-safety and cyber-ethics) when accessing scientific data
from collaborative spaces. (See NJCCCS 8.1 and 9.1)
Ensuring that living organisms are properly cared for and treated humanely, responsibly, and ethically
Three-Point Essays
HOW TO WRITE 3-POINT ESSAYS
 PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed
 PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence
 PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence
 PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence
 PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points
HOW TO SET UP YOUR PAPER





Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD
TOP LINE --- Write the TITLE of the ARTICLE
SKIP ONE LINE
Write the OUTLINE of your paper:
I. Introduction
II. (Write your 1st point)
III. (Write your 2nd point)
IV. (Write your 3rd point)
V. Conclusion
SKIP ONE LINE and BEGIN WRITING YOUR PAPER
Lab Report Rubric
Excellent (4 pts)
Good (3 pts)
Adequate (2 pts)
Needs Work (1 pt)
Introduction
1. Includes the question to be
answered by the lab
2. states hypothesis that is based on
research and/or sound reasoning
3. title is relevant.
One of the "excellent"
conditions is not met, two
conditions met
Two of the "excellent"
conditions is not met, one is
met
Introduction present, no
exemplary conditions met
Methods
Description or step-by-step process is
included, could be repeated by another
scientist
Description included, some
steps are vague or unclear
Data and
Analysis
Results and data are clearly recorded,
organized so it is easy for the reader to
see trends. All appropriate labels are
included
Results are clear and labeled,
trends are not obvious or there
are minor errors in
organization
Conclusions
1. Summarizes data used to draw
conclusions
2. Conclusions follow data (not wild
guesses or leaps of logic),
3. Discusses applications or real world
connections
4. Hypothesis is rejected or accepted
based on the data.
3 of 4 of the "excellent"
conditions is met
The description gives
generalities, enough for
reader to understand how the
experiment was conducted
Results are unclear, missing
labels, trends are not obvious,
disorganized, there is enough
data to show the experiment
was conducted
Would be difficult to repeat,
reader must guess at how the
data was gathered or
experiment conducted
2 of the 4 excellent conditions
met
1 of the 4 excellent conditions
met
Results are disorganized or
poorly recorded, do not make
sense; not enough data was
taken to justify results
Not attem
(0)
Format and Lab
Protocols
Lab report submitted as directed, and
on time. Directions were followed,
stations were cleaned. All safety
protocols followed.
Most of the excellent
conditions were met; possible
minor errors in format or
procedures
Some of the excellent
conditions met, directions
were not explicitly followed,
lab stations may have been
left unclean or group not
practicing good safety (such as
not wearing goggles)
Total (out of 20 )
Notes to teacher (not to be included in your final draft):
4 Cs
Creativity: projects
Critical Thinking: Journal
Collaboration: Teams/Groups/Stations
Communication – Powerpoints/Presentations
Three Part Objective
Behavior
Condition
Demonstration of Learning (DOL)
Student did not follow
directions, practiced unsafe
procedures, goofed around in
the lab, left a mess or
equipment lost
UNIT BENCHMARK ASSESSMENT
UNIT ONE – FORCE AND MOTION
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. The picture above shows a worker using a rope to pull a cart. The worker’s pull on the handle can best be described as a force having:
A. Magnitude only
B. Direction only
C. Both magnitude and direction
D. Neither magnitude nor direction
2. An object is said to accelerate when it:
A. Speeds up
B. Slows down
C. Changes direction
D. All of the above
3. In a race, a runner traveled 12 meters in 4.0 seconds as she accelerated uniformly from rest. The magnitude of the acceleration of the
runner was
A. 0.25 m/s2
B. 1.5 m/s2
C. 3.0 m/s2
D. 48 m/s2
4. When an object is released from rest and falls in the absence of friction, which of the following is true concerning its motion?
A. Its acceleration is constant.
B. Its velocity is constant.
C. Neither its acceleration nor its velocity is constant.
D. Both its acceleration and its velocity is constant
5. Vector A has a magnitude of 30 units. Vector B is perpendicular to vector A and has a magnitude of 40 units. What would the magnitude of
the resultant vector A+B be?
A. 10 units
B. 50 units
C. 70 units
D. Zero
A
B
6. A ship simultaneously fires two cannonballs at enemy ships. If the balls follow the parabolic trajectories shown, which ship gets hit first?
