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 Physics Unit Outline, 2016­2017 Palm Springs Unified School District ____________________________________________________________________________________________ Unit 1 • Dimensional Analysis (Physics Math / Scientific Method) 1st Semester, 3 Weeks (15 Days) Big Idea Understanding mathematical methods and relationships in physics. Essential Questions 1.
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What tools do physicists use? How do physicists use and manipulate math to understand physical phenomena? How is the scientific method used to solve problems using data collection and analysis to reach a defendable conclusion based on evidence? How do experimental graphs relate to the mathematical models used? (Include graph linearization to preference) Lab Activities ●
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Standards of Measurements (Cubits, Metrics, etc.) Density Labs Spinning Tube trick (critical observations, qualitative vs. quantitative) Pendulum Variable Lab Unit 2 • Movement 1st Semester, 10 Weeks (50 Days) Short Assessment on Motion (10/17­10/28) Performance Task (11/1­11/10) Phenomenon: A motorcycle almost always beats a car in a drag race. Big Idea Essential Questions Evidence Statements HS­PS2­1 HS­PS2­4 HS­PS1­4 HS­ESS1­4 ­Distance, velocity, and acceleration are related ­Horizontal and vertical motion is independent. ­Mass, force, and acceleration are related. ­ Buoyancy, Archimedes Principle (density analysis) 1.
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How can one dimensional motion be mathematically modeled? How can kinematics equations be used to explain everyday phenomena? 3. How can projectile motion be mathematically modeled? 4. How can two dimensional motion be graphically and mathematically modeled? 5. How can Newton’s second law accurately predict the changes in the motion of objects? 6. How can Newton’s law of universal gravitation provide mathematical models to describe and predict the effects of gravitational between distant objects? 7. How can buoyancy be explained by Newton’s Laws? NGSS Performance Expectations NGSS Clarification HS­PS2­1 ​
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS­PS2­4 ​
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. HS­PS1­4 ​
Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy HS­ESS1­4 ​
Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. . HS­PS2­1 ​
Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] Assessment is limited to one dimensional motion and to macroscopic objects moving at non­relativistic speeds.] HS­PS2­4 ​
Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] HS­PS1­4 ​
Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular­level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products. HS­ESS1­4 ​
Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human­made satellites as well as planets and moons. Lab Activities ●
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thephysicsclassom.co
m walking the graph: http://opi.mt.gov/pdf/C
CSSO/InterpTimeDist
ance.pdfhttp://opi.mt.
gov/pdf/CCSSO/Inter
pTimeDistance.pdf use skateboards and scooters to demonstrate understanding constant velocity cart Wind Turbines (KidWind) constant acceleration w/ ramp Projectile motion / catapults Ramp Car Wind Powered Car Unit 3 • Momentum 1st Semester, 3 Weeks (15 Days) Phenomenon: Automotive crash analysis Big Idea Essential Questions Evidence Statements HS­PS2­2 HS­PS2­3 Momentum is a conserved quantity. 1.
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What is the relationship between momentum and inertia? What is the mathematical form of momentum? How is the total momentum of a system changed when the system interacts with objects outside the system itself? How are momentum and/or energy conserved in elastic and inelastic collisions? How can momentum and kinematic / force equations be used to analyze the results of a car crash? NGSS Performance Expectations NGSS Clarification Lab Activities HS­PS2­2 ​
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. HS­PS2­3 ​
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* HS­PS2­2 ​
Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] HS­PS2­3 ​
Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] Engineering Task: Mars Lander Egg Drop Frankenstein document made from several separate documents that are used at PSHS. Modify as desired. Unit 4 • Energy 2nd Semester, 3 Weeks (15 Days) Phenomenon: Windmills convert wind into electricity Big Idea Essential Questions Energy can be transferred or conserved and these relationships can be expressed mathematically. 1.
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Evidence Statements HS­PS3­3 HS­PS3­2 HS­PS3­1 How can the mathematical expression for kinetic, gravitational potential, elastic potential, thermal (friction) energy be applied to the conservation of energy and to predict and describe a system’s behavior? How is force related to energy? NGSS Performance Expectations NGSS Clarification HS­PS3­3 ​
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* HS­PS3­2 ​
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). HS­PS3­1 ​
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. HS­PS3­3 ​
Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] HS­PS3­2 ​
Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically­charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] HS­PS3­1 ​
Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] Lab Activities ●
Mouse Trap/ Food Car Unit 5 • Electricity and Circuits 2nd Semester, 5 Weeks (25 Days) Short Assessment on Electricity (3/13­3/24) Phenomenon: Electrocution Big Idea Essential Questions Evidence Statements HS­PS2­5 HS­PS2­4 Electric charges exert forces on each other and produce fields. Different positions in electric fields produce electric potential. 1.
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What are the relationships between electric charges, electric currents, and electric fields? What are the necessary components for a basic circuit and how do they work? What is the relationship between electric current, resistance, voltage, and power? NGSS Performance Expectations NGSS Clarification HS­PS2­5 ​
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] HS­PS2­4 ​
Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. HS­PS2­5 ​
Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] HS­PS2­4 ​
Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] Lab Activities ●
Build Electric Circuits Unit 6 • Electromagnetism (Electricity and Motors) 2nd Semester, 3 Weeks (15 Days) Phenomenon: Electric Motors/Generators/Maglev Trains Big Idea Essential Questions Evidence Statements HS­PS1­2 HS­PS4­4 HS­PS4­3 HS­PS2­5 Electricity and magnetism are closely related phenomenon. Magnets produce magnetic fields. 1.
What are the relationships between magnets, electric charges, electric currents, magnetic fields and electric fields? NGSS Performance Expectations NGSS Clarification HS­PS1­2 ​
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS­PS4­4 ​
Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. HS­PS4­3 ​
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS­PS2­5 ​
Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. HS­PS1­2 ​
Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] HS­PS4­4 ​
Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] HS­PS4­3 ​
Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] HS­PS2­5 ​
Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools. Lab Activities ●
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Magnetic Fields Compass Determination w/ Magnetic Field Strengths of Magnets Build Electric Motors (DC motor kits) Insulated Wire/ Magnets motor with LED Unit 7 • Waves (Light and Sound) 2nd Semester, 4 Weeks (20 Days) Phenomenon: Photoreceptors in eyes perceive electromagnetic radiation Big Idea Essential Questions Evidence Statements HS­PS4­1 HS­PS1­2 HS­PS4­4 HS­PS4­3 HS­LS1­1 Waves can be used to transfer energy. 1.
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How are the wavelength and frequency of a wave are related to one another? What factors determine the speed of a wave? What effects do waves have on one another as they cross? How does the amplitude of a wave effect the energy that the wave carries? Why can electromagnetic radiation, (e.g., radio, microwave, light) be used to model a wave of changing electric and magnetic fields or as particles called photons? NGSS Performance Expectations NGSS Clarification HS­PS4­1 ​
Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. HS­PS1­2 ​
Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS­PS4­4 ​
Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. HS­PS4­3 ​
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS­LS1­1 ​
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through system of specialized cells. HS­PS4­1 ​
Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] HS­PS1­2 ​
Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] HS­PS4­4 ​
Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] HS­PS4­3 ​
Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] Lab Activities ●
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Reflection ­ Laser/Mirrors/Target Refraction Hooke’s Law Pendulum All of the following standards should be addressed throughout the year: Engineering Design Standards MS­ETS 1­ 1:​
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS­ETS 1­2: ​
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS­ETS 1­3:​
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS­ETS 1­4:​
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Common Core Language Standards L.9­10.3 ​
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9­10.4 ​
Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.9­10.6 ​
Acquire and use accurately general academic and domain­specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELD Standards P.A.1.​
Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topic P.A.2.​
Interacting with others in written English in various communicative forms. P.A. 4.​
Adapting language choices to various contexts (based on task, purpose, audience, and text type) P.B.5​
. Listening actively to spoken English in a range of social and academic contexts P.1.C.9. ​
Expressing information and ideas in formal oral presentations on academic topics P.1.C.11​
. Justifying own arguments and evaluating others’ arguments in writing