Download curriculum map: grade 9 physics - Foxborough Regional Charter

Foxborough Regional Charter School
PHYSICS
GRADE 9
2015 – 2016 Curriculum Map
29 Objectives Covered/31 Total Objectives Grade 9-12 Physics
Introduction
The purpose of curriculum is to focus instruction in a grade level content / skill area.
The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching &
Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,
paraprofessionals, special educators and other staff.
This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable
learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able
to do by the end of a given year in a specific subject or skill area.
The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and
employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our
curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at
FRCS and beyond!
The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum
articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior
to entering this grade and what he or she will master upon promotion to the next grade level.
Vertical Curriculum Articulation
What is vertical articulation?
Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or
skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students
should master each standard in that subject.
What is the purpose of vertical curriculum articulation?
Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the
learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after
completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century)
How is this applicable for my classroom?
No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next
page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and
you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
Vertical Articulation by Standards
Science: 2015-2016SY
Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers.
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Earth Materials
ES1
ES2
ES1, ES2
ES1, 3, 4
ES2-5
ES1-5
ES2
Weather
ES3
ES3
ES3
ES7, 9
ES6
ES6, 7, 9
Earth/Solar System
ES4
ES4
ES 13, 15
ES13-15
ES13-15
ES8-12
ES5
ES10, 11
ES10, 11
ES10, 11
ES3, 4
ES3, 4
ES12
ES12
ES12
ES5, 6
ES5, 7
ES1
ES1
Earth Science (ES)
Patterns
ES5
Earth History
Mapping
ES2
ES9-11
ES10, 12
Life Science (LS)
Living Things
LS1-3, 7
Heredity
LS1, 3, 6
LS1-3, 6-8
LS4
LS4
Evolution
LS5
LS1-3, 11
LS6, 8, 9
1, 2, 4, 11
LS6, 8, 9
LS1-4, 11
LS6, 8, 9
Environment
LS13
LS13
LS7-9
LS7-9
LS10, 12
LS10-11
LS14-16
Classification
Systems
Cells
LS13
LS10, 12
LS14
LS1
LS1
LS17, 18
LS5, 6
LS2-4
LS2-4
Physical Science (PS)
Properties
PS1
PS1
PS1
PS1
PS1
Matter
PS2
PS2
PS2
PS2, 3
PS2, 3
4, 7, 9-10
4-5, 7-10
PS4-12
Energy
Motion
Elements
PS3
PS4
PS1
PS13, 14
PS1-4
PS14
PS3-5
PS6, 8, 10
PS1, 4
PS13-16
PS11, 12
PS11, 12
PS5-10
PS6, 8, 10
Tech.Eng. (TE)
Materials and Tools
Design
TE1.1, 1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE2.2
TE2.1
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1-2.6
Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
 The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction
 Each unit has the following elements and each element is described on the following pages
 Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the
curriculum
Motion and Forces
Unit 1
How do we characterize motion as a form of Energy?
State Standard
Student Learning objective(s)
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
SIS3 (HS)
Convert within a unit (such as,
centimeters to meters
Use common prefixes such as
milli-, centi-, and kiloUse scientific notation, where
appropriate
1.
Scientific Notation
SI prefixes
Meter
Mass
Grams
Pearson Physics; Walker Chap.1, Sec. 1.3- 1.5
2.
3.
4.
5.
State the SI units of mass, length and
time
State the metric (SI) prefixes (multipliers)
and use the prefixes in problem solving
Express a number in power of ten
notation and use power of ten notation
in problem solving
Use significant figures when problem
solving
Explain and use order of magnitude
when problem solving
http://www.khanacademy.org/math/prealgebra/rates-and-ratios/metric-systemtutorial/v/unit-conversion
http://www.youtube.com/watch?v=lYgTiQ-ZIf0
State Standard:
Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.
Measurable Student Learning Objective: (“The Students Will Be Able To”):
For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable
objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor
should communicate to students each day prior to the start of a lesson.
Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the
student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus
instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between
our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’
core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the
minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your
students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning
objectives for a given standard first.
The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently
measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the
objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of
that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or
demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student
demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard
itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning.
To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in
development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school
system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be
found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with
follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching
activities.
As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently
communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning
objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and
thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to
compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also
greater; perhaps an open response or Venn Diagram explaining the two concepts.
With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will
be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s
Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly
identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!