A. Ship A
B. Ship B
C. Both are hit at the same time.
D. Need more information
9. What is the momentum of a 0.148 kg baseball thrown with a velocity of 35 m/s toward home plate?
A. 5.1 kg • m/s toward home plate
B. 5.1 kg • m/s away from home plate
C. 5.2 kg • m/s toward home plate
D. 5.2 kg • m/s away from home plate
10. If you do not keep your line of sight directly over a length measurement, how will your measurement most likely be affected?
A. Your measurement will be less precise.
B. Your measurement will be less accurate.
C. Your measurement will have fewer significant figures.
D. Your measurement will suffer from instrument error.
11. Two shuffleboard disks of equal mass, one of which is orange and one of which is yellow, are involved in an elastic collision. The yellow
disk is initially at rest and is struck by the orange disk, which is moving initially to the right at 5.00 m/s. After the collision, the orange disk is
at rest. What is the velocity of the yellow disk after the collision?
A. Zero
B. 5.00 m/s to the left
C. 2.50 m/s to the right
D. 5.00 m/s to the right
Base your answers to questions 12 and 13 on the information below:
In a drill during basketball practice, a player runs the length of the 30.0 meter court and back. The player does this three times in 60 seconds.
12. The magnitude of the player’s total displacement after running the drill is
A. 0.0 m
B. 30 m
C. 60 m
D. 180 m
13. The average speed of the player during the drill is
A. 0.0 m/s
B. 3.0 m/s
C. 0.50 m/s
D. 30.0 m/s
A
distance
B
distance
time
time
C
distance
time
14. Of the three graphs shown above, which describes an object with zero acceleration?
A. Graph A
B. Graph B
C. Graph C
D. All three graphs show zero acceleration.
15. Which of the following is not an example of projectile motion?
A. A volleyball served over a net.
B. A baseball hit by a bat.
C. A hot-air balloon drifting toward Earth.
D. A long jumper in action.
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. Light travels in a straight line at a constant speed of 300 000 km/s. What is the light’s acceleration?
2. Does air resistance increase or decrease the acceleration of a falling object?
3.What do we call a projectile that continuously “falls” around the earth?
4. When a junked car is crushed into a compact cube, does its mass change? Does its volume change? Does its weight change?
5. The water used in many fountains is recycled. For instance, a single water particle in a fountain travels through an 85 m system and then
returns to the same point. What is the displacement of a water particle during one cycle?
6. If energy cannot be created or destroyed, how does a book fall towards the ground when you drop it?
7. What are the three ways that an object can undergo acceleration?
8. An astronaut carrying a camera finds herself drifting away from a space shuttle after her tether becomes unfastened. If she has no
propulsion device, what should she do to move back to the shuttle?
PART THREE: OPEN-ENDED QUESTIONS:
1. If an elephant were chasing you, its enormous mass would be very threatening. But if you zigzagged, the elephant’s mass would be to your
advantage. Why?
2. Many automobile passengers suffer neck injuries when struck by cars from behind. How does Newton’s law of inertia apply here? How do
headrests help to guard against this type of injury?
3.A rocket fired from its launching pad not only picks up speed, but its acceleration also increases significantly as firing continues. Why is
this so? (Hint: about 90% of the mass of a newly fired rocket is fuel)
4. Since the force that acts on a cannonball when a cannon is fired is equal and opposite to the force that acts on the cannon, does this imply a
zero net force and therefore the impossibility of an accelerating cannonball? Explain.
5. Why does a pregnant woman in the late stages of pregnancy or a man with a large paunch tend to lean backward when walking?
6. Since the force that acts on a cannonball when a cannon is fired is equal and opposite to the force that acts on the cannon, does this imply a
zero net force and therefore the impossibility of an accelerating cannonball? Explain.
7. Why do a coin and a feather in a vacuum tube fall with the same acceleration?
UNIT BENCHMARK ASSESSMENT
UNIT TWO – ROTATIONAL MOTION AND BUOYANCY
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. An object moves in a circle at a constant speed. Which of the following is not true of the object?
A. Its acceleration is constant
B. Its tangential speed is constant.
C. Its velocity is constant
D. A centripetal force acts on the object
2. When a spinning system contracts in the absence of an external torque, its rotational speed increases and its angular momentum
A. Decreases.
B. Remains unchanged
C. Increases
D. May increase or decrease.
3. The same brick is placed on a scale in three different ways, as shown below.
What will the scale show?
E.
F.
G.
H.
1 will show the greatest weight.
2 will show the greatest weight.
3 will show the greatest weight.
All will show the same weight.
4. Students have two blocks the same size. They drop each block into a beaker of water.
Why does block 1 float and block 2 sink?
E.
F.
G.
H.
Block 1 is a different material than block 2.
Block 1 absorbs more light than block 2.
