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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 Page 17 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 Page 18 Physics I Regular and Advanced Curriculum Map 2016 – 2017 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 Page 20 Physics I Regular and Advanced Curriculum Map 2016 – 2017 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. Page 21 Physics I Regular and Advanced Curriculum Map 2016 – 2017 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. Page 22 Physics I Regular and Advanced Curriculum Map 2016 – 2017 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. Page 23 Physics I Regular and Advanced Curriculum Map 2016 – 2017 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. Page 24 Physics I Regular and Advanced Curriculum Map 2016 – 2017 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. Page 25 Physics I Regular and Advanced Curriculum Map 2016 – 2017 Page 26 Physics I Regular and Advanced Curriculum Map