Learning Plan: Resources, Activities and Experiences
This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and
experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides
instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.
The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our
curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate
an instructional approach to reach different populations of your students. .
The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and
classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students
achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,
ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and
improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader
any time!
Vital Vocabulary:
These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and
within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than
memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of
these words and the underlying concepts is critical for students to understand and master the learning objective.
Essential Question(s):
This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction,
this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the
essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to
you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential
question as an open response question at the end of each unit.
4 Essential Questions
1. How do you design and create a solution to a problem in relation to areas of science?
2. How do structure and function of living things relate to other processes on earth?
3. How are the driving forces for evolution interrelated?
4. How are the many natural events that occur due to forces on earth and in space interrelated?
Science Curriculum Map Links
Biology Map
Chemistry Map
Earth Science Map
Motion and Forces
Unit 1
How do we characterize motion as a form of Energy?
State Standard
Student Learning objective(s)
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
SIS3 (HS)
Convert within a unit (such as,
centimeters to meters
Use common prefixes such as
milli-, centi-, and kiloUse scientific notation, where
appropriate
6.
Scientific Notation
SI prefixes
Meter
Mass
Grams
Pearson Physics; Walker Chap.1, Sec. 1.3- 1.5
Physics (HS): 1.1 ES 1,4
Compare and contrast vector
quantities (such as,
displacement, velocity,
acceleration, force, and linear
momentum) and scalar quantities
(such as, distance, speed, energy,
mass, and work)
Interrelated Science Connections:
HS BIO 4.5
State the SI units of mass, length and
time
7. State the metric (SI) prefixes (multipliers)
and use the prefixes in problem solving
8. Express a number in power of ten
notation and use power of ten notation
in problem solving
9. Use significant figures when problem
solving
10. Explain and use order of magnitude
when problem solving
1.
2.
3.
Graphically represent magnitude and
direction of a vector
Add and subtract vectors using a
protractor and ruler
Use graphical method to add or subtract
two or more vectors (parallelogram
method and tip to tail method).
http://www.khanacademy.org/math/prealgebra/rates-and-ratios/metric-systemtutorial/v/unit-conversion
http://www.youtube.com/watch?v=lYgTiQ-ZIf0
Vector quantity
Scalar Quantity
Magnitude
Pearson Physics; Walker Chap.4, Sec. 4.1- 4.2
Vector Analysis worksheets
http://www.khanacademy.org/math/precalculus
/vectors-precalc/vector-basic/e/graphicallyadding-and-subtracting-vectors
http://www.physicsclassroom.com/class/vectors
/Lesson-1/Vectors-and-Direction
Motion and Forces
Unit 1 (continued)
State Standard
Student Learning objective(s)
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Physics (HS): 1.2 ES 1,4
Distinguish between
displacement, distance, velocity,
speed and acceleration. Solve
problems involving
displacement, distance, velocity,
speed and constant acceleration
1.
Position
Uniform motion
Speed
Constant acceleration
Constant Velocity
Instantaneous velocity
Instantaneous
Acceleration
Parabolic
Relative motion
Pearson Physics; Walker Chap.2, Sec. 2.1- 2.2
Pearson Physics; Walker Chap.3, Sec. 3.1- 3.2
Pearson Physics; Walker Chap.4, Sec. 4.3-4.4
Slope
Coordinates
X,Y axis
Pearson Physics; Walker Chap.2, Sec. 2.3- 2.4
Pearson Physics; Walker Chap.3, Sec. 3.3
2.
3.
4.
5.
6.
7.
8.
Physics (HS): 1.3 ES 1
Create and interpret graphs of 1dimensional motion, such as
position vs. time, distance vs.
time, speed vs. time, velocity vs.
time, and acceleration vs. time
where acceleration is constant.
9.
1.
2.
3.
Compare and contrast between distance
and displacement
Compare and contrast between speed
and velocity
Compare and contrast between velocity
and acceleration
Deconstruct instantaneous and average
velocity or speed
Define positive and negative acceleration
or velocity
Calculate acceleration, velocity and
displacement using 1D kinematic
equations
Define relative motion
Attribute the motion of freely falling
objects
Summarize projectile motion
Construct and interpret graphs of
position versus time, distance versus
time, speed versus time, velocity versus
time, and acceleration versus time.