Block 2 repels more water than block 1.
Block 2 weighs less than block 1.
5. Gravitational force between two masses __________ as the masses increase and rapidly __________ as the distance between the masses
increases.
A. Increases, increases
B. Decreases, decreases
C. Decreases, increases
D. Increases, decreases
6. As a force is applied farther from a rigid object’s center, the resulting torque:
A. Increases
B. Decreases
C. Remains the same
D. Depends on the composition of the object
7. A machine makes work easier because it allows us to:
A. Trade distance for force
B. Trade force for distance
C. Change the direction of a force
D. All of the above
8. Where on earth would your angular speed be greatest?
A. At the North Pole
B. At the Equator
C. At the South Pole
D. In New Jersey
9. What force keeps a satellite in orbit?
A. Gravity
B. Friction
C. Centrifugal force
D. None of the above
10. Ice floats because:
A. It is denser than water
B. It is less dense than water
C. It is in the process of melting
D. It has a different chemical composition than water
11. Moment of inertia is the rotational equivalent of
A. Force
B. Mass
C. Momentum
D. Work
12. All of the following are simple machines except:
A. Lever
B. Wheel and axle
C. Pulley
D. Bicycle
13. As a diver goes deeper below the ocean’s surface, the pressure on him:
A. Increases
B. Decreases
C. Remains the same
D. Depends on which ocean he is in.
14. Which of the following exerts the greatest amount of pressure?
A. A column of air 60 miles high
B. A column of water 33 feet high
C. A column of mercury 30 inches high
D. All exert approximately the same amount of pressure.
15. Which material is the densest?
A. Air
B. Water
C. Ice
D. mercury
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. Which state in the United States has the greatest tangential speed as the Earth rotates around its axis?
2. When a wheel rotates about a fixed axis, do all the points on the wheel have the same tangential speed?
3. Explain why the Earth is not spherical in shape and why it bulges at the equator.
4. Why is it impossible for a machine to be 100% efficient?
5. Is it possible for an ice skater to change her rotational speed without any external torque? Explain.
6. What happens to the size of a helium balloon as it rises? Why?
7. Steel is much denser than water. How, then, do steel boats float?
8. An ice cube is submerged in a glass of water. What happens to the level of the water as it melts?
PART THREE: OPEN-ENDED QUESTIONS:
1. Two children are rolling automobile tires down a hill. One child claims that the tire will roll faster if one of them curls up in the center. The
other child claims that will cause the tire to roll more slowly. Which child is correct and why?
2. Two forces equal in magnitude but opposite in direction act on the same point on an object. Is it possible for there to be a net torque on
the object? Explain.
3. What are the conditions for equilibrium? Explain how they apply to children attempting to balance a seesaw.
4. If a machine cannot multiply the amount of work, what is the advantage of using such a machine?
5. A perpetual motion machine is a machine that, when set in motion, will never come to a halt. Why is such a machine not possible?
6. A typical silo on a farm has many bands wrapped around its perimeter. Why is the spacing between successive bands smaller toward the
bottom?
7. In terms of the kinetic theory of gases, explain why gases do the following:
a. Expand when heated.
b. Exert pressure.
UNIT BENCHMARK ASSESSMENT
UNIT THREE – THERMAL ENERGY
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. If two small beakers of water, one at 70o C and one at 80o C, are emptied into a large beaker, what is the final temperature of the water?
A. Less than 70o
B. Greater than 80o
C. Between 70o and 80o
D. The temperature will continue to fluctuate.
2. What is the temperature of a system in thermal equilibrium with another system made up of water and steam at 1 atm of pressure?
A. 0o F
B. 273 K
C. 0 K
D. 100o C
3. Why does sandpaper get hot when it is rubbed against rusty metal?
A. Energy is transferred from the sandpaper to the metal.
B. Energy is transferred from the metal to the sandpaper.
C. Friction is creating the heat.
D. Energy is transferred from a hand to the sandpaper.
4. On a sunny day at the beach, the reason the sand gets hot and the water stays relatively cool is attributed to the difference in what
property between sand and water?
