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Course Title: Physics CP
Subject: Physics
Grade Level: 11/12
Duration: 1 year
Prerequisite: Algebra 1 and Geometry
Elective or Required: Elective
Department Mission Statement:
The Glen Ridge Public School’s science curriculum seeks to inspire scientific
literate citizens who will be able to complete in the technologically driven global
community. Our program fosters a spirit of intellectual curiosity and collaborative
problem solving that is innovative, hands-on, inquiry based and developmentally
appropriate. This is done through the study of Life, Physical, Earth & Space, and
Engineering Sciences.
Our students will use scientific methodology to evaluate and critique global
issues. Students will be challenged and encouraged to take risks and develop
critical scientific thinking skills.
Course Description:
This course is designed as an overview of the
basic principles of physics and involves practical applications of the topics as
well as related laboratory investigations. While the level of the mathematics is not
as demanding as that of the Physics Honors course, Algebra, Geometry, and
Elementary Trigonometry are used to a significant extent.
Author: Sharon Tully
Date Submitted: Summer 2014
PHYSICS CP
Topic/Unit: Introduction to Physics Tools
Unit 1
Approximate # Of Weeks: 3 WEEKS
Essential Questions:
 Why is Physics considered the most fundamental of all the Sciences?
 How and why does a Physicist use mathematics as a tool of Physics?
 How are measurements and standards of measurements related?
 What distinguishes a scientific law from a scientific theory?
 How does one express precision, accuracy, and uncertainty in
measurement?
 How does one use graphs of data and equations to reveal relationships
between variables?
Upon completion of this unit students will be able to:
 Define physics. (NGSS: HS PS.2.1; NJCCC: 5.2.12E, 5.1.A.12.C.1)
 Appreciate the historical role played by the ancient Greeks (especially
Aristotle) in the history of science, as well as that played by Galileo as the
Father of Experimental Science. (NGSS: HS PS.2.1; NJCCC:
5.1.A.12.C.1)
 Use the scientific method to solve problems (NGSS: HS-PS.2-4; NJCCC:
5.1.12.B.2)
 Explain and give an example of how theory, experiment, and physics
research lead to the application of such scientific discoveries in physics
into technological advances and assess the impact of introducing a new
technology in terms of alternative solutions, costs, tradeoffs, risks,
benefits, and environmental impact. (NGSS: HS PS 1-3; NJCCC:
5.1.12.B2)
 Understand, evaluate, and state safe procedures for conducting science
investigations. (NGSS: HS PS 1-3; NJCCC:)
 Use the metric system and convert units within and outside the metric
system (NGSS: HS PS 1-3; NJCCC:)
 Perform arithmetic operations using scientific notation and exponents
 Distinguish between accuracy and precision (NGSS: HS PS 1-3; NJCCC:)
 Determine the precision of measure quantities (NGSS: HS PS 1-3;
NJCCC:)
 Graph relationships between dependent and independent variables
 Recognize the common relationships in graphs (NGSS: HS PS 1-3;
NJCCC:)
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Be able to design experiments; observe and measure real phenomena;
organize, display, and critically analyze data; determine the uncertainties
in measurements; draw inferences from observations and data; and
communicate results, including suggesting ways to improve experiments
and propose questions for further study. (NGSS: HS PS 1-3; NJCCC:)
Become aware of career opportunities where a background in physics is
necessary or useful. (NGSS: HS PS 1-3; NJCCC 5.1.A-C, E)
Common Core Standards:
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CCSS.ELA.RST.10 Scientific texts
CCSS.ELA.RST.8 reading scientific problems
CCSS.ELA.RST.7 making charts and tables
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.Math.Content.HSN.Q.A.1-3 measurement, density, sig. figs
CCSS.Math.Content.HSN.REI.C.6 graphs linear
CCSS.Math.Content.HSN.REI.C.7 graph functions
CCSS.Math.Content.HSN.BF.A.2 graphing
CCSS.Math.Content.HSN.BF.B.5 graphing
CCSS.Math.Content.HSS.ID.C.7 slope of a line
CCSS.Math.Content.HSS.ID.C.9 using tech. to find slope
CCSS.Math.Content.HSS.ID.B.3-B.6 scientific method, draw conclusions
Interdisciplinary Standards (njcccs.org)
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NJCCS 9.1 Century life and career skills
NJCCS 8.1 Computer and information skills
Activities – include 21st Century Technologies:
 Use smart board to draw and label information needed to solve problems
and solve problems, graph information
 Calculator used to solve problems, use graphing function to graph given
information
 http://phet.colorado.edu/en/simulations/category/physics- graphing line
activities
You tube video clips for demonstrations/ minute physics
 Construct poster of famous physicist
Enrichment Activities:
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Extra credit problems
Make your own problem
Independent research on development of the international system of
measurement
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake
 Chapter unit tests
 Labs
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube
 Physics classroom.com
Course Name Physics CP
Topic/Unit: Motion
Unit 2
Approximate # Of Weeks: 3 Weeks
Essential Questions:
 How does one describe and analyze the motion of objects?
 How does one construct and analyze motion diagrams?
 How does on change a motion diagram into a particle diagram to represent
the same motion
 What are the definitions and some examples of vector quantities and scalar
quantities?
 How is motion described using position, displacement, and time intervals?
 How are position-time graphs used to both qualitatively and quantitatively
analyze the motion of an object?
 How is velocity determined using a position-time graph?
 What is the difference between velocity and speed?
 What are the basic motion equations for motion and displacement?
 How are velocity-time graphs used to both qualitatively and quantitatively
analyze the motion of an object?
Upon completion of this unit students will be able to:
 Draw motion diagrams to describe and analyze motion (NGSS: HS PS2-A;
NJCCC: 5.2.1.12.E1)
 Develop particle models from motion diagrams that represent a moving
object (NGSS: HS.PS.2.A; NJCCC: 5.1.12.A.2, 5.2.1.12.E1)
 Define the coordinate systems for motion problems and recognize the
coordinate system affects the signs of the objects position. (NGSS:
HS.PS.2.A; NJCCC: 5.1.12.A.2, 5.2.1.12.E1)
 Define and calculate displacement. (NGSS: HS.PS.2.A; NJCCC:
5.1.12.A.2, 5.2.1.12.E1)
 Define and calculate time interval. (NGSS: HS.PS.2.A: NJCCC:
5.2.1.12.E1)
 Use motion diagrams and particle models to find the position and
displacement of moving objects. (NGSS: HS.PS.2.A; NJCCC: 5.1.12.A.2)
 Develop position time graphs from motion diagrams. (NGSS: HS.PS.2-A;
NJCCC: 5.1.12.D.2)
 Use the position time graph to describe the movement of an object.
(NGSS: HS.PS.2-1; NJCCC: 5.1.12.D.2)
 Define velocity. (NGSS: HS.PS.2-1; NJCCC: 5.2.1.12.E1)
 Differentiate between velocity and speed. (NGSS: HS.PS.2-1; NJCCC:
5.2.1.12.E1)
 Use the velocity formulas to calculate velocity. (NGSS: HS.PS.2-1;
NJCCC: 5.2.1.12.E1)
Interdisciplinary Standards (njcccs.org)
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NJCCS 8.1 Computer and information skills
NJCCS 8.2 Computer engineering and design
Common Core Standards:
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CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.1 attending tor precise details when making diagrams
from text
CCSS.ELA.RST.7 making tables and charts
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSA.SSE.A.1.b - kinetics
CCSS.Math.Content.HSF.BF.A.2 – particle models
Activities – include 21st Century Technologies:
 Make Motion diagrams and label distance and time interval of given
situations
 Make particle models that represent motion diagrams that have been
made. Show time interval and displacement
 Make Velocity time graphs that represent motion diagrams and particle
models that have already been made. Describe the motion, constant,
accelerating or slowing down
 Create Position time graphs from motion diagrams and particle model
 Reading the word problem and make motion diagrams and position time
graphs – make graphs from the story of The Three Little Pigs and Little
Red Riding Hood.
 Physics on line motion simulations/
http://phet.colorado.edu/en/simulation/forces-and-motion-basics, the
moving man activities
 Motion cars lab use timers and ramps to find velocity of cars at various
ramp angles, calculate velocities
Enrichment Activities:
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Independent research on motion and velocity
Complex motion/velocity problems suing physics simulators
Extra credit question about motion/velocity in space planets and satellites
Methods of Assessments/Evaluation:
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Power point presentations
Exit slips
Pair/share
Find the mistake problems
Chapter unit tests
Labs
Thumbs up/thumbs down
Homework
Classwork
Independent work
Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems
Course Name Physics CP
Topic/Unit: Accelerated Motion Unit 3
Approximate # Of Weeks: 3 Weeks
Essential Questions:
 How is change in velocity and time interval used to define acceleration?
 How does a velocity time graph show acceleration?
 What is the difference between average acceleration and instantaneous
acceleration?
 What are the basic motion equations for motion at constant acceleration?
 How does one use the constant acceleration equations to solve motion
problems?
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What criteria are necessary to define “free fall” near the Earth’s surface?
 What is the commonly used SI value for the acceleration of gravity near
the Earth’s surface?
 How does one use the constant acceleration equations to solve motion
problems involving free fall?
Upon completion of this unit students will be able to:
 Compare uniform motion to non-uniform motion (NGSS: HS.PS.2-A;
NJCCC: 5.2.12.E.1)
 Define acceleration and show acceleration on a motion diagram and on a
velocity time graph (NGSS: HS.PS.2-A; NJCCC: 5.1.12.D.2, 5.2.12.E.1)
 Use acceleration formulas to find average acceleration (NGSS: HS.PS.2A; NJCCC: 5.2.12.E.1)
 Use slope formula to find the average acceleration from a velocity time
graph (NGSS: HS.PS.2-A; NJCCC: 5.2.12.E.1)
 Describe the difference between positive and negative acceleration and
describe situations that illustrate each situation (NGSS: HS.PS.2-A;
NJCCC: NJCCC: 5.2.12.E.1)
 Calculate the velocity and displacement of an object undergoing constant
acceleration (NGSS: HS.PS.2-A; NJCCC: 5.2.12.E.1)