Solve for displacement using a velocity
vs. time graph
Solve for velocity and acceleration by
determining the slope of a line
Velocity Lab
http://www.physicsclassroom.com/PhysicsTutorial/1-D-Kinematics
https://www.khanacademy.org/science/physics/
one-dimensionalmotion/acceleration_tutorial/v/why-distance-isarea-under-velocity-time-line
https://www.youtube.com/watch?v=0bys19z6P
ow
Motion and Forces (continued)
Unit 1 (continued)
State Standard
Physics (HS): 1.4 ES 4
Interpret and apply Newton’s
three laws of motion
1.
2.
Interrelated Science Connection:
ES 4.2
3.
4.
5.
6.
Physics (HS): 1.5 ES 1
Use free-body force diagrams to
show forces acting on a system
consisting of a pair of interacting
objects
1.
2.
3.
Physics (HS): 1.6 ES 1,4
Distinguish qualitatively
between static and kinetic
friction, and describe their
effects on the motion of objects.
1.
2.
3.
Student Learning objective(s)
Required
vocabulary
Learning Plan:
Activities, Resources & Experiences
Summarize Newton’s three laws and give
examples that illustrate each one
Calculate the net force when given
several concurrent forces
Graphically resolve forces into
components if necessary to determine
the net force
Summarize and give examples of inertia
Solve math problems using the 2nd law
rd
Organize examples of Newton’s 3 law in
action
Draw free-body diagrams from given
forces or examples
Graphically resolve forces into
components if necessary to determine
the net force
Critique different types of forces and be
able to properly label them
Mass
Inertia
Weight
Net force vs Force
Product
Directly proportional
Inversely proportional
Pearson Physics; Walker Chap.5, Sec. 5.1-5.2
Normal force
Applied force
Tension force
Frictional force
Perpendicular
Pearson Physics; Walker Chap.5, Sec. 5.2
Compare and contrast between static
and kinetic friction
Apply coefficients of friction to calculate
frictional force
Investigate the effects of surface area
and weight on frictional force
Static friction
Kinetic friction
Coefficient of friction
Pearson Physics; Walker Chap.5, Sec. 5.3
Spring Scale Tug of War
http://www.physicsclassroom.com/PhysicsTutorial/Newton-s-Laws
https://www.youtube.com/watch?v=NYVMlmL0B
PQ
http://www.physicsclassroom.com/Class/newtla
ws/U2L2c.cfm
Friction Lab
http://www.khanacademy.org/science/physics/fo
rces-newtons-laws/inclined-planesfriction/v/intuition-on-static-and-kinetic-frictioncomparisons
Motion and Forces (continued)
Unit 1 (continued)
State Standard
Physics (HS): 1.7 ES 1,4
Describe Newton’s law of
universal gravitation in
terms of the attraction
between two objects, their
masses, and the distance
between them.
Interrelated Science Connections:
Student Learning objective(s)
1.
2.
3.
4.
Required
vocabulary
Learning Plan:
Activities, Resources & Experiences
Integrate Newton’s law of universal
gravitation.
Summarize Kepler’s Laws of orbital
motion
Critique the inverse relationship between
distance and gravitational force
Attribute weightlessness of astronauts in
orbit
Gravitational force
Free Fall
Ellipse
Eccentricity
Perihelion
Aphelion
Pearson Physics; Walker Chap.9, Sec. 9.1-9.2
Pearson Physics; Walker Chap.9, Sec. 9.4
Judge the force that causes centripetal
acceleration and determine the direction
of the acceleration vector
Calculate the centripetal force of a point
mass given radius and linear speed
Deconstruct the relationship between
the period of motion and the frequency
of rotation.
Tangential
Angular
Period
Frequency
G force
Pearson Physics; Walker Chap.9, Sec. 9.3
Pearson Physics; Walker Chap.8, Sec. 8.1
Galileo Reading
Kepler Lab
https://www.youtube.com/watch?v=zNeFI_JCXlY
https://www.youtube.com/watch?v=iQOHRKKNNLQ
HS BIO 4.5
CHEM 6.1
ES 1.5, 1.8, 4.1, 4.2
Physics (HS): 1.8 ES 1,4
Describe conceptually
the forces involved in
circular motion
1.
2.
Interrelated Science Connections:
ES 4.1
3.