A. Mass density
B. Specific heat
C. Temperature
D. Thermal conductivity
5. When an egg is broken and scrambled, the entropy of the system
A. Increases, and the total entropy of the universe increases.
B. Decreases, and the total entropy of the universe increases.
C. Increases, and the total entropy of the universe decreases.
D. Decreases, and the total entropy of the universe decreases.
6. In terms of increasing temperature, which of the following is in the right sequence?
A. Gas, liquid, solid
B. Liquid, solid, gas
C. Solid, liquid, gas
D. Solid, gas, liquid
7. All of the following are widely used temperature scales except
A. Kelvin
B. Celsius
C. Fahrenheit
D. Joule
8. What is the freezing point of water?
A. 0o C
B. 32o F
C. 273 K
D. All of the above are correct.
9. Which of the following is a good insulator?
A. Gold
B. Silver
C. Iron
D. Air
10. Why should you insulate your house?
A. To trap heat inside in the winter.
B. To keep heat out during the summer.
C. To reduce heating and cooling costs year round
D. All of the above.
11. Which state of matter has a definite shape and volume?
A. Gas
B. Liquid
C. Plasma
D. Solid
12. Which of the following methods of heat transfer involves direct contact between objects?
A. Conduction
B. Convection
C. Radiation
D. All of the above
13. What happens to the temperature of a gas when it is compressed?
A. It increases
B. It decreases
C. It remains the same
D. It depends on the type of gas
14. A substance’s temperature increases as a direct result of
A. Energy being removed from the particles of the substance.
B. Kinetic energy being added to the particles of the substance.
C. A change in the number of atoms and molecules of a substance.
D. A decreases in the volume of the substance.
15. Which of the following best describes the relationship between two systems in thermal equilibrium?
A. No net energy is exchanged.
B. The volumes are equal.
C. The masses are equal.
D. The velocity is zero.
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. Why does a bimetallic strip curve when it is heated (or cooled)?
2. Why do lakes and ponds freeze from the top down rather than from the bottom up?
3. Why does a piece of room-temperature metal feel cooler to the touch than paper, wool or clothe?
4. Why do you feel less chilly if you dry yourself inside the shower stall after taking a shower?
5. Why does a dog pant on a hot day?
6. Why does a fan make you feel cooler on a hot day?
7. Why does the temperature of melting ice not change even though energy is being transferred as heat to the ice?
8. Why are the steam and ice points of water better fixed points for a thermometer than the temperature of a human body?
PART THREE: OPEN-ENDED QUESTIONS:
1. On a hot day, you remove a chilled watermelon and some chilled sandwiches from a picnic cooler. Which will stay cooler longer? Why?
2. In Montana, the state highway department spreads coal dust on top of snow. When the sun comes out, the snow rapidly melts. Why?
3. Under what conditions can entropy decrease in a system?
4. Suppose one wishes to cool a kitchen by leaving the refrigerator door open and closing the kitchen windows and doors. What will happen
to the room temperature and why?
5. How does air within winter clothing keep you warm on cold winter days?
6. How can a teaspoon of water and a pool full of water have the same temperature, yet vastly different amounts of heat?
7. The lowest outdoor temperature ever recorded on Earth is -128.6°F, recorded at Vostok Station, Antarctica, in 1983. What is this
temperature on the Celsius and Kelvin scales?
UNIT BENCHMARK ASSESSMENT
UNIT FOUR – VIBRATIONS, WAVES AND SOUND
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. Which of the following is not an example of approximate simple harmonic motion?
