Download Physics I - Volusia County Schools

Volusia County Schools
2016 – 2017
Created For Teachers By Teachers
Contributing Teachers:
John Clark
Jim Clements
Mike Ernst
Drew Hilburn
Patrick Monaghan
Physics I
Curriculum Map
Regular and Honors
2016 – 2017
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
•
•
•
•
•
•
Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the
EOC.
Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Maps may also contain other helpful information, such as:
• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to
the standards. These resources can be accessed through the county Physics Edmodo page. Contact the District Science Office to gain access to the code
and log in at www.edmodo.com .
• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per
week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written
lab report with analysis and conclusion.
• Common Labs (CL): Each grade level has one Common Lab (CL) for each nine week period. These common labs have been designed by teachers to
allow common science experiences that align to the curriculum across the district.
• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period.
These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional
SLCs are provided to supplement district textbooks and can be found on the Edmodo page.
• DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The
goal is to prepare students for the 8th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.
The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific
standards that may be in the course descriptions.
Appendix Contents
1. Volusia County Science 5E Instructional Model
2. FLDOE Cognitive Complexity Information
3. Florida ELA and Math Standards
Page 2
Physics I Regular and Advanced Curriculum Map
2016 – 2017
High School Weekly Curriculum Trace
2016
1
2
3
Physics
Introduction to Physics
Chemistry
Matter and Measurement
Biology
2016
4
5
11
12
13
Ionic Bonding and
Nomenclature
Cell Structure and Function
14
15
16
17
18
Covalent Bonding and Nomenclature
19
Chemical Composition
Cell Processes
20
21
22
23
Genetics
24
25
26
27
28
29
Energy, Work, and Power
Chemical Reactions
Biology
Stoichiometry
Genetics
30
Evolution
31
32
Physics
Biology
10
Newton’s Laws
Chemistry
Chemistry
9
The Periodic Table
Macromolecules
Physics
2017
8
Understanding The Atom
Biology
2017
7
Kinematics
Physics
Chemistry
6
33
Waves
Energy Changes and Reaction
Rates
States of Matter
Ecology
34
Humans
35
36
37
38
Electricity
EOC Review
Gas Laws
EOC Review
Biology EOC Window
PLC Choice
**Weeks 38 – 39 are set aside for course review and EOC administration.
Page 3
Physics I Regular and Advanced Curriculum Map
2016 – 2017
2016 – 2017 Instructional Calendar
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Dates
15 August - 19 August
22 August - 26 August
29 August - 2 September
6 September - 9 September
12 September - 16 September
20 September - 23 September
26 September - 30 September
3 October - 7 October
10 October - 14 October
17 October - 20 October
24 October - 28 October
31 October - 4 November
7 November - 10 November
14 November - 18 November
21 November - 22 November
28 November - 2 December
5 December - 9 December
12 December - 16 December
19 December - 20 December
Days
5
5
5
4
5
4
5
5
5
4
5
5
4
5
2
5
5
5
2
Quarter
Start 1st
Week
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
↑
10
Weeks
↓
End 1st
Start 2nd
↑
9
Weeks
↓
End 2nd
38
39
* See school-based testing schedule for the course EOC administration time
Dates
Days
3
4 January - 6 January
5
9 January - 13 January
4
17 January - 20 January
5
23 January - 27 January
5
30 January - 3 February
5
6 February - 10 February
5
13 February - 17 February
4
21 February - 24 February
5
27 February - 3 March
4
6 March - 9 March
5
20 March – 24 March
5
27 March - 31 March
5
3 April - 7 April
5
10 April - 14 April
5
17 April - 21 April
5
24 April - 28 April
5
1 May - 5 May
5
8 May - 12 May
Start Review and Administer EOC*
15 May - 19 May
5
22 May - 26 May
5
Quarter
Start 3rd
↑
10
Weeks
↓
End 3rd
Start 4th
↑
10
Weeks
↓
End 4th
Lab Information
Expectations:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
Page 4
Safety Contract:
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Physics 1 (Regular and Honors)
Date
Weeks 1 – 3
15 August – 2 September
Weeks 4 – 10
6 September – 20 October
Weeks 11 – 19
24 October – 20 December
Weeks 20 – 29
4 January – 9 March
Weeks 30 – 34
20 March – 21 April
Weeks 35 – 37
24 April – 12 May
15 May – 26 May
Page 5
Topic
Science Processes
Measurements
Modern Physics
Vectors
Kinematic Equations
1 Dimensional Motion
Freefall
2 Dimensional Motion Projectiles
Newton’s 1st Law (Law of Inertia)
Newton’s 2nd Law (Net Force = ma)
Newton’s 3rd Law (Equal and Opposite Forces)
Free Body Diagram
Kepler’s Laws of Planetary Motion
Newton’s Law of Gravity
Impulse
Conservation of Momentum
Collision and Recoil
Kinetic and Potential Energy
Work and Forces
Conservation of Energy (Closed System)
Power
0th and 1st Law of Thermodynamics
Kinetic Theory of Heat
Absolute Temperature Scales
Gas Laws
Energy Transfers
Properties of Waves
Effect of Medium and Wave Equation
Doppler Effect
EM Spectrum
Reflection and Refraction
Mirrors and Lenses
Nature of Charge and Coulomb’s Law
Conductors and Insulators
Electric Field and Electric Potential
Components of Circuits
Resistors in Series and Parallel – Kirchhoff’s Laws
Ohm’s Law
Power
Unit
Introduction to Physics
Kinematics
Newton’s Laws
Energy, Work, and Power
Waves
Electricity
Physics Review and EOC Administration
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Science Processes
Topics
Page 6
Unit 1: Introduction to Physics
Learning Targets and Skills
Students will:
• explain that physicists study the relationships between matter and energy
• differentiate between science and non-science
• identify which questions can be answered through science and which questions cannot
Students will:
• design a controlled experiment on a physics topic
• collect, analyze, and interpret data from the experiment to draw conclusions
• determine an experiment’s validity and justify its conclusions based on:
o control group or limiting systematic errors, limiting variables and constants, multiple trials
(repetition) or large sample sizes, bias, method of data collection, analysis, and
interpretation, communication of results
• describe the difference between an observation and inference
• use appropriate evidence and reasoning to justify explanations to others
• differentiate between independent and dependent variables and recognize the correct placement
of variables on the axes of a graph
Students will:
• describe and provide examples of how similar investigations conducted in many parts of the world
result in the same outcome
• explain that scientific knowledge is durable, robust and open to change
• recognize that theories do not become laws nor do laws become theories
• describe the role consensus plays in the historical development of a theory in any one of the
disciplines of science
• explain how scientific knowledge and reasoning provide an empirically-based perspective to
inform society's decision making
HONORS:
1. explain that a scientific theory is the culmination of many scientific investigations drawing
together all the current evidence concerning a substantial range of phenomena; thus, a scientific
theory represents the most powerful explanation scientists have to offer
2. weigh the merits of alternative strategies for solving a specific societal problem by comparing a
number of different costs and benefits, such as human, economic, and environmental
Week 1 - 3
Standards
Vocabulary
Non-science
SC.912.N.2.2
Pseudoscience
Science
SC.912.N.1.1
also
SC.912.N.1.2
SC.912.N.1.6
SC.912.N.1.7
SC.912.N.1.5
SC.912.N.2.4
SC.912.N.3.4
SC.912.N.3.2
SC.912.N.4.1
Accuracy
Analysis
Bias
Control variables
Dependent
variable
Evidence
Independent
variable
Inference
Interpretation
Multiple trials
Laws
Observation
Peer review
Precision
Reliability
Theory
Validity
HONORS
SC.912.N.3.1
SC.912.N.2.3
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Modern Physics
Measurement
Topics
Learning Targets and Skills
Students will:
• use appropriate skills, including:
o convert numbers in scientific notation and standard notation
o convert between metric units and interpret metric prefixes in terms of relative size
o calculate the average for a given set of data
o select and correctly utilize appropriate tools (to determine mass, temperature, etc.)
o calculate experimental percent error given an experimental and theoretical value
• differentiate between accuracy and precision
HONORS:
1. identify the number of significant figures in a measurement
2. determine the correct number of significant figures to include in a sum, difference, product, or
quotient of two measurements
3. apply significant figures correctly to measurements with scientific instruments with one digit of
uncertainty
4. convert numbers in scientific notation and standard notation
Students will:
Standards
SC.912.N.1.1
also
SC.912.N.3.5
SC.912.N.3.5
•
compare the magnitude and range of the four fundamental forces
o gravitational, electromagnetic, weak nuclear, strong nuclear
SC.912.P.10.10
•
recognize that nothing travels faster than the speed of light in vacuum for all observers no matter
how they or the light are moving
SC.912.P.12.7
•
recognize time, length, and velocity depends a reference frame
SC.912.P.12.9
*Modern Physics is introduced without details for the students to gain an understanding, an appreciation,
and to relate modern physics to the Physics 1 curriculum.
HONORS:
1. explore the scientific theory of atoms (also known as atomic theory) by describing the structure of
atoms in terms of protons, neutrons, and electrons.
2. differentiate subatomic particles in terms of mass, electrical charges, and location in the atom.
3. discuss the properties of atoms that make compounds possible (i.e. water is polar because of
unequal charge distribution)
4. explain how scientific experiments have changed atomic theory:
o Thompson, Rutherford, Bohr
Vocabulary
Accuracy
Experimental error
Meniscus
Precision
Known value
Uncertainty
Atomic Theory
Contraction
Time Dilation
Frame of reference
Relative velocity
Strong Nuclear
Weak Nuclear
Electromagnetism
Gravity
Vacuum
HONORS
SC.912.N.3.1
SC.912.P.8.4
SC.912.L.18.12
SC.912.P.8.3
End of Unit 1
Page 7
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Projectile Motion
Topics
Unit 2: Kinematics
Learning Targets and Skills
Student will:
• differentiate between scalar and vector quantities
•
draw and label vertical and horizontal components of vectors for projectile motion
o determine resultants of linear vectors (No Trigonometry)
•
understand the general relationships among position, velocity, and acceleration (1-dimensional,
including graphs)
•
understand the change in a variable (the difference between final and initial values) is called
“delta” and is represented by Δ
•
calculate time, change in position, change in velocity or the acceleration using the kinematic
equations Δx = ½ at2, v = Δx/t and a = Δv/t involving constant acceleration
•
calculate the range or height of a horizontally released projectile (2-dimensional)
o determine the time of flight of a projectile’s motion
Week 4 – 10
Standards
Vocabulary
Acceleration
SC.912.P.12.1
Components
SC.912.P.12.2
Direction
Displacement
Distance
Frame of reference
Free fall
Linear
Parabolic
Magnitude
Origin
Position
Projectile
Range
Resultant
Scalar
Speed
Tangent to path
Elapsed Time
Trajectory
Vector
Velocity
Vertical
Horizontal
End of Unit 2
End of 1st 9 Weeks
Page 8
Physics I Regular and Advanced Curriculum Map
2016 – 2017
1st 9 weeks Resources
Topics
Videos
Teacher
Hints
Introduction to Physics
Kinematics
Minutephysics – How far is a second?
Brian Cox – Vacuum Feather https://www.youtube.com/watch?v=E43https://www.youtube.com/watch?v=Wp20Sc8qPeo
CfukEgs
Veritasium – Misconceptions about Falling Objects
PHET Pendulum Planet X Simulation
https://www.youtube.com/watch?v=_mCC-68LyZM
1. TED talks are a great way to generate interest. There are MANY TED talks with students who have developed new technology. Use the “My
radical plan for small nuclear fission reactors” for VLT 1.
2. Variety of topics on Minutephysics/Veritasium/SmarterEveryDay Youtube videos.
3. Fun video – Bohemian Gravity https://www.youtube.com/watch?v=2rjbtsX7twc
4. Video simulating Curvature of Space - Lycra Gravity (Modern) - https://www.youtube.com/watch?v=MTY1Kje0yLg
Suggestion for Introduction to Physics: While Modern Physics topics will not be tested on the EOC, Modern Physics concepts (in general) should be
presented with Scientific Method conversations to expose students to non-Classical topics.
Common Science Literacy Connection
Common SLC 1
“The Hunter and The Monkey”
https://youtu.be/cxvsHNRXLjw
*Note: DO NOT show the solution video before giving Students the
prompt*
Students will watch the video clip and complete Writing Prompt on the
writing template.
Common SLC information found in the Physics Common SLC Folder on
Edmodo.
Page 9
Common Labs (CL) and Activities
CL 1
Determining the acceleration due to gravity from a bouncing ball
Common Lab Information is housed in the Physics Common Lab Folder
on Edmodo.
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Newton’s Laws
Topics
Unit 3: Newton’s Laws
Learning Targets and Skills
Students will:
• recognize situations in which a particle is at rest or moving with a constant velocity indicate that
the net force on the object is zero
•
apply Newton’s 1st Law of Motion (Inertia)
•
draw and label all forces acting on an object using Free-Body Diagrams:
o Forces (Applied, Gravitational, Normal, Tension, Friction)
o Situations (Level surface, inclined plane, suspension from a rope)
•
apply Newton’s 2nd Law of Motion to relate Force, Mass and Acceleration (F = ma) and make
calculations using given quantities
•
recognize the relationship between force and time and the change of momentum (i.e. impulse)
•
apply Newton’s 3rd Law of Motion to identify reactionary forces on objects
HONORS:
1. Calculate the Impulse delivered by a Force by relating it to the change in momentum of a system.
o Impulse = FΔt = Δp = change in momentum
Page 10
Week 11 – 19
Standards
Vocabulary
Buoyancy
SC.912.P.12.3 Conservation
Constant velocity
Equilibrium
SC.912.N.2.5
Free body diagram
SC.912.N.3.3
Free fall
Friction
Impulse
Inertia
Mass
Momentum
Applied force
Net force
Normal force
Tension
SC.912.P.12.3
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Newton’s Laws and Gravity
Topics
Page 11
Learning Targets and Skills
Students will:
• describe how the gravitational forces between two objects depends on their mass and is inversely
proportional to the distance between them
•
calculate the weight of an object on different planets given mass and distance
•
describe how Newton united Galileo and Kepler’s view of gravity
•
identify patterns in the organization and distribution of matter in the universe
•
apply Kepler’s laws to compare orbits (i.e., the period, eccentricity, speed, etc.)
Standards
SC.912.P.12.4
SC.912.E.5.2
Vocabulary
Escape velocity
Gravity
Inverse square
Mass
Orbit
Weight
SC.912.E.5.6
HONORS:
1. Recognize that Newton’s Laws are a limiting case of Einstein’s Special Theory of Relativity at
speeds that are much smaller than the speed of light.
HONORS
SC.912.P.12.8
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Conservation of Momentum
Topics
Students will:
Learning Targets and Skills
Standards
•
explain why the accelerations of two objects in a collision are not always equal because of mass
•
illustrate the resultant vectors of two objects before and after a collision (2D/no calculations)
•
differentiate between Elastic and Inelastic Collisions and relate them to Conservation of Energy
and Conservation of Momentum
o predict the velocities involved of objects involved in a collision
•
explain how the law of conservation of linear momentum applies to situations in everyday life
•
compare the momentum of several objects and determine under what conditions the momentum
will be equal
HONORS:
1. Compare angular momentum with linear momentum
a. mass (m) and moment of inertia (I)
b. velocity (ν) and angular velocity (ω)
SC.912.P.12.5
HONORS
SC.912.P.12.6
Vocabulary
Collisions
System
Elastic Collision
Inelastic Collision
Recoil
Angular momentum
Axis of rotation
Distribution of mass
Rotational speed
2. Explain how the radius changes the angular momentum
3. Recognize that Kepler’s 2nd Law implies that the angular momentum of an orbiting object will
remain constant.
4. determine when a moving object has a non-zero angular momentum depending on its rotation
axis
5. identify examples of the conservation of angular momentum and its effects
SC.912.P.12.5
6. use the law of conservation of momentum to calculate the mass and/or velocity of two objects
before or after an inelastic collision
End of Unit 2
END OF SEMESTER
Page 12
Physics I Regular and Advanced Curriculum Map
2016 – 2017
2nd 9 weeks Resources
Topics
Videos
Teacher
Hints
Newton’s Laws
SmarterEveryDay – Baffling Balloon Behavior https://www.youtube.com/watch?v=y8mzDvpKzfY
Minutephysics – How Do Airplanes Fly? https://www.youtube.com/watch?v=Gg0TXNXgz-w
Veritasium – What is a Force? https://www.youtube.com/watch?v=GmlMV7bA0TM
Veritasium – What Forces are acting on you? https://www.youtube.com/watch?v=aJc4DEkSq4I
Minutephysics – What is Gravity? https://www.youtube.com/watch?v=p_o4aY7xkXg
1. Teachers must teach projectile motion and have a good understanding of the outcome of The Hunter and The Monkey problem.
Common Science Literacy Connection
Common SLC 2
Can A Penny Dropped From a Tall Building Kill You Printable Article
Can A Penny Dropped From a Tall Building Kill You Student Questions
Common SLC information found in the Physics Common SLC Folder on Edmodo.
Common Labs (CL) and Activities
CL 2
Catapult Challenge Lab
Common Lab Information is housed in the Physics Common Lab
Folder on Edmodo.
Found in the Physics Newton’s Laws Folder on Edmodo:
Free Body Diagram Lab
Page 13
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Students will:
• interpret situations in which Energy is converted into other forms
•
identify situations in which Mechanical Energy is and is not conserved (i.e. friction)
•
apply the Law of Conservation of Energy involving only kinetic and gravitational potential energies
in locations of a uniform gravitational field (constant acceleration of gravity), and ignoring the
effect of friction
•
calculate the Work done on an object by a Net Force (linear only, no trigonometry)
o Understand that Work is a function of Force and change in position
o Establish that Work = Kinetic Energy (ΔK)
•
calculate the power delivered to an object (P = W/t)
Conservation of Energy
Topics
Unit 4: Energy, Work, and Power
Learning Targets and Skills
HONORS:
1. create and interpret potential energy diagrams, for example:
a. orbits around a central body, motion of a pendulum, rising and falling object, etc.
HONORS
SC.912.P.10.6
2. explain qualitatively entropy’s role in determining the efficiency of processes that convert energy
to work
Page 14
Week 20 - 29
Standards
Vocabulary
Closed
SC.912.P.10.1
Conserved
Energy
Entropy
Friction
SC.912.P.10.2
Isolated
Joules
Kinetic
Open
SC.912.P.10.3
Potential
Power
Projectile motion
Qualitative
Quantitative
Work
SC.912.P.10.8
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Thermodynamics
Topics
Learning Targets and Skills
Standards
Students will:
• explore the Law of Conservation of Energy as it relates to Thermodynamics
SC.912.P.10.2
•
explain that temperature is proportional to average random kinetic energy of the particles in a
sample of matter
•
calculate corresponding temperatures on the Celsius and Kelvin (absolute) scales
(Kelvin = Celsius + 273)
•
recognize that Absolute Zero is the point at which molecular motion ceases
•
recognize that the energy that is shared when objects of different temperatures are in thermal
contact flows from the higher one to the lower one until they are in thermal equilibrium
•
explain the process that is occurring when matter changes state among the states of matter
•
analyze a heating curve (a heat vs temperature graph of a substance), identifying which portions
demonstrate absorbing the energy as kinetic (an increase in temperature) and which portions
demonstrate absorbing the energy as potential energy (temperature remains constant, phase
change)
o interpret a heating curve of a material and determine the melting and boiling points
o identify the flow of energy as heat and how that affects the physical state of the material
•
identify which process of energy transfer (conduction, convection, and radiation) is being used in
various common examples
•
explore the relationship in changes in pressure, temperature, and/or volume on a quantity of a gas
(Gas Laws)
•
explain this predicted change in terms of energy and its effect on the speed of the particles of gas
HONORS:
1. Distinguish between endothermic and exothermic processes.
2. Apply the law of conservation of energy to thermodynamic quantities (∆U = Q + W).
SC.912.P.10.5
SC.912.P.8.1
Vocabulary
Conduction
Convection
Gas
Heat reservoir
Heat sink
Kinetic energy
Liquid
Molecules
Plasma
Radiation
Solid
Specific heat
Temperature
Thermal equilibrium
Transfer
SC.912.P.10.4
HONORS
SC.912.P.10.7
SC.912.P.10.2
End of Unit 4
Page 15
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Introduction to Waves
Topics
Unit 5: Waves
Learning Targets and Skills
Students will:
• apply common terminology used to discuss the characteristics of waves (wavelength, amplitude,
frequency, period, and wave speed):
o know the terminology to describe sounds waves including volume and pitch
o know terminology to describe light including brightness and color
•
explain the role that the medium plays in the propagation of mechanical waves
•
understand that velocity and wavelength of a wave depend on the medium through which it is
traveling
•
describe the Doppler Shift as an apparent change in the frequency of a wave based on the relative
movement of the source and/or observer to the medium carrying the wave
•
recognize the trends in wavelength and frequency throughout the electromagnetic spectrum,
including:
o describe the relative differences between the common terminology for various waves in
the electromagnetic spectrum in terms of frequency or wavelength
o know the order of the electromagnetic spectrum: radio waves, microwaves, infrared,
visible light, ultraviolet, X-rays, gamma rays. Also know that this list is ranked from low to
high frequency (or high to low wavelength)
•
describe the relationship between the velocity, frequency, or wavelength of a given wave using
the wave equation (v = f λ)
o velocity of a wave is determined by medium, and frequency is determined by the source
•
differentiate mechanical and EM waves
Week 30 - 34
Standards
Vocabulary
Absorption
SC.912.P.10.20 Blue shift, Red shift
Crest, Trough
Constructive
Destructive
Interference
Diffraction
Doppler effect
Energy
Amplitude
Frequency
SC.912.P.10.21 Period
Fundamental
Medium
Standing wave
SC.912.P.10.18 Antinode, Node
Phase
Propagation
Fixed, free
Refraction
Reflection
Resonance
Spectra
Surface waves
Torsional waves
Longitudinal
Transverse
Transmission
Wavelength
*Note to teachers – for mechanical waves, the energy is proportional to the square of the amplitude. For
EM waves, the energy is proportional to the frequency (E = h*f for each photon)
Page 16
Physics I Regular and Advanced Curriculum Map
2016 – 2017
3rd 9 weeks Resources
Topics
Videos
Energy, Work, and Power
Physics Girl – Stacked Ball Drop
https://www.youtube.com/watch?v=2UHS883_P60
Trust in Physics – Conservation of Mechanical Energy
https://www.youtube.com/watch?v=xXXF2C-vrQE
Minutephysics - Conservation of Energy
https://www.youtube.com/watch?v=PplaBASQ_3M
Julius Summer Miller – Conservation of Energy (reference
multiple videos from this link)
https://www.youtube.com/watch?v=VKCdq6X08Sw
Waves
Tacoma Bridge Collapse – (upload from folder)
Ripple Tank Videos – (upload from folder)
Julius Summer Miller – Waves (Reference multiple videos from this link)
https://www.youtube.com/watch?v=gi7SeYefIVI
Pendulum Waves - https://www.youtube.com/watch?v=yVkdfJ9PkRQ
Vsauce – What color is a Mirror? https://www.youtube.com/watch?v=yrZpTHBEss
Common Science Literacy Connection
Common Labs (CL) and Activities
Common SLC 3
Bullet-Block Collision Experiment
https://www.youtube.com/watch?v=vWVZ6APXM4w
*Note: DO NOT show the explanation video before giving Students the
prompt*
CL 3
Stair Climbing and Power
Common Lab Information is housed in the Physics Common Lab Folder on
Edmodo.
Students will watch the video clip and complete Writing Prompt on the
writing template.
Common SLC information found in the Physics Common SLC Folder on
Edmodo.
It is recommended to have a follow-up writing assignment to have
students explain the Science behind the phenomenon.
Found in the Physics Energy, Work, and Power Folder on Edmodo:
SLC A Nanophotonic Comeback for Incandescent Bulbs
Explanation:
https://youtu.be/N8HrMZB6_dU
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Physics I Regular and Advanced Curriculum Map
2016 – 2017
Light and Optics
Topics
Students will:
Learning Targets and Skills
Standards
•
investigate the refraction of waves in qualitative terms as the bending of the direction of the
motion of a wave front due to the change of a medium (or its velocity and wavelength)
o A wave’s direction changes towards the normal line when entering into a medium that
decrease the velocity of the wave
o A wave’s direction changes away from the normal line when entering into a medium that
increase the velocity of the wave (No Snell’s Law)
•
apply the law of reflection to simple situations (plane surfaces)
•
using ray tracing for a converging lens or mirrors to determine the location, magnification,
orientation and type of image formed, given the focal position and original position of the object
(No thin lens equation)
•
know some examples of instruments and practical applications of lenses and mirrors:
o ex: telescopes and microscopes use a combination of two converging devices and their size
indicates the amount of light captured and therefore the detail that they can make
observations
HONORS:
1. Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and
newly-developed observational tools.
SC.912.P.10.22
Vocabulary
Converging lens
Diverging lens
Dispersion
Concave
Convex
Light ray
Mirror
Plane mirror
Parabolic mirror
Focal point
Real image
Virtual image
Object
Reflection
Refraction
Microscope
Telescope
Thin lens
Total internal
Reflection
HONORS
SC.912.E.5.8
End of Unit 5
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Charges and the Electric Force
Topics
Page 19
Students will:
• recognize that charge is,
o “+” or “-“
o conserved
Unit 6: Electricity
Learning Targets and Skills
Week 35 – 37
Standards
Vocabulary
SC.912.P.10.13
•
recognize that opposite charges have an attractive force and that similar charges have a repulsive
force
o recognize that the electrical force is stronger than the gravitational force
•
apply Coulomb’s Law (F ∝ q1q2/r2)
•
Charge
Conductor
Electric field lines
Electric Potential
Insulator
Magnet
Test charge
recognize that the electric field is analogous to gravitational field
•
relate Electric Field Diagrams to
o the relative charge between objects
o determine if a charge is “+” or “-“
o the relative strength of the electric field at different locations
•
recognize the analogy between Electric Potential Energy (voltage) and water pressure
•
recognize that “+” charges “tend” to move from high potential to low potential
Physics I Regular and Advanced Curriculum Map
2016 – 2017
Magnetism
Direct Current Circuits
Topics
Learning Targets and Skills
Students will:
• recognize that conductors allow electricity to flow freely between electric potential differences
(voltage)
•
recognize that current in a circuit is considered to flow from “+” to “-“ voltages
•
recognize that insulators impede the movement of charge through or across them
•
investigate basic components of circuit diagrams, including:
o resistors, lamps, batteries, switches, wires, ammeters, voltmeters
•
calculate current of a simple circuit containing a single battery and single resistor using Ohm’s Law
(V=IR)
•
use Kirchhoff’s Law’s for the following:
o recognize the value of resistors in a series
o recognize that the current in a series circuit is the same through all components
o recognize the value of resistors in a parallel circuit
o determine the current in parallel paths with equal value resistors
•
draw/read basic circuits using combinations of resistors in series and parallel
•
calculate the Voltage across a resistor using Ohm’s Law (V=IR)
•
calculate the Power dissipated in a circuit using P=IV and P=I2R
HONORS
1. explain the relationship between moving charges and magnetic fields
a. calculate the magnitude of the magnetic force on a moving charge
2. explain the relationship between changing electric fields and magnetic fields
a. apply the right-hand rule to determine the direction of a magnetic field with respect of
current
b. use Ampere’s law to show how magnetic field strength decreases with distance
3. describe electromagnetic waves in terms of oscillating electric and magnetic fields
Standards
SC.912.P.10.15
SC.912.P.10.14
HONORS
SC.912.P.10.16
SC.912.P.10.17
Vocabulary
Circuit
Current
Ohm’s Law
Parallel
Potential difference
Power
Resistance
Schematic
Series
Voltage
Ampere-Maxwell
Law
Electric field
Faraday Law
Lorentz force
Oscillating
Point charge
End of Unit 6
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Physics I Regular and Advanced Curriculum Map
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4th 9 weeks Resources
Topics
Videos
Teacher
Hints
Waves
Electricity
There are a variety of Wave videos found in the Physics Waves
Folder on Edmodo.
1. Faraday’s Cage - The Electric Field inside of a Conductor is zero.
2. Charges reside on the outside surface of a Conductor.
Common Science Literacy Connection
Common SLC 4
Faraday’s Cage
Show video then complete writing prompt.
https://www.youtube.com/watch?v=WqvImbn9GG4
Common Labs (CL) and Activities
CL 4
Using Resonance to calculate the Speed of Sound
Common Lab Information is housed in the Physics Common Lab Folder on
Edmodo.
Common SLC information found in the Physics Common SLC Folder on
Edmodo.
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Physics I Regular and Advanced Curriculum Map
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Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Elaborate
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Evaluate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
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Physics I Regular and Advanced Curriculum Map
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Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.
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Physics I Regular and Advanced Curriculum Map
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Grades 9 - 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
a. Introduce a topic and organize ideas, concepts, and information to
attending to special cases or exceptions defined in the text.
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
to aiding comprehension.
domain-specific words and phrases as they are used in a specific scientific or
b. Develop the topic with well-chosen, relevant, and sufficient facts,
technical context relevant to grades 9 – 10 texts and topics.
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
the topic.
a text, including relationships among key terms (e.g., force, friction, reaction
c. Use varied transitions and sentence structures to link the major
force, energy.)
sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
d. Use precise language and domain-specific vocabulary to manage the
in words in a text into visual form (e.g., a table or chart) and translate
complexity of the topic and convey a style appropriate to the discipline
information expressed visually or mathematical (e.g., in an equation) into
and context as well as to the expertise of likely readers.
words.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
are writing.
technical texts in the grades 9 – 10 text complexity band independently and
f. Provide a concluding statement or section that follows from and
proficiently.
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (select courses)
MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S-IC.2.6 – Evaluate reports based on data.
MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
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Physics I Regular and Advanced Curriculum Map
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Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
information so that each new element builds on that which precedes it
carrying out experiments, taking measurements, or performing technical tasks;
to create a unified whole; include formatting (e.g., headings), graphics
analyze the specific results based on explanations in the text.
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
b. Develop the topic thoroughly by selecting the most significant and
domain-specific words and phrases as they are used in a specific scientific or
relevant facts, extended definitions, concrete details, quotations, or
technical context relevant to grades 11 – 12 texts and topics.
other information and examples appropriate to the audience’s
knowledge of the topic.
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
c. Use varied transitions and sentence structures to link the major
presented in diverse formats and media (e.g., quantitative data, video,
sections of the text, create cohesion, and clarify the relationships
multimedia) in order to address a question or solve a problem.
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
as metaphor, simile, and analogy to manage the complexity of the
technical texts in grades 11 – 12 text complexity band independently and
topic; convey a knowledgeable stance in a style that responds to the
proficiently.
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
supports the information or explanation provided (e.g., articulating
analysis, reflection, and research.
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
displays.
a. Graph linear and quadratic functions and show intercepts, maxima,
and minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
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Physics I Regular and Advanced Curriculum Map