Circular force demonstration
http://www.physicsclassroom.com/class/circles
http://www.khanacademy.org/science/physics/twodimensional-motion/centripetal-accelerationtutoria/v/centripetal-force-and-accelerationintuition
Conservation of Energy and Momentum
State Standard
Physics (HS): 2.1 ES 2,4
Interpret and provide examples
that illustrate the law of
conservation of energy
Student Learning objective(s)
1.
2.
Interrelated Science Connections:
HS BIO 6.3
CHEM 2.3, 5.1, 5.5, 6.4
ES 1.1, 2.1
3.
Physics (HS): 2.2 ES 1,4
Interpret and provide examples of
how energy
can be converted from
gravitational potential
energy to kinetic energy and vice
versa
1.
Interrelated Science Connections:
4.
2.
3.
HS BIO 2.5
Physics (HS): 2.3 ES 1,2,4
Describe both qualitatively and
quantitatively how work can be
expressed as a change in
mechanical energy.
1.
2.
3.
Unit 2
Required
vocabulary
Apply the principle of energy
conservation to analyze changes in
potential, kinetic, and internal energy.
Use the law of conservation of energy
to generate solutions to mechanical
energy systems
Use the law of conservation energy to
create algebraic expressions to calculate
energy values in a mechanical system
Law of Conservation of
Energy
Mechanical Energy
Recall the work energy theorem and
use it to analyze energy systems
Determine the gravity potential energy
of a given object at a location in gravity
field
Solve for kinetic energy of object in
motion.
Differentiate between conservative and
non-conservative forces
Conservative forces
Equipotential points
Define mechanical energy in a system
Evaluate energy systems for
conservative and non-conservative
forces
Analyze the relationship between
changes in mechanical energy and work
Work-Energy theorem
Mechanical energy
Learning Plan:
Activities, Resources & Experiences
Pearson Physics; Walker Chap.6, Sec. 5.3
Bowling Ball Demo
Mouse trap car project
https://www.youtube.com/watch?v=Eja5ILMIeoc
Pearson Physics; Walker Chap.6, Sec. 6.2
http://www.physicsclassroom.com/Class/energy/u5
l1b.cfm
Pearson Physics; Walker Chap.6, Sec. 6.2
http://www.khanacademy.org/science/physics/wor
k-and-energy/work-and-energytutorial/v/introduction-to-work-and-energy
Conservation of Energy and Momentum
Unit 2 (continued)
State Standard
Student Learning objective(s)
Physics (HS): 2.4 ES 1,4
Describe both qualitatively and
quantitatively the concept of
power vs work done per unit
time.
1. Calculate power
Physics (HS): 2.5 ES 4
Provide and interpret examples
showing that linear momentum is
the product of mass and velocity,
and is always conserved (law of
conservation of momentum).
Calculate the momentum of an
object.
1.
2. Analyze work and its relationship
between force and displacement
3. Calculate work done by a constant force
4. Use graphical analysis to calculate work
done by a force that varies in magnitude
2.
3.
4.
5.
Define linear momentum and its
relationship to force.
Use the Conservation of Momentum to
calculate linear momentum.
Differentiate between elastic and
inelastic collisions
Define impulse and its relationship to
force and time
Use Newton’s Laws to analyze systems in
motion
Required
vocabulary
Learning Plan:
Activities, Resources & Experiences
Negative work
Positive Work
Power
Efficiency
Parallel force
Joules
Pearson Physics; Walker Chap.6, Sec. 6.1
Pearson Physics; Walker Chap.6, Sec. 6.4
Momentum
Impulse
Elastic collision
Inelastic collision
Law of Conservation of
Momentum
Pearson Physics; Walker Chap.7, Sec. 7.1-7.4
http://www.physicsclassroom.com/class/energy
Dynamic carts Demo/ Lab
http://www.physicsclassroom.com/class/momentu
m
http://www.khanacademy.org/science/physics/line
ar-momentum
Heat and heat transfer
State Standard
Physics (HS): 3.1 ES 1,4
Explain how heat energy
is transferred by convection,
conduction, and radiation.
Student Learning objective(s)
1.
Interpret the 3 main processes for heat
transfer on the macro and microscopic
level
Unit 3
Required
vocabulary
Conduction
Convection
Radiation
Interrelated Science Connections:
Learning Plan:
Activities, Resources & Experiences
Pearson Physics; Walker Chap.10, Sec. 10.1
Soda can demo
http://www.physicsclassroom.com/class/thermalP
HS BIO 2.1
CHEM 6.4
ES 1.3
Physics (HS): 3.2 ES 1,4
Explain how heat energy
will move from a higher
temperature to a lower
temperature until
equilibrium is reached.