A. A ball bouncing on the floor.
B. A child swinging on a swing.
C. A piano wire that has been struck.
D. A car’s radio antenna waving back and forth.
2. Which of the following is the region of a longitudinal wave in which the density and pressure are less than normal?
A. Rarefaction
B. Compression
C. Spherical wave
D. Doppler effect
3. An increase in 10 dB means the sound
A. Becomes twice as loud
B. Becomes 10 times as loud
C. Becomes 100 times as loud
D. Does not change in loudness
4. Which of the following has the highest speed of sound?
A. Helium at 0o C
B. Air at 0o C
C. Copper at 0o C
D. Air at 100o C
5. Sound waves
A. Are part of the electromagnetic spectrum.
B. Do not require a medium for transmission.
C. Are transverse waves.
D. Are longitudinal waves.
6. The Doppler effect occurs with
A. Only sound waves
B. Only compressional waves
C. Only water waves
D. All waves
7. If you hear the sound of a siren become lower, you know that
A. Neither you nor the siren is moving.
B. You are moving towards the siren, or the siren is moving towards you.
C. You are moving away from the siren, or the siren is moving away from you.
D. The source has just passed you, or it is accelerating away from you.
8. A simple pendulum swings in simple harmonic motion. At maximum displacement,
A. The acceleration reaches a maximum.
B. The velocity reaches a maximum.
C. The acceleration reaches zero.
D. The restoring forces reach zero.
9. How are frequency and period related in simple harmonic motion?
A. They are directly related.
B. They are inversely related.
C. They both measure the time per cycle.
D. They both measure the number of cycles per unit of time.
10. All other galaxies are moving away from us. We know this due to the:
A. Blue shift
B. Green shift
C. Red shift
D. Cosmological constant
11. Destructive interference occurs when
A. Crest meets crest
B. Crest meets trough
C. Trough meets trough
D. None of the above
12. The reason we first see lightning and then hear the thunder is
A. Light travels faster than sound.
B. Sound travels faster than light.
C. Sound requires a medium.
D. Light requires a medium
13. Sounds that are outside of our hearing range are
A. Infrasonic
B. Ultrasonic
C. Supersonic
D. Both A and B
14. Which of the following factors affect the speed of sound?
A. Temperature
B. Medium
C. Density
D. All of the above
15. Pitch corresponds to:
A. How the human ear perceives many vibrations per second.
B. How many cycles per second are in a transverse wave.
C. The constructive interference of electromagnetic waves.
D. The destructive interference of transverse waves.
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. A nurse counts 76 heartbeats in one minute. What are the period and frequency of the heart’s oscillations?
2. How does the speed of a wave relate to its wavelength and frequency?
3. Is it possible for one sound wave to cancel out another? Explain.
4. Why doers sound travel faster through solids and liquids than through gases?
5. What does tuning in a radio station have to do with resonance?
6. If a grandfather clock is running slow, how can you adjust the length of the pendulum to correct the time?
7. Will the period of a vibrating mass-spring system on Earth be different from the period of an identical mass-spring system on the Moon?
Why or why not?
8. Ultrasound waves are often used to produce images of objects inside the body. Why are ultrasound waves effective for this purpose?
PART THREE: OPEN-ENDED QUESTIONS:
1. Whenever you watch a high-flying aircraft overhead, it seems that its sound comes from behind the craft rather than from where you see
it. Why is this?
2. Astronomers find that light coming from point A at the edge of the sun has a slightly higher frequency than light from point B on the
opposite side. What do these measurements tell us about the motion of the sun?
3. What two physics mistakes occur in a science fiction movie when you see and hear at the same time an explosion in deep space?
4. Why do young people in general have a wider range of hearing than older people?
5. Describe how the sound of a train changes as it approaches and observer, and as it moves away.
6. A flute is similar to a pipe open at both ends, while a clarinet is similar to a pipe closed at one end. Explain why the fundamental frequency
of a flute is about twice that of the clarinet, even though the length of these two instruments is approximately the same.
7. Why does a guitar string sound louder when it is on the instrument than it does when it is stretched on a workbench?
UNIT BENCHMARK ASSESSMENT
UNIT FIVE – LIGHT
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. Light can be broken into different ______ when it is refracted because the index of refraction depends on the wavelength
A. Frequencies
B. Colors
C. Pigments
D. Media
2. If atmospheric refraction did not occur, how would the apparent time of sunrise and sunset be changed?
A. Both would be earlier
B. Both would be later
C. Sunrise would be later and sunset would be earlier
D. Sunrise would be earlier and sunset would be later
3. Which of the following is an example of refraction?
A. A parabolic mirror in a headlight focuses light into a beam.
B. A fish appears closer to the surface than it really is when observed from a riverbank.
C. In a mirror, when you raise you right arm, your image raises its left arm.
D. All of the above
4. Which portion of the electromagnetic spectrum is used in a microscope?
A. Infrared
B. Gamma rays
C. Visible light
D. X rays
5. The image of an object in a flat mirror is always
A. Larger than the object
B. Smaller than the object
C. The same size as the object
D. Inverted
6. In the law of reflection, the angle of incidence is:
A. Greater than the angle of reflection
B. Less than the angle of reflection
C. The same as the angle of reflection
D. Dependent on the medium
7. Which of the following devices use lenses to form images?
A. Camera
B. Telescope
C. Microscope
D. All of the above
8. Most makeup mirrors produce an enlarged image. What type of mirror are they?
A. Plane
B. Convex
C. Concave
D. None of the above
9. As light passes from air to water, its speed
A. Increases
B. Decreases
C. Remains the same
D. Depends on the air temperature
10. The apparent bending of a spoon placed in water is due to:
A. Reflection
B. Refraction
C. Rarefaction
D. Repetition
11. Which of the following is not a primary color?
A. Red
B. Blue
C. Green
D. Orange
12. When waves bounce off an object, we say they are
A. Reflected
B. Refracted
C. Deflected
D. Rarefied
13. Light cannot pass through materials that are
A. Opaque
B. Translucent
C. Transparent
D. Crystalline
14. An object appears red because it absorbs all colors except
A. Red
B. Blue
C. Green
D. Orange
15. Which of the following lie just outside the range of visible light
A. Infrared
B. Ultraviolet
C. Microwaves
D. Both A and B
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. How long does it take light to travel the distance of one light-year?