 Define acceleration due to gravity and give examples. (NGSS: HS.PS.2-A;
NJCCC: 5.2.12.E.2)
 State and use the common value for the acceleration due to gravity near
the surface of the Earth in both positive English and SI units; determine
the sign of the acceleration relative to the chosen coordinate system.
(NGSS: HS.PS.2-A; NJCCC: 5.2.12.E.4)
 State and use the common constant acceleration motion equations to
solve one-dimension motion problems, including that due to the
acceleration due to gravity, flight time and maximum height of objects
thrown upward and falling objects. (NGSS: HS.PS.2-A; NJCCC:
5.2.12.E.3, 5.2.12.E.2, 5.2.12.E.3)
Common Core Standards:
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CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.7 translate equations into words
CCSS.ELA.RST.7 making tables and charts
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
Activities – include 21st Century Technologies:
 Egg Drop vehicle construction, testing and lab report
 Physics on line motion simulations- http://www.myphysicslab.com,
acceleration simulations, complete simulation questions
 Make diagrams of moving objects show acceleration include distance and
time measurements
 Create Velocity/time graphs by hand and using graphing website:
http://phet.colorado.edu/en/simulations/category/physics- graphing line
activities
 Watch You tube videos on cliff diving and discuss vertical and horizontal
motion
 Create position time graphs using smart board showing distance and time
measurements
Enrichment Activities:
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Independent research on velocity and acceleration
Complex acceleration problems
Extra credit question about free fall
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
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Chapter unit tests
Labs
Thumbs up/thumbs down
Homework
Classwork
Independent work
Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems
Course Name Physics CP
Topic/Unit: Forces and Newton’s Laws Unit 4
Approximate # Of Weeks: 4 Weeks
Essential Questions:
 What forces act on an object as it hangs from a string?
 How is the net force acting on an object determined?
 What is the relationship between force and motion?
 What distinguishes contact forces from field forces?
 How do free body diagrams represent and how can they be used to find
net force?
 What determines if an object is in equilibrium?
 How do Newton’s three laws of motion affect the motion of an object in
one-dimension?
 What is the difference between mass and weight
 What is the difference between actual weight and apparent weight?
 How can Newton’s third law be used to determine the tension of ropes in
hanging objects
 How can the normal force be calculated using Newton’s third law?
 How does the normal force of an object change as it is rising or falling
vertically
Upon completion of this unit students will be able to:
 Define a force and differentiate between contact forces and long-range
forces (NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.3)
 State, explain, and recognize the significance of Newton’s second law of
motion and use it to solve related net force and net acceleration motion
problems. (NGSS: HS.PS.2-1, HS.PS.2-2; NJCCC: 5.2.12.E.4)
 Explain the meaning of Newton’s first law of motion and give an example
of an object in translational equilibrium. (NGSS: HS.PS.2-1, HS.PS.2-2;
NJCCC: 5.2.12.E.2, 5.2.12.E.4)
 Define inertia (NGSS: HS.PS.2-1, HS.PS.2-2; NJCCC: 5.2.12.E.2)
 Distinguish between the concepts of mass and weight and solve problems
with mass and weight (NGSS: HS.PS.2-1, HS.PS.2-2; NJCCC: 5.2.12.E.4)
 Use Newton’s laws to solve the classic rising and falling elevator problems
(NGSS: HS.PS.2-1, HS.PS.2-2; NJCCC: 5.2.12.E.3, 5.2.12.E.4)
 Use the term terminal velocity and drag force to describe the force of
moving objects (NGSS: HS.PS.2-1, HS.PS.2-2; NJCCC: 5.2.12.E.3,
5.2.12.E.4)
 Define freefall; discuss the effect of air resistance on the terminal velocity
of a body falling through the air. (NGSS: HS.PS.2-1, HS.PS.2-2; NJCCC:
5.2.12.E.3, 5.2.12.E.4)
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Differentiate between the gravitational force weight and the experience of
apparent weight; relate weightlessness to objects in freefall. (NGSS:
HS.PS.2-1, HS.PS.2-2; NJCCC: 5.2.12.E.4)
Explain the tension of ropes and strings in terms of Newton’s third law
(NGSS: HS.PS.2-1 HS.PS.2-2; NJCCC: 5.2.12.E.3, 5.2.12.E.4)
Common Core Standards:
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CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.7 translate equations into words, tables and charts
CCSS.ELA.RST.4 using scientific symbols
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.1.b - equilibrium
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
CCSS.Math.Content.HSN.REI.A.1 - solving simple equations
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
 NJCCS 6.3 Active Citizenship in the 21st Century
Activities – include 21st Century Technologies:
 Egg Drop vehicle lab
 http://dallaswinwin.com/Newtons_Laws/weight_elevator.htm elevator
problem simulator
 Parachute/ lab
http://sacademy.cbv.ns.ca/staff/bdalzell/S10I/L%20P%20exemplar4%20p
arachute.pdf, examine the effects of surface area of parachute and mass
of object falling
 Coin drop lab to demonstrate acceleration due to gravity, take mass and
time measurements
 Analyzing the Straight Line Motion of a Cart/ car and ramp lab, make
velocity calculations
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Analyzing the Motion of a Body in Free fall,
http://www.physicslessons.com/exp6b.htm, simulator
Enrichment Activities:
 Independent research on Falling objects
 Complex Free fall problems, explain them to the class
 Extra credit question about free fall
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
 Chapter unit tests
 Labs/ lab reports
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems
Course Name: Physics CP
Topic/Unit: Force in two dimensions Unit 5
Approximate # Of Weeks: 3 Weeks
Essential Questions:
 How can vectors represent a force on an object?
 How can the sum of vectors in one dimension be determined?
 How can the sum of 2 or more vectors in two dimensions be determined?
 How are “free body diagrams” drawn and used to find a “net force” acting
on an object in two-dimensions?
 What is the definition of static friction and kinetic friction, and how are they
used with Newton’s three laws of motion?
 How does one describe the motion of an object on an inclined plane using
forces perpendicular to the plane, forces parallel to the plane, and the “net
force” acting on the object?
 How does the motion of an object on an inclined plane differ with or
without friction?
 In what situations is friction beneficial?
 In what situation in friction detrimental?
Upon completion of this unit students will be able to:
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Evaluate the sum of two vectors in one dimension (NGSS: HS.PS.2-1;
NJCCC: 5.2.12.E.1, 5.2.12.E.2)
Determine the components of vectors in two dimensions (NGSS:
HS.PS.2-1; NJCCC: 5.2.12.E.1, 5.2.12.E.2)
Evaluate the sum of two or more vectors in two dimensions graphically
and mathematically (NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.1, 5.2.12.E.2)
Using trigonometry or algebra solve vector problems in two dimension
problems (NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.1, 5.2.12.E.2, 5.2.12.E.3)
Describe the nature and define the friction force as well as distinguish
between static and kinetic friction; solve related friction problems. (NGSS:
HS.PS.2-1: NJCCC: 5.2.12.E.3, 5.2.12.E.4)
Determine the force that produces equilibrium when three forces act on an
object (NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.1, 5.2.12.E.2, 5.2.12.E.3,
5.2.12.E.4)
Analyze the motion of an object on an inclined plane without friction
(NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.1, 5.2.12.E.2, 5.2.12.E.3,
5.2.12.E.4)
Common Core Standards:
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CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.7 translate equations into words, tables and charts
CCSS.ELA.RST.4 using scientific symbols
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.1.b - equilibrium
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
CCSS.Math.Content.HSN.REI.A.1 - solving simple equations
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
 NJCCS 6.3 Active Citizenship in the 21st Century
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Activities – include 21st Century Technologies:
 Labeled diagrams both on the smart board and on paper
 Motion cars lab, car and ramp activity, make distance and time
measurements, calculate acceleration
 Car and track collision lab, measure velocity and distance before and after
collisions
 http://www.myphysicslab.com/collision.html, collision lab simulator
 http://www.qrg.northwestern.edu/software/simgen/java/sprblock.html/
friction simulator
 Mousetrap vehicles lab, build, race mousetrap car and apply motion, force
and friction concepts
 Friction and velocity cars lab, determine how friction can increase velocity,
test various situations
 Class discussion on cars sliding on ice, you tube videos of sliding cars
 Demonstrations, collisions using constant velocity cars, and floating discs,
make hypothesis about how will happen in each collision
 Analyze motion of objections in two dimensions, using
http://phet.colorado.edu/en/simulation/forces-and-motion-basics
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Friction in everyday life/ sliding cars, how brakes work, Crash dummies
video/ Myth Busters
Enrichment Activities:
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Independent research on friction in everyday life
Complex Friction problems
Friction and simple machines
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
 Chapter unit tests
 Labs/lab reports
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems
Course Name Physics CP
Topic/Unit: Motion in Two Dimensions Unit 6
Approximate # Of Weeks: 4 Weeks
Essential Questions:
 How is projectile motion analyzed using two independent motions:
horizontal motion at constant velocity and vertical motion under constant
acceleration?
 What factors affect the motion of a projectile in two dimensions?
 How is the path of a projectile described?
 How is circular motion describes in two-dimensions?
 Why is an object moving in a circle at a constant speed actually
accelerating?
 What force causes centripetal acceleration?
 What is centripetal acceleration and centripetal force and how can they be
calculated?
 How does one describe and explain “relative motion” using vector
methods and algebraic methods?
Upon completion of this unit students will be able to:

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Recognize that the vertical and horizontal motions of a projectile are
independent. (NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.2)
Relate, for projectile motion, the time to reach maximum height, maximum
height, time in the air, and range to the initial horizontal velocity and initial
vertical velocity of the projectile; solve related projectile motion problems
for these values independently (NGSS: HS.PS.2-; NJCCC: 5.2.12.E.2,
5.2.12.E.3)
Explain how the trajectory of a moving projectile depends upon the frame
of reference from which it is observed (NGSS: HS.PS.2-1; NJCCC:
5.2.12.E.2, 5.2.12.E.3)
Explain the acceleration of an object moving in a circle at constant speed.
(NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.2)
Describe how centripetal acceleration depends upon the object’s speed
and the radius of the circle; solve related problems. (NGSS: HS.PS.2-1;
NJCCC: 5.2.12.E.2)
Recognize the direction of the force that causes centripetal acceleration;
solve related problems (NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.2,)
Explain relative velocity using diagrams vector analysis techniques.
(NGSS: HS.PS.2-1; NJCCC: 5.2.12.E.2, 5.2.12.E.3)
Common Core Standards:
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
CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.7 translate equations into words, tables and charts
CCSS.ELA.RST.4 using scientific symbols
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.1.b - equilibrium
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
CCSS.Math.Content.HSN.REI.A.1 - solving simple equations
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
 NJCCS 6.3 Active Citizenship in the 21st Century
Activities – include 21st Century Technologies:
 Make Labeled diagrams of projectile motion on the smart board and on
paper
 Practice problems using the calculator on projectile motion
 Use projectiles such as a basketball and examine the path from the
shooter to the net
 Demonstrate the pathway of a arrow to the target, and the pitchers pitch to
the catcher, use plastic dart gun and plastic target,
 Demonstrate a softball pitch and describe the motion
 Olympic high divers, describe and diagram motion
 Demonstrations/http://www.physicsclassroom.com/shwave/projectile
 Analyze motion of objections in two
dimensionshttp://phet.colorado.edu/en/simulation/projectile-motion
 Two dimensional motion in everyday life/ simple machines demonstration
Enrichment Activities:
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