1.
2.
Exemplify the meaning of thermal
equilibrium the role of temperature
Carryout basic calorimetric calculations
Heat
Temperature
Equilibrium
Pearson Physics; Walker Chap.10, Sec. 10.2
http://www.khanacademy.org/partner-content/mitk12/mit-k12-physics/v/heat-transfer
Heat and heat transfer
Unit 3 Continued
Student Learning objective(s)
Required
vocabulary
State Standard
Physics (HS): 3.3 ES 1,4
Describe the relationship
between average molecular
kinetic energy and
temperature. Recognize that
energy is absorbed when a
substance changes from a
solid to a liquid to a gas,
and that energy is released
when a substance changes
from a gas to a liquid to a
solid. Explain the
relationships among
evaporation, condensation,
cooling, and warming.
1.
2.
3.
4.
5.
Learning Plan:
Activities, Resources & Experiences
Apply the principle of energy
conservation to calculate changes in
potential, kinetic, and internal energy.
Produce and Interpret phase diagrams
Summarize the expansion and
contraction of molecules during the
transfer of energy
Illustrate the difference between latent
heat of fusion and vaporization
Exemplify the process of evaporation and
condensation and apply it to real world
applications
Evaporation
Sublimation
Condensation
Boiling
Thermal Expansion
Latent Heat
Radiation
Pressure
Volume
Pearson Physics; Walker Chap.10, Sec. 10.3-10.4
Analyze different materials by their
specific heat values.
Illustrate the relationship between
specific heat and energy
Specific heat capacity
Pearson Physics; Walker Chap.10, Sec. 10.4
http://phet.colorado.edu/en/simulation/states-ofmatter
https://www.youtube.com/watch?v=6lAxBTLgYfU
Interrelated Science Connections:
HS BIO 6.4
CHEM 1.1, 1.3, 6.1, 6.3, 7.3
Physics (HS): 3.4 ES 1
Explain the relationships
among temperature
changes in a substance,
the amount of heat
transferred, the amount
(mass) of the substance,
and the specific heat of
the substance.
Interrelated Science Connections:
CHEM 7.3, 7.4
ES 1.7
1.
2.
Measuring/Calculating Energy, Heat Capacity
problems
http://www.kentchemistry.com/links/Matter/Heatin
gCurve.htm
http://www.physicsclassroom.com/class/thermalP/L
esson-2/Measuring-the-Quantity-of-Heat
https://www.youtube.com/watch?v=4Ar4bSlKz3s
Waves
Unit 4
State Standard
Student Learning objective(s)
Physics (HS): 4.1 ES 4
Describe the measurable
properties of waves
(velocity, frequency,
wavelength, amplitude,
period) and explain the
relationships among
them. Recognize
examples of simple
harmonic motion.
1.
Physics (HS): 4.2 ES 1,4
Distinguish between
mechanical and
electromagnetic waves.
1.
2.
3.
2.
3.
Physics (HS): 4.3 ES 1,4
Distinguish between the
two types of mechanical
waves, transverse and
longitudinal.
1.
Physics (HS): 4.4 ES 1,4
Describe qualitatively
the basic principles of
reflection and refraction
of waves.
1.
2.
2.
Required
vocabulary
Learning Plan:
Activities, Resources & Experiences
Characterize the conditions of simple
harmonic motion.
Calculate the period and frequency of an
object vibrating with simple harmonic
motion.
Generate and Interpret graphical models
of simple harmonic motion
Amplitude
Wavelength
Frequency
Pearson Physics; Walker Chap.13, Sec. 13.1-13.2
Differentiate between mechanical and
electromagnetic waves.
Recognize mechanical waves require a
medium
Identify electromagnetic waves by their
frequency and wavelength
Interpret waveforms of transverse and
longitudinal waves.
Describe the direction of energy in
mechanical waves
Mechanical wave
Medium
Electromagnetic
wave
Pearson Physics; Walker Chap.13, Sec. 13.3-13.4
Transverse wave
Longitudinal wave
Pulse
Pearson Physics; Walker Chap.13, Sec. 13.3-13.4
Apply the law of reflection for flat
mirrors.