2. What is the color of most tennis balls and why?
3. Can you photograph yourself in a mirror and focus the camera on both your image and the mirror frame? Explain.
4. When you view your image in a plane mirror, how far behind the mirror is your image compared with your distance in front of the mirror?
5. Why do smooth metal surfaces make good mirrors?
6. If one wall of a room consists of a large flat mirror, how much larger will the room appear to be? Explain your answer.
7. Explain why magnified images seem dimmer than the original objects.
8. Why do astronomers observing distant galaxies talk about looking backward in time?
PART THREE: OPEN-ENDED QUESTIONS:
1. How is a raindrop similar to a prism?
2. Is a mirage the result of refraction or reflection? Explain.
3. Shine a red light on a rose. Why will the temperature of the leaves increase more than the temperature of the petals?
4. In a dress shop that has only fluorescent lighting, a customer insists on taking a garment into the daylight at the doorway. Is she being
reasonable? Explain.
5. Why are the interiors of optical instruments painted black?
6. Galileo performed an experiment to measure the speed of light by timing how long it took light to travel from a lamp he was holding to an
assistant about 1.5 km away and back again. Why was Galileo unable to conclude that light had a finite speed?
7. Brown is a mixture of yellow with small amounts of red and green. If you shine red light on a brown blanket, what color will the blanket
appear? Will it appear lighter or darker than it would under white light? Explain your answers
UNIT BENCHMARK ASSESSMENT
UNIT SIX – ELECTRICITY AND MAGNETISM
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. According to the law of electric charges, positive charges are repelled by
A. Negative charges
B. Positive charges
C. Neutral charges
D. Both negative and positive charges
2. To calculate the strength of the force between two charged objects, one would use
A. Ohm’s law
B. Coulomb’s law
C. Newton’s first law
D. Hooke’s law
3. Electric charges are measured in
A. Amperes
B. Coulombs
C. Ohms
D. Volts
4. Which of the following statements is not true about a series circuit?
A. The parts are arranged on separate branches.
B. The parts are in sequence
C. Adding additional bulbs cause them to dim
D. All are true
5. A repelling force occurs between two charged objects when
A. Charges are opposite
B. Charges are the same
C. Charges are of equal magnitude
D. Charges are of unequal magnitude
6. Which of the following does not affect electrical resistance of a material?
A. Length
B. Type of material
C. Temperature
D. All affect the amount of resistance
7. Which of the following devices works due to electromagnetic induction?
A. Electromagnet
B. Electric motor
C. Electric generator
D. Light bulb
8. Which of the following is not true for both gravitational and electrical forces?
A. The inverse square law applies
B. Forces are conservative
C. Forces can be attractive or repulsive
D. All of the above are true.
9. Which of the following increases the strength of an electromagnet?
A. Coiling the wire
B. Wrapping the wire around an iron core (like a nail)
C. Adding additional batteries
D. All of the above
10. Ohm’s law relates what three quantities?
A. Volts, amperes and watts
B. Volts, ohms and coulombs
C. Ohms, amperes and coulombs
D. Volts, amperes and ohms
11. Static electric charges are transferred from one object to another by
A. Friction
B. Current
C. Gravity
D. None of the above
12. A 3.6 volt battery is used to operate a cell phone for 5.0 minutes. If the cell phone dissipates 0.064 watts of power during its operation,
the current that passes through the phone is
A. 0.018 A
B. 5.3 A
C. 19 A
D. 56 A
13. In alternating current, the motion of the charges
A. Continuously changes direction
B. Is equal to the speed of light
C. Is greater to the speed of light
D. Is always in the direction of the electric field
14. Your house is wired with what type of circuit?
A. Series
B. Parallel
C. Domestic
D. Alternating
15. When a glass rod is rubbed with silk and becomes positively charged,
A. Electrons are removed from the rod
B. Protons are removed from the rod
C. Electrons are added to the rod
D. Protons are added to the rod
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. How are a gravitational field and an electric field similar? How are they different?
2. Why are occupants safe inside a car struck by lightning?
3. Why is a good conductor of heat also a good conductor of electricity?
4. What does it mean when you say that lines in a home are overloaded?
5. What is the function of a fuse or a circuit breaker in a circuit?
6. How are conductors different from insulators?
7. Differentiate between electric potential energy and electric potential.
8. What are the functions of batteries and generators?
PART THREE: OPEN-ENDED QUESTIONS:
1. Why will an electric drill operating on a very long extension cord not rotate as fast as one operated on a short cord?