Independent research on falling/ dropped objects in everyday life
Complex projectile problems
Golf simulator problems
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
 Chapter unit tests
 Labs
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems
Course Name Physics CP
Topic/Unit: Gravitation Unit 7
Approximate # Of Weeks: 4 Weeks
Essential Questions:
 Using a historical perspective, how did the model of the universe as well
as the laws governing planetary motion develop?
 What are Kepler’s three laws of planetary motion?
 What is Newton’s law of universal gravitation?
 How are Kepler’s laws explained in terms of Newton’s law of gravitation?
 How are “weight” and “weightlessness” defined?
 What is Einstein’s concept of a gravitational field?
 What is the difference between Inertial Mass and gravitational mass?
 What hypothesis forms the basis for Einstein’s theory of general relativity?
Upon completion of this unit students will be able to:
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Discuss - in an historical prospective - the ideas of Aristotle, Ptolemy,
Copernicus, Galileo, Tycho Brahe, Johannes Kepler, and others to the
development of astronomy and its foundation for Physics. (NGSS:
ESS1.A, ESS1.B.PS.2-B; NJCCC: 5.4.12.A.1)
State and explain Kepler’s three laws of planetary motion and relate them
to Newton’s law of gravitation (NGSS: HS. ESS1-4; NJCCC: 5.4.8.A.4)
Calculate orbital speeds and period (NGSS: ESS1-4; NJCCC: 5.4.12.A.1,
5.2.12.E.2, 5.2.12.E.1)
Solve related problems using Kepler’s laws and the law of universal
gravitation (NGSS: ESS1-4; NJCCC: 5.4.8.A.4, 5.2.12.E.2, 5.2.12.E.4)
Describe the importance of Cavendish’s experiment (NGSS: ESS1-4;
NJCCC: 5.2.12.E.4)
Describe the method Cavendish used to measure G and state its modern
value (NGSS: PS.2-.B; NJCCC: 5.2.12.E.4)
Describe gravitational fields; solve related problems finding the magnitude
and direction of g at and above the surface of a planet. (NGSS: ESS. 1-4,
PS.3-5; NJCCC: 5.2.12.E.4)
Distinguish between inertial mass and gravitational mass. (NGSS: ESS. 14, PS.3-5; NJCCC: 5.2.12.E.4)
Contrast Newton’s and Einstein’s views about gravitation. (NGSS: ESS.
1-4, PS.3-5; NJCCC: 5.2.12.E.3)
Common Core Standards:
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CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.7 translate equations into words, tables and charts
CCSS.ELA.RST.4 using scientific symbols
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.1.b - equilibrium
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
CCSS.Math.Content.HSN.REI.A.1 - solving simple equations
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
 NJCCS 6.3 Active Citizenship in the 21st Century
Activities – include 21st Century Technologies:
 Make Labeled diagrams using the smart board and paper
 Solve practice problems using calculators
 Research planets and satellite motion using the internet, find period of
artificial and natural satellites
 Analyze motion of satellites that circle a planet, make labeled drawings
and use gravitation formulas to solve problems
 Calculate gravitational force and weight on various planets
 Research, using internet sources, the viability of life forms existing on
various planets based on gravitational force
Enrichment Activities:
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