Predict refraction angle by interpreting
refraction index
Reflection
Refraction
Index of refraction
Pearson Physics; Walker Chap.15, Sec. 15.1
Pearson Physics; Walker Chap.16, Sec. 16.1
Pearson Physics; Walker Chap.17, Sec. 17.1
http://www.physicsclassroom.com/class/waves
https://www.youtube.com/watch?v=c38H6UKt3_I
https://www.youtube.com/watch?v=OGyRe_SGnc
k
https://www.youtube.com/watch?v=jAXx0018QCc
http://www.physicsclassroom.com/Class/refln
https://www.youtube.com/watch?v=uQE659ICjqQ
Waves
Unit 4 Continued
State Standard
Physics (HS): 4.5 ES 4
Recognize that
mechanical waves
generally move faster
through a solid than
through a liquid and
faster through a liquid
than through a gas.
Student Learning objective(s)
1.
2.
Required
vocabulary
Calculate wave speed in a constant
medium
Analyze wave speeds in different
mediums
Lambda
Evaluate the Doppler effect as a function
of speed relative to the observer
Interpret red shift and blue shift and its
application to planetary motion
Doppler effect
Red Shift
Blue Shift
Learning Plan:
Activities, Resources & Experiences
Pearson Physics; Walker Chap.14, Sec. 141-14.2
http://www.physicsclassroom.com/class/refrn/u14I3
a.cfm
Interrelated Scienc Connections:
CHEM 1.3
Physics (HS): 4.6 ES 1,4
Describe the apparent
change in frequency of
waves due to the motion
of a source or a receiver
(The Doppler effect).
Interrelated Scienc Connections:
ES 4.1
1.
2.
Pearson Physics; Walker Chap.14, Sec. 14.3-14.4
https://www.youtube.com/watch?v=h4OnBYrbCjY
https://www.youtube.com/watch?v=WDTV_W1FIYw
Electromagnetism
Unit 5
State Standard
Physics (HS): 5.1 ES 1,4
Recognize that an electric
charge tends to be static
on insulators and can
move on and in
conductors. Explain that
energy can produce a
separation of charges.
Student Learning objective(s)
1.
2.
3.
4.
Required
vocabulary
Learning Plan:
Activities, Resources & Experiences
Recognize static charge is created by
the flow of electrons
Compare and contrast conductors and
insulators.
Explore the internal workings of an
atom
Analyze and predict charge flow
Electricity
Electrostatics
Conductor
Insulator
Valence electrons
Protons
Charge by induction
Ground
Pearson Physics; Walker Chap.19, Sec. 19.1
Evaluate the basic properties of
electric current and solve problems
relating current, charge, and time.
Calculate resistance, current, and
potential difference using the
definition of resistance.
Recognize current and time are
inversely related
Understand that voltage is a product of
force and distance
Voltage
Electric current
Electrical resistance
Ohm’s Law
resistance
Pearson Physics; Walker Chap.21, Sec. 21.1-21.2
Static Electricity Lab
http://phet.colorado.edu/en/simulation/balloons
http://www.physicsclassroom.com/class/estatics
Interrelated Science Connections:
HS BIO 4.7,4.4
CHEM 3.2, 8.1
Physics (HS): 5.2 ES 1,4
Develop qualitative and
quantitative
understandings of
current, voltage,
resistance, and the
connections among them
(Ohm’s law).
1.
Interrelated Science Connections:
4.
HS BIO 4.4
2.
3.
Circuit Board Lab
http://phet.colorado.edu/en/simulation/ohms-law
Electromagnetism
Unit 5 (continued)
State Standard
Student Learning objective(s)
Physics (HS): 5.3 ES 1
Analyze simple
arrangements of electrical
components in both series
and parallel circuits.
Recognize symbols and
understand the functions of
common circuit elements
(battery, connecting wire,
switch, fuse, resistance) in a
schematic diagram.
1.
2.
3.
Physics (HS): 5.4 ES 1,4
Describe conceptually
the attractive or
repulsive forces between
objects relative to their
charges and the distance
between them
(Coulomb’s law).
1.
Interrelated Science Connections:
CHEM 2.2, 3.1, 3.2, 3.3,
3.4, 4.1, 4.3, 4.4, 7.1, 8.1
4.
5.
2.
3.
4.
Required
vocabulary
Learning Plan:
Activities, Resources & Experiences
Interpret and construct circuit diagrams.
Design basic circuits to analyze
Test and evaluate circuits using multi
meters
Calculate the equivalent resistance for a
circuit of resistors in parallel and find the
current in and potential difference across
each resistor.
Calculate the equivalent resistance for a
circuit of resistors in series and parallel to
find the current in and potential
difference across each resistor in the
circuit.
Series circuit
Parallel circuit
Voltage drop
Equivalent
EMF
Fuse
Pearson Physics; Walker Chap.21, Sec. 21.2-21.3
Compare and contrast electric force with
gravitational force.
Calculate electric force using Coulomb’s
Law.
Analyze the relationship between distance
and charge to predict changes in force
Construct graphical models to illustrate
electric field lines.
Coulomb’s Law
Coulomb
Electric Field
Pearson Physics; Walker Chap.19, Sec. 19.2-19.3
http://www.khanacademy.org/science/physics/electr
icity-and-magnetism/v/circuits--part-1
http://www.khanacademy.org/science/physics/electr
icity-and-magnetism/v/circuits--part-2
Designing a simple DC motor
http://www.physicsclassroom.com/Class/estatics/u8l
3b.cfm
Electromagnetism
Unit 5 (continued)
State Standard
Physics (HS): 5.5 ES 1,4
Explain how electric
current is a flow of
charge caused by a
potential difference
(voltage), and how power
is equal to current
multiplied by voltage.
Student Learning objective(s)
1.
2.
3.
4.
Required
vocabulary
Compare and contrast potential energy
and potential difference.
Integrate concepts of potential energy
when identifying voltage
Understand that current flows from a
high to low potential
Solve problems involving electrical energy
and potential difference.
Potential difference
Electric potential
Evaluate the magnetic field produced by
current in a straight conductor and in a
solenoid.
Apply the right hand rule to determine the
direction of the magnetic field in a current
carrying wire.
Design a simple DC motor
Magnetic field
Electromagnet
Learning Plan:
Activities, Resources & Experiences
Pearson Physics; Walker Chap.20 Sec. 20.1-20.3
https://www.youtube.com/watch?v=zqGvUbvVQXg
Interrelated Science Connections:
CHEM 3.2
Physics (HS): 5.6 ES 4
Recognize that moving
electric charges produce
magnetic forces and moving
magnets produce electric
forces. Recognize that the
interplay of electric and
magnetic forces is the basis
for electric motors,
generators, and other
technologies.
1.
2.
3.
Pearson Physics; Walker Chap.22, Sec. 22.1-22.2
Pearson Physics; Walker Chap.23, Sec. 23.1-23.2
http://www.khanacademy.org/about/blog/post/347
26851466/dc-motors
http://www.animations.physics.unsw.edu.au/jw/elec
tricmotors.html#DCmotors
Electromagnetic Radiation
Unit 6
State Standard
Physics (HS): 6.1 ES 4
Recognize that
electromagnetic waves
are transverse waves
and travel at the speed
of light through a
vacuum.
Physics (HS): 6.2 ES 1,4
Describe the
electromagnetic
spectrum in terms of
frequency and
wavelength, and identify
the locations of radio
waves, microwaves,
infrared radiation,
visible light (red,
orange, yellow,
green, blue, indigo, and
violet), ultraviolet rays,
x-rays, and gamma rays
on the spectrum.
Interrelated Science Connections:
ES 1.2
Student Learning objective(s)
1.
2.
1.
2.
3.
Required
vocabulary
Characterize electromagnetic waves;
what they are and how they are
produced.
Evaluate how electromagnetic waves
transfer energy.
Electromagnetic
wave
Cite applications of electromagnetic
waves.
Classify electromagnetic waves by their
frequency and wavelength
Describe characteristics of visible light
Electromagnetic
spectrum
Diffraction grating
Learning Plan:
Activities, Resources & Experiences
Pearson Physics; Walker Chap.15, Sec. 15.1-15.2
http://missionscience.nasa.gov/ems/02_anatomy.ht
ml
Pearson Physics; Walker Chap.15, Sec. 15.1-15.2
http://phet.colorado.edu/en/simulation/color-vision
Appendix A:
Assessing Student Learning
Measurable Action Words & Formative Assessment Types
As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of
terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;
developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t
want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state.
This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they
should attain and the means through which we assess their understanding.
Objectives and assessments:
Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning
goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of
measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate
to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check
for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed.
Developing formative and other classroom assessments:
 Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding.
You don’t need to give nearly as many questions and students are required to really show what they know.
 Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments
 Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what
DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards
and objectives
 Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.
Reading the chart below:
 Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy
 “Skill definition” is the action verb for a given objective. It’s what the student should be able to do
 “Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can
demonstrate the particular level or depth of understanding
Analytical & Evaluative Skills
Skills Definition
Analyze: Given or collect information or data to support a
conclusion.
Categorize / Rank: Students are given or collect a set of
examples or specimens and must sort them into appropriate
groups or classes based on their characteristics.
Compare & Contrast: Identify and explain the similarities and
differences of two or more concepts
Differentiate Between: Students describe the differences
between two or more concepts, specimen, examples or items.
Simplify: Summarize
Evaluate: Determine the significance
Assessment format expectations and suggestions
Expectations for analysis are some form of explanation based on given or collected data.
Written assessments are usually in the form of a lab report (i.e.: conclusions section)
Students usually test the examples or specimen to determine their characteristics.
Students organize their categorization in a table and support with data and written or oral
explanation.
Expectations for this skill focuses on writing about science concepts: essay or graphic
organizer form (i.e.: Venn Diagram)
This can be done using a ‘T-chart’ or other graphic organizer. This can also be
incorporated into a written response
Written or oral explanation of a concept in students’ own words
Usually assessed in written form. Students support their evaluation with data or
background knowledge
Synthesis & Application Skills
Skills Definition
Determine: Decide upon or identify
Diagram / Illustrate: Students create a drawing that includes
labels and written explanation.
Solve / Calculate: find the answer or solution (usually
mathematically)
Design / Create / Develop / Construct: Make or build
Demonstrate: show
Assessment format expectations and suggestions
Pick out the correct term or concept from a group. Provide and fill in the correct term or
concept.
Expectations are that students can generate scientific diagrams or illustrations. Labels and
explanation should be included.
Given some data set, students find the answer or solution. Include work and units.
Formulas are provided by instructor
This is very broad, but the expectation is that a performance assessment of some kind is
given
The expectation for this is that students physically show a skill or demonstrate an
understanding in written form.
Comprehension Skills
Skills Definition
Classify: Arrange and assign to a category
Describe: Students’ written or oral description
Explain: Written explanation, usually with a diagram
Predict: Forecast or hypothesize an outcome based on
supporting data or background knowledge
Summarize: Paraphrase content into simpler terms
Distinguish Between: Determine differences between
Assessment format expectations and suggestions
The assessment expectation is that students can arrange examples into appropriate categories.
This may be matching or listing and may or may not include a brief explanation
Expectations are that students can describe (orally or written) a concept in their own words.
‘Describe’ objectives focus more on broad comprehension than explanation of detailed
mechanisms
Students should be able to explain a concept in detail and provide supporting fact and/or data;
diagrams often accompany this in sci.
This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that
students support hypotheses with ‘why’.
Summaries are usually written and often act as follow up assessments to a passage that is read.
The expectation is that students can accomplish ½ of the compare-contrast essay by identifying
key differences between two (usually similar) concepts or ideas. Usually written.
Recall Skills
Skills Definition
Define: Provide a definition.
Label / Name: Provide or choose a name for an item,
object or concept.
Recognize: pick out from a variety of possible choices
Sequence: Place the concepts or items in a specific,
relevant order
Identify Select or list (usually characteristics) label, list
or identify
Organize / List: Put associated concepts in order
Assessment format expectations and suggestions
Assessing this skill is more effective if put in the student’s own words or description. Matching or
student generated definitions
The expectation is either to match or write in a label for a given diagram or fill in the blank
Multiple choice is the most common recognition skill assessment
Expectations are that students can either select or write a series of concepts in an appropriate
and accurate sequence
Students should be able to select or write in the appropriate concept or vocabulary word
Students create an order that may or may not be based on a standard criterion. This can be
written, oral or physically done
Appendix B:
FRCS Unit Plan Template
FRCS Unit Plan
Teacher
Unit Title
__________________________
___________
Essential Question(s): _________________________________________________________________
Student Learning Outcomes/Objectives (SWBAT):
Assessments:
Learning Experiences:
Grade Level
Length of Unit
_______________
______________
Reflection:
Appendix C:
Content Specific Terminology Glossary
Grade 9 Physics Glossary
Describe
Summarize
Identify
Explain
Distinguish
Analyze
Diagram
Compare and Contrast
Differentiate
Discuss
Relate
Evaluate
Justify
Characterize
Synthesize
Rank
Outline