2. Why does your hair stand on end when a device such as a Van de Graff generator charges you?
3. Distinguish between a series circuit and a parallel circuit.
4. How is lightning produced?
5. Pigeons have multiple-domain magnetite magnets within their skulls that are connected through a large number of nerves to the pigeon’s
brain. How does this aid the pigeon in navigation?
6. The electric force between a negatively charged paint droplet and a positively charged automobile body is increased by a factor of two, but
the charges on each remain constant. How has the distance between the two changed? (Assume that the charge on the automobile body is
located at a single point.)
7. In an analogy between traffic flow and electric current, what would correspond to the charge, Q? What would correspond to the current, I?
PHYSICS PRETEST
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. An object is said to accelerate when it:
A. Speeds up
B. Slows down
C. Changes direction
D. All of the above
2. When an object is released from rest and falls in the absence of friction, which of the following is true concerning its motion?
A. Its acceleration is constant.
B. Its velocity is constant.
C. Neither its acceleration nor its velocity is constant.
D. Both its acceleration and its velocity is constant
3. If you do not keep your line of sight directly over a length measurement, how will your measurement most likely be affected?
A. Your measurement will be less precise.
B. Your measurement will be less accurate.
C. Your measurement will have fewer significant figures.
D. Your measurement will suffer from instrument error.
4. An object moves in a circle at a constant speed. Which of the following is not true of the object?
A. Its acceleration is constant
B. Its tangential speed is constant.
C. Its velocity is constant
D. A centripetal force acts on the object
5. When a spinning system contracts in the absence of an external torque, its rotational speed increases and its angular momentum
A. Decreases.
B. Remains unchanged
C. Increases
D. May increase or decrease.
6. A machine makes work easier because it allows us to:
A. Trade distance for force
B. Trade force for distance
C. Change the direction of a force
D. All of the above
7. Ice floats because:
A. It is denser than water
B. It is less dense than water
C. It is in the process of melting
D. It has a different chemical composition than water
8. If two small beakers of water, one at 70o C and one at 80o C, are emptied into a large beaker, what is the final temperature of the water?
A. Less than 70o
B. Greater than 80o
C. Between 70o and 80o
D. The temperature will continue to fluctuate.
9. In terms of increasing temperature, which of the following is in the right sequence?
A. Gas, liquid, solid
B. Liquid, solid, gas
C. Solid, liquid, gas
D. Solid, gas, liquid
10. Why should you insulate your house?
A. To trap heat inside in the winter.
B. To keep heat out during the summer.
C. To reduce heating and cooling costs year round
D. All of the above.
11. Which of the following methods of heat transfer involves direct contact between objects?
A. Conduction
B. Convection
C. Radiation
D. All of the above
12. If you hear the sound of a siren become lower, you know that
A. Neither you nor the siren is moving.
B. You are moving towards the siren, or the siren is moving towards you.
C. You are moving away from the siren, or the siren is moving away from you.
D. The source has just passed you, or it is accelerating away from you.
13. The reason we first see lightning and then hear the thunder is
A. Light travels faster than sound.
B. Sound travels faster than light.
C. Sound requires a medium.
D. Light requires a medium
14. Which portion of the electromagnetic spectrum is used in a microscope?
A. Infrared
B. Gamma rays
C. Visible light
D. X rays
15. According to the law of electric charges, positive charges are repelled by
A. Negative charges
B. Positive charges
C. Neutral charges
D. Both negative and positive charges
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. When a junked car is crushed into a compact cube, does its mass change? Does its volume change? Does its weight change?
2. What are the three ways that an object can undergo acceleration?
3. Why is it impossible for a machine to be 100% efficient?
4. Why do lakes and ponds freeze from the top down rather than from the bottom up?
5. Ultrasound waves are often used to produce images of objects inside the body. Why are ultrasound waves effective for this purpose?
6. Why do astronomers observing distant galaxies talk about looking backward in time?
7. What are the functions of batteries and generators?
8. Why are occupants safe inside a car struck by lightning?
PART THREE: OPEN-ENDED QUESTIONS:
1. A rocket fired from its launching pad not only picks up speed, but its acceleration also increases significantly as firing continues. Why is
this so? (Hint: about 90% of the mass of a newly fired rocket is fuel)
2. If an elephant were chasing you, its enormous mass would be very threatening. But if you zigzagged, the elephant’s mass would be to your
advantage. Why?
3. In Montana, the state highway department spreads coal dust on top of snow. When the sun comes out, the snow rapidly melts. Why?
4. How can a teaspoon of water and a pool full of water have the same temperature, yet vastly different amounts of heat?
5. Distinguish between a series circuit and a parallel circuit.
6. How is lightning produced?
7. How is a raindrop similar to a prism?
PHYSICS POST TEST
PART ONE: MULTIPLE CHOICE QUESTIONS:
1. Ice floats because:
A. It is denser than water
B. It is less dense than water
C. It is in the process of melting
D. It has a different chemical composition than water
2. In terms of increasing temperature, which of the following is in the right sequence?
A. Gas, liquid, solid
B. Liquid, solid, gas
C. Solid, liquid, gas
D. Solid, gas, liquid
3. Which of the following methods of heat transfer involves direct contact between objects?
A. Conduction
B. Convection
C. Radiation
D. All of the above
4. If you do not keep your line of sight directly over a length measurement, how will your measurement most likely be affected?
A. Your measurement will be less precise.
B. Your measurement will be less accurate.
C. Your measurement will have fewer significant figures.
D. Your measurement will suffer from instrument error.
5. If you hear the sound of a siren become lower, you know that
A. Neither you nor the siren is moving.
B. You are moving towards the siren, or the siren is moving towards you.
C. You are moving away from the siren, or the siren is moving away from you.
D. The source has just passed you, or it is accelerating away from you.
6. A machine makes work easier because it allows us to:
A. Trade distance for force
B. Trade force for distance
C. Change the direction of a force
D. All of the above
7. If two small beakers of water, one at 70o C and one at 80o C, are emptied into a large beaker, what is the final temperature of the water?
A. Less than 70o
B. Greater than 80o
C. Between 70o and 80o
D. The temperature will continue to fluctuate.
8. When an object is released from rest and falls in the absence of friction, which of the following is true concerning its motion?
A. Its acceleration is constant.
B. Its velocity is constant.
C. Neither its acceleration nor its velocity is constant.
D. Both its acceleration and its velocity is constant
9. According to the law of electric charges, positive charges are repelled by
A. Negative charges
B. Positive charges
C. Neutral charges
D. Both negative and positive charges
10. The reason we first see lightning and then hear the thunder is
A. Light travels faster than sound.
B. Sound travels faster than light.
C. Sound requires a medium.
D. Light requires a medium
11. When a spinning system contracts in the absence of an external torque, its rotational speed increases and its angular momentum
A. Decreases.
B. Remains unchanged
C. Increases
D. May increase or decrease.
12. Why should you insulate your house?
A. To trap heat inside in the winter.
B. To keep heat out during the summer.
C. To reduce heating and cooling costs year round
D. All of the above.
13. Which portion of the electromagnetic spectrum is used in a microscope?
A. Infrared
B. Gamma rays
C. Visible light
D. X rays
14. An object is said to accelerate when it:
A. Speeds up
B. Slows down
C. Changes direction
D. All of the above.
15. An object moves in a circle at a constant speed. Which of the following is not true of the object?
A. Its acceleration is constant
B. Its tangential speed is constant.
C. Its velocity is constant
D. A centripetal force acts on the object.
PART TWO: SHORT CONSTRUCTED RESPONSE QUESTIONS:
1. What are the three ways that an object can undergo acceleration?
2. Ultrasound waves are often used to produce images of objects inside the body. Why are ultrasound waves effective for this purpose?
3. What are the functions of batteries and generators?
4. Why do lakes and ponds freeze from the top down rather than from the bottom up?
5. When a junked car is crushed into a compact cube, does its mass change? Does its volume change? Does its weight change?
6. Why do astronomers observing distant galaxies talk about looking backward in time?
7. Why are occupants safe inside a car struck by lightning?
8. Why is it impossible for a machine to be 100% efficient?
PART THREE: OPEN-ENDED QUESTIONS:
1. In Montana, the state highway department spreads coal dust on top of snow. When the sun comes out, the snow rapidly melts. Why?
2. How can a teaspoon of water and a pool full of water have the same temperature, yet vastly different amounts of heat?
3. How is a raindrop similar to a prism?
4. A rocket fired from its launching pad not only picks up speed, but its acceleration also increases significantly as firing continues. Why is
this so? (Hint: about 90% of the mass of a newly fired rocket is fuel)
5. Distinguish between a series circuit and a parallel circuit.
6. How is lightning produced?
7. If an elephant were chasing you, its enormous mass would be very threatening. But if you zigzagged, the elephant’s mass would be to your
advantage. Why?