Download (Tentative) Physics Curriculum-2015-2016

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(Tentative) Physics Curriculum-2015-2016
To foster a student-centered, problem-solving approach to physics
Teacher Name: Rashidul Bari
Goal: To encourage science process skills that will provide scholars with the background and curiosity to
identify problems and find a solution through mathematical analysis, scientific inquiry, and engineering
design. Objective: Scholars will attain math, physics and engineering skills (because quantitative skills will
allow them TO NOTICE DEEPLY, scientific curiosity will motivates them TO POSE QUESTIONS and
engineering background will inspire them TO MAKE A CONNECTION between math and science efficiently to
solve problems.
“If I have seen further it is by standing on the shoulders of giants”
--Isaac Newton
The above statement reflects that even someone like Newton works in mechanics and
calculus would have been impossible without the solid foundation established by both his
colleagues and predecessors. This is why, this curriculum is design to create a community
inside the classroom so that each scholar can stand on the shoulder of his or her
colleagues to see further. The core curriculum has not been prepared with the assumption
that students are already familiar with these concepts. In fact, I will teach these concepts
as if students have never exposed to these concepts before and help them understand the
concepts by providing horizontal and vertical enrichment by focusing more on
understanding and less on memorization. I’ve written this curriculum not only to assist
me to create a syllabus, but also to become an agent of change in the teaching of Lower
House Physics. The primary focus of this course is to help students develop higher order
process skills so that in the future they will be ready to overcome the challenge of Regent
Physics. Throughout the year, they will be exposed to 5 core concepts: (1) Mechanics, (2)
Energy, (3) Momentum, (4) Electromagnetism and (5) Modern Physics. The performance
indicators for each of 5 core concepts are statements of what students should be able to
do to provide evidence that they understand these 5 key concepts (I’ve included the
performance indicators on the bottom of this page).
Trimester I (58 Days)
NGSS Standard 2
Students will access,
generate, process, and
transfer
information,
using
appropriate
technologies.
Operant
conditioning
Trimester II (58 Days)
Trimester III (> 55 Days)
NGSS Standard 4
NGSS Standard 6
In order to arrive at the best solution
that
meets
criteria
within
constraints, it is often necessary to
make trade-offs.
CHALLENGE
(1)
Use
prior
knowledge
(i.e.,
Information technology is used to
retrieve,
process,
and
communicate information as a
tool to enhance learning.
CHALLENGE
(1) Use prior knowledge (i.e.,
1
(1) Understanding of
the most important
topic of physics:
Mechanics. Use this
understanding
to
come out with a plan
to
build
an
interactive physics
website.
(2)
This task permits
students a large
degree of creativity,
by permitting them
to
explore
the
elegancy
of
communicating
science to a greater
audience.
(3)
Students will work as
a group (4/5 students
in each group) to
build a website. I
will provide the
details in the class.
Kinematics and energy) to
understand one of the most
important phenomena’s of nature:
Energy, Momentum and
Waves.
(2)
Students will start building
physics website as a group for
three reasons (I) A website isn’t
static; it’s dynamic (II) Having a
website makes them ambitious
(III) Students will gain some new
technological skills that can be
very useful in the future (IV) A
website will create an opportunity
to learn how to work as a part of
the group (V) it will reinforce the
physics concepts. (S2, 1.4
)Utilize electronic networks to
share information.
(3)
Student will collaborate with the
member of his/her respective
team to build the website.
Students will upload this movie,
“Lemon battery” in their website.
The
group
with
the
best
website/Lemon Battery movie gets
4 Albert Einstein Busts, one for
every member.
“Since science is a
collaborative process, the
use
of
teams
(cooperative
learning
groups) is encouraged”
WHY TEAM?
Kinematics, energy, waves and
modern physics) to understand—
Electricity & Magnetism, one of
the fundamental forces of the
universe. Students will take this
understanding one step further by
exploring an applications of Nano
sized batteries by simulating a small
voltage lemon battery and applying
it within a series to increase voltage.
(2)
The groups will videotape their
respective science experiments on
electricity and use these footage to
make a 5 minutes film, “Lemon
Battery”.
“Initiate and carry out a thorough
investigation of an unfamiliar situation and
identify needs and opportunities for
technological invention or innovation (S1,
T1.1)”
WHY WEBSITE?
WHY MOVIE?
(1)
(1)
(1) Carry out thorough an
Two heads are better Purpose of Website Building is to investigation of a natural
than one because develop explanations of natural phenomena (i.e., Electricity) and
2
more minds set on a
specific goal always
have access to more
ideas.
2.
Team environment
can boost the
confidence of
individuals
phenomena in a continuing,
creative process as a group, as
well as to develop visual models
to represent an understanding of
natural phenomena that we will
cover in this course: Kinematics,
energy, electricity, waves and
modern physics.
2.
My students will stop being
invisible
3.
Opportunity to learn
from each other.
3.
A nice website will increase their
motivation
4.
New approaches to
tasks
may
be 4.
discovered.
Help them communicate their
scientific ideas to the world
outside AMS
5.
Will help students
prepare for the real
world
identify needs and opportunities for
technological invention or
innovation. Since they have to
follow the Scientific method, this 5
minutes long movie will allow them
to
2. Make observations of a scientific
phenomena (electricity) and
thinking of finding a ways to
simulating it.
3. Think of specific question such as
“Is it possible to create a circuit to
light a bulb?”
4. Formulate hypothesis such as
“Circuit is a close path in which
current can exist”.
5. Develop a testable prediction
such as, “It is possible to create
series circuit using household
equipment’s to light a bulb..
6. Gather data from at least 5
lemons battery experiments
7. Develop general theories such as
“Electrons can be made to move
from one atom to another. When
those electrons move between the
atoms, a current of electricity is
created”
Trimester 1 (9/9-12/8)
Date
Sep 9 (Wed)
Topic
Lab
Hero: Democritus.
Rationale: The foundations of physics can be traced
back to the ancient Greeks, the placed in which
Atom was discovered. The idea of atom as the
fundamental particles paved the ways for scientific
WHY LAB?
The use of inquiry is central to
scientific thought and therefore an
extremely powerful teaching tool in
the physics classroom. Real-world
questions to focus the attention of
the
student,
active
student
The Atom.
3
revolution that took place ever since the discovery
of Atom. In fact, we have not been fully understood
the atom some 2400 years after Democritus
discovered it.
Sep 10 (Thu)
Model
Rationale: Everyday experiences are manifestations of
patterns that repeat themselves from the Sub-nuclear to
the cosmic level. Models that are used at each level
reflect these patterns. The future development of physics
is likely to be derived from these realms. Revise a model
to create a more complete or improved representation of
the System (S6, 2.1)
Predict the behavior of a system, using a model (S6, 2.2)
Sep 11 (Fri)
involvement, and the collection and
use of evidence are essential
components of effective science
teaching.
Demonstration of Atom.
Units, standard and SI System
Rationale: SI units are a logical extension of the metric
system. The SI system begins with seven fundamental
units, from which all other units are derived. In addition to
the standard fundamental and derived units of the SI
system (kilogram, meter, joule, volt), other units
commonly used in physics (centimeter, kilometer) are
also employed.
Sep 16 (Wed)
Measurements
Rationale: It is an important concept in physics that all
measurements contain some uncertainty. The reporting
of such data uses significant figures to inform the reader
of the uncertainty of the measurement. When these
values are used in calculations, it is vital that answers to
such calculations are not misleading, and hence, rules
for addition, subtraction, multiplication, and division
should be followed
Sep 17 (Thu)
Scientific Notation & Order of Magnitude
Rationale: Estimate quantitative results, using orders of
magnitude. Simplify calculations by using scientific
notation (S6, 3.2)
Sep 18 (Fri)
Sep 21 (Mon)
Exam
Kinematics (ID)
Explain and predict different patterns of motion of objects. Use deductive reasoning to construct and
4
evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist
them in arriving at these conjectures and arguments. (M2.1). We’ll explore motion of bodies (car) and
system of bodies (solar system) without consideration of the causes of the motion. We’ll explore
trajectories of points, lines and other geometric objects and their differential properties such as velocity
and acceleration. We’ll explore mechanical engineering and robotics. Why the math is the language of
Kinematics: the study of kinematics can be abstracted into purely mathematical function; (1) rotation
can be represented by elements of unit circle in the complex plane; (2) planner algebras are used to
represent the shear mapping of classical motion in classical space (absolute time and space) and Lorentz
transformation of relativistic space and time.
Sep 22 (Tue)
Sep 25 (Fri)
Reference Frames and Displacement
Sep 28 (Mon)
Sep 29 (Tue)
Sep 30 (Wed)
Oct 1 (Thu)
Oct 2 (Fri)
Average Velocity I
Average Velocity II
Instantaneous velocity I
Instantaneous velocity II
Oct 5 (Mon)
Oct 6 (Tue)
Oct 7 (Wed)
Oct 8 (Thu)
Oct 9 (Fri)
Acceleration I
Acceleration II
Motion at Constant Acceleration I
Motion at Constant Acceleration II
Oct 12 (Mon)
Position Vs. Time Graph I
Diagramming the motion
lab
Position/time graphs lab
Interpreting the slop Lab
Velocity/time graphs lab
Math that Graph Lab
Python Language Lab II
Rationale: Interpret graphs to determine the
mathematical relationship between the variables
Oct 13 (Tue)
Position Vs. Time Graph II
Predict the behavior of physical systems, using
mathematical models such as graphs and equations (S6,
5.1)
Oct 14 (Wed)
Velocity Vs. Time Graph I
Oct 15 (Thu)
Velocity Vs. Time Graph II
Oct 16 (Fri)
5
Oct 19 (Mon)
Oct 20 (Tue)
Oct 21(Wed)
Acceleration Vs. Time graph
The Slop of Motion Graph I
The Slop of Motion Graph II
Explain the physical relevance of properties of a
graphical representation of real world data, e.g., slope,
intercepts, area under the curve (m3.1)
Oct 22 (Thu)
Oct 23(Fri)
Acceleration Vs. Time graph I
Oct 26(Mon)
Oct 27 (Tue)
Exam
Kinematics (2D)
Vectors and Scalars
Key Idea 1: use scaled diagrams to represent and
manipulate vector quantities (M1.1)
Oct 28 (Wed)
Addition of vectors
NGSS: Represent physical quantities in graphical form
Oct 29 (Thu)
Subtraction of vectors
NGSS: construct graphs of real-world data (scatter plots,
line or curve of best fit)
Oct 30 (Fri)
Nov 4(Wed)
Diagramming the motion
lab-2
Position/time graphs lab-2
Interpreting the slop Lab-2
Velocity/time graphs lab-2
Math that Graph Lab-2
Python Language Lab III
Design an experiment to
investigate the relationship
between physical
Phenomena (S1)
Adding vectors by components
NGSS: manipulate equations to solve for unknowns. Use
dimensional analysis to confirm algebraic solutions
Nov 5(Thu)
Nov 6 (Fri)
Projectile motion
Nov 9 (Mon)
Nov 10(Tue)
Nov 12(Thu)
Nov 13(Fri)
Solving projectile motion
Projectile motion is parabolic I
Projectile motion is parabolic II
Nov 16(Mon)
Exam
Nov 17(Tue)
Nov 18(Wed)
Force I
Force II
Dynamics: Newton’s Laws of Motion
6
Nov 19(Thu)
Nov 20(Fri)
Newton’s First Law I
Nov 23(Mon)
Nov 24(Tue)
Nov 25(Wed)
Nov 30(Mon)
Dec 1(Tue)
Dec 2(Wed)
Dec 3(Thu)
Dec 4(Fri)
Exam
Newton’s First Law II
Newton’s Second Law I
Newton’s Second Law II
Newton’s third Law I
Newton’s First Law II
Weight and Mass
Pass the Water Lab
Galileo for a Day Lab
Exploring an Object Lab
Acceleration Lab
Exploring falling object
Lab
Excel for Falling Body Lab
Friction Lab
Two body Lab
Hook’s Law Lab
Python Language Lab IV
Dec 7(Mon)
Dec 8 (Tue)
EXAM
Last day of Trimester #1: Unit Final
Beginning of Trimester # 2
(Work & Energy)
Energy and matter interact through forces that result in changes in motion (S4, KI5)
Dec 9 (Wed)
Dec 10 (Thu)
Dec 11 (Fri)
Work done by constant force I
Work done by constant force II
Energy conservation
ii. Predict velocities, heights, and spring compressions
based on energy conservation (S4)
Dec 14 (Mon)
Dec 15 (Tue)
Dec 16 (Wed)
Dec 17(Thu)
Dec 18 (Fri)
Dec 21 (Mon)
Dec 22 (Tue)
Dec 23 (Wed)
Jan 4 (Mon)
Jan 4 (Mon)
It’s All Uphill Lab
Incline Angle Lab
Kinetic energy Principle I
Powerhouse Lab
Describe and explain the exchange among potential Marble-Energy Lab
energy, kinetic energy, and internal energy for simple Kinetic Energy Lab
mechanical systems, such as a pendulum, a roller coaster, Energy on an Incline Lab
Energy on a Pendulum
a spring, a freely falling object (s4, i)
Lab
Spring Energy Lab
Kinetic energy Principle II
Marble-Energy Lab II
Potential energy I
Stopping Distance Lab
Potential energy II
Python Language Lab V
Mechanical energy I
Mechanical energy I
Energy transformation I
Energy