Independent research on planetary movement and planets/ satellites that
may be visible in the night sky
Complex gravitational force, period and velocity problems
Research modern astronomers and the fields that they are studying
Planet motion simulators websites
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
 Chapter unit tests
 Labs/ lab reports
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems
Course Name Physics CP
Topic/Unit: Momentum/ Torque Unit 8
Approximate # Of Weeks: 3 Weeks
Essential Questions:

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
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
How can the changes in the motion of an object be described using
momentum and impulse?
What are the units of momentum and impulse are measured in?
How can conservation of momentum be used to solve interactions of
objects in a closed, isolated system?
What is the definition of torque and how is it used to solve rotational
equilibrium problems?
What are some examples of “real world” applications of the concept of
“torque”?
Upon completion of this unit students will be able to:
 Define and calculate the momentum of a moving object (NGSS: PS.2.A;
NJCCC: 5.2.12.D.3)
 Define and determine the impulse acting on an object. (NGSS: PS.2.A;
NJCCC: 5.2.12.D.3)
 Recognize that impulse equals the change in momentum of an object;
solve related problems. (NGSS: PS.2.A; NJCCC: 5.2.12.D.3, 5.2.12.E.2,
5.2.12.E.3)
 Relate Newton’s third law of motion to conservation of momentum in
collisions and explosions. (NGSS: PS.2.A; NJCCC: 5.2.12.D.3, 5.2.12.E.2,
5.2.12.E.3)
 Recognize the conditions under which the momentum of a system is
conserved. (NGSS: PS.2.B; NJCCC: 5.2.12.D.3, 5.2.12.E.2, 5.2.12.E.3)
 Apply conservation of momentum to explain the propulsion of rockets and
solve typical conservation of momentum problem in one-dimension.
(NGSS: PS.2.B, PS.3.B; NJCCC: 5.2.12.D.3, 5.2.12.E.2, 5.2.12.E.3)
 Describe a typical collision problem in two-dimension problems by
applying vector analysis and conservation of momentum; solve a
perpendicular collision involving a “coupling” only. (NGSS: PS.2.A;
NJCCC: 5.2.12.D.3, 5.2.12.D.4)
 Define the angular momentum of a particle moving in a circle, and use it,
along with conservation of angular momentum, to solve related problems
(a rubber stopper on a string; planetary motion) (NGSS: PS.2.A, PS.3.B;
NJCCC: 5.2.12.D.3, 5.2.12.D.4)
 Define and use the concept of torque to calculate clockwise and
counterclockwise torque. (NGSS: PS.3.B; NJCCC: 5.2.12.D.3, 5.2.12.D.4)
 Define and use rotational equilibrium to solve related problems involving a
lever. (NGSS: PS.3.B; NJCCC: 5.2.12.D.3, 5.2.12.E.4)
Common Core Standards:

CCSS.ELA.RST.3 following procedures
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CCSS.ELA.RST.7 translate equations into words, tables and charts
CCSS.ELA.RST.4 using scientific symbols
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.ELA.WHST.9 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.1.b - equilibrium
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
CCSS.Math.Content.HSN.REI.A.1 - solving simple equations
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
 NJCCS 6.3 Active Citizenship in the 21st Century
Activities – include 21st Century Technologies:
 Simulate objects that have momentum
http://webphysics.davidson.edu/physletprob/ncat/momentum/s_collision_si
mulator.htm
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Simulate transfer of momentum using marbles, toy cars and balloon
airplanes http://www.design-simulation.com/IP/
Describe transfer/ conservation of energy using Newton’s cradle
Make Labeled diagrams on the smart board and on paper
Complete practice problems on smart board and in small groups
Analyze the movement of objects and the torque needed, video of torque
in moving objects
Calculate momentum in 3 different situations and demonstrate that
momentum is conserved
Research, using internet sources, how momentum is tested and reduced
in cars using crash test dummies
Enrichment Activities:

Independent research on momentum and how new products that are
being developed to reduce the effects of momentum
 Complex momentum, impulse and torque problems
 Car Crash simulator web sites
 Myth Busters videos
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
 Chapter unit tests
 Labs
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question

Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems
Course Name Physics CP
Topic/Unit: Work, Energy, and Simple Machines Unit 9
Approximate # Of Weeks: 4 Weeks
Essential Questions:
 What are the relationships between force, displacement, work, energy,
and power
 Why are simple machines so important?

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How is the amount of useful work done by machines analyzed?
What is the difference between ideal and real machines in terms of
efficiency?
How are the concepts of kinetic energy, gravitation potential energy, and
elastic potential energy used with the conservation of mechanical energy
to solve somewhat complicated problems in a relatively simply way
Upon completion of this unit students will be able to:
 Describe the relationship between work and energy. (NGSS: PS3. A-2;
NJCCC: 5.2.12.E.4)
 Calculate work done by a force using the distance over which that force
moves. (NGSS: PS3. A-2; NJCCC: 5.2.12.E.4)
 Identify the force that does work. (NGSS: PS3. A-2; NJCCC: 5.2.12.E.4)
 Differentiate between work and power; calculate power; describe the
contributions of James Watt. (NGSS: PS3. A-2; NJCCC: 5.2.12.E.4)
 Demonstrate knowledge of why simple machines are useful. (NGSS:
PS3. A-2; NJCCC: 5.2.12.D.3)
 Communicate an understanding of mechanical advantage in ideal and real
machines (NGSS: PS3. A-2; NJCCC: 5.2.12.D.3, 5.2.12.E.4)
 Analyze compound machines and describe them in terms of simple
machines. (NGSS: PS3. A-2; NJCCC: 5.2.12.D.3, 5.2.12.E.4)
 Calculate the efficiency of a simple machine. (NGSS: PS3. A-2; NJCCC:
5.2.12.D.3, 5.2.12.E.4)
 Explain and use the work-energy theorem to solve related problems
(NGSS: PS3. A-2; NJCCC: 5.2.12.D.3, 5.2.12.E.4)
 Define and calculate the kinetic energy of a moving body (NGSS: PS3. A2; NJCCC: 5.2.12.C.1, 5.2.12.C.2)
 Define and calculate the gravitational potential energy of an object relative
to some reference level (NGSS: PS3.3-3; NJCCC: 5.2.12.D.1)
 Define and calculate the elastic potential energy of an object. (NGSS:
PS3.3-3; NJCCC: NJCCC: 5.2.12.D.1)
 Solve conservation of mechanical energy problems (without friction) for a
system involving a combination of kinetic energy, gravitational potential
energy, and elastic potential energy. (NGSS: PS3.3-3; NJCCC: NJCCC:
5.2.12.D.1, 5.2.12.C.1, 5.2.12.C.2)
 Solve conservation of energy problems (with friction) for a system
involving a combination of kinetic energy, gravitational potential energy,
and elastic potential energy; relate the “loss” of mechanical energy to
thermal energy (NGSS: PS3.3-3; NJCCC: NJCCC: 5.2.12.D.1)
 Analyze qualitatively the motion of a mass vibrating on a spring and the
motion of a pendulum in terms of energy considerations. (NGSS: PS3.3-3;
NJCCC: 5.2.12.C.1, 5.2.12.C.2, 5.2.12.D.1, 5.2.12.D.4, 5.2.12.D.5)
Common Core Standards:
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CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.7 translate equations into words, tables and charts
CCSS.ELA.RST.4 using scientific symbols
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.ELA.WHST.9 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.1.b - equilibrium
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
CCSS.Math.Content.HSN.REI.A.1 - solving simple equations
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
 NJCCS 6.3 Active Citizenship in the 21st Century

Activities – include 21st Century Technologies:
 Give examples and demonstrate simple machines
 Use a lever to left a large box of books
 Make labeled diagrams of simple machines on the smart board and on
paper
 Describe transfer of energy in simple machines
 Practice problems using diagrams on the smart board and in small groups
 Using car and ramp demonstrate potential and kinetic energy and car
moves down a ramp, calculate PE and KE at different positions on the
ramp using car and photo gate timers
 Calculate potential energy and kinetic energy on sample problems in small
groups
 Calculate the mechanical advantage, ideal mechanical advantage an
efficiency of simple machines
 Demonstrate how lifting an object cam be made easier using a pulley and
a pulley system

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Calculate the power needed to lift an object
You tube video on simple machines used in prosthetic devices
Research, using internet sources, how efficiency is a common factor used
when purchasing appliances and light
Enrichment Activities:



Independent research on power and efficiency and how new products that
are being developed to increase efficiency
Complete complex work, power and KE and PE problems
Simple machine and KE and PE simulator web sites
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
 Chapter unit tests
 Labs
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question

Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems

Course Name Physics CP
Topic/Unit: Periodic Motion, Waves
Unit 10
Approximate # Of Weeks: 3 Weeks
Essential Questions:
 What is meant by “periodic motion” and how is it related to “simple
harmonic motion”?
 How does one describe both qualitatively and quantitatively the motion of
a simple pendulum and the motion of a mass vibrating on a spring using
conservation of mechanical energy?
 What are the nature and characteristics of mechanical waves?
 What are the characteristics and the importance of standing waves on a
string or wire?
Upon completion of this unit students will be able to:
 Define and give examples of objects undergoing periodic motion. (NGSS:
HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Describe the simple harmonic motion of a simple pendulum and explain
how the length of the pendulum and the acceleration due to gravity
influence such motion. (NGSS: HS.PS4-1A; NJCCC: 5.2.12.D.1,
5.2.12.D.4)
 Describe the simple harmonic motion of a mass vibrating on a spring in
the vertical direction and explain how the mass on the spring and the
spring constant influence such motion. (NGSS: HS.PS4-1A; NJCCC:
5.2.12.D.1, 5.2.12.D.4)
 Apply the simple harmonic motion of a mass vibrating on a spring in the
horizontal direction on a tabletop. (NGSS: HS.PS4-1A; NJCCC:
5.2.12.D.1, 5.2.12.D.4)
 Use energy considerations to derive and use relationships to describe the
motion of a simple pendulum and a mass vibrating on a spring. (NGSS:
HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Describe the origin of a single wave disturbance and periodic waves in
matter. (NGSS: HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Explain how waves transfer energy without transferring matter. (NGSS:
HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Explain the differences among transverse, longitudinal, and surface
waves. (NGSS: HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Relate wave speed, frequency, and wavelength for periodic waves; apply
to related problems. (NGSS: HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Relate a wave’s speed to the medium in which the wave travels. (NGSS:
HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Describe how waves are reflected and refracted at the boundaries
between media; describe how waves are diffracted around obstacles.
(NGSS: HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
 Use the superposition principle to explain the phenomena of wave

interference. (NGSS: HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
Describe and explain the formation of standing waves in a medium.
(NGSS: HS.PS4-1A; NJCCC: 5.2.12.D.1, 5.2.12.D.4)
Common Core Standards:













CCSS.ELA.RST.3 following procedures
CCSS.ELA.RST.7 translate equations into words, tables and charts
CCSS.ELA.RST.4 using scientific symbols
CCSS.ELA.WHST.2 scientific procedures
CCSS.ELA.WHST.7 research projects, scientific lab reports and lab
questions
CCSS.ELA.WHST.10 describe demonstrations and write an explanation
CCSS.ELA.WHST.6 use technology to research for lab report
CCSS.ELA.WHST.9 use technology to research for lab report
CCSS.Math.Content.HSN.Q.A.1-3 – measurement, graphing, kinetics, sig.
figs
CCSS.Math.Content.HSN.CED.A.1- create equations with one variable
CCSS.Math.Content.HSN.CED.A.1.b - equilibrium
CCSS.Math.Content.HSN.CED.A.4 – rearrange formulas
CCSS.Math.Content.HSN.REI.A.1 - solving simple equations
Interdisciplinary Standards (njcccs.org)
 NJCCS 8.1 Computer and information skills
 NJCCS 8.2 Computer engineering and design
 NJCCS9.1 21st century life and career skills
 NJCCS 6.3 Active Citizenship in the 21st Century
Activities – include 21st Century Technologies:
 Complete Sample Problems on the smart board, and in small groups
 Labeled diagrams on the smart board
 Spring Demonstration describe wave movement
 Slinky lab, collect time data, and calculate wavelength
 Pendulum clock activity/ simulation, using a metronome and create a
pendulum using a hanging spring, collect time data
 Long Spring wave simulation lab
 Wave behavior simulation “ do the wave” in class group activity to find the
parts of a wave
 Research, using internet sources, how waves change the surface of the
earth

Research how earthquake energy travels by waves, examine how
earthquakes waves damage the earths surface. You tube videos
Enrichment Activities:


Research how wave energy is measures in earthquakes
Complete complex wave and resonance problems
Methods of Assessments/Evaluation:
 Power point presentations
 Exit slips
 Pair/share
 Find the mistake problems
 Chapter unit tests
 Labs
 Thumbs up/thumbs down
 Homework
 Classwork
 Independent work
 Revisit essential question
Resources/Including Online Resources
 Online Textbook Information:
 Teacher Webpage
 You tube videos
 Physics classroom.com
 Notes, diagrams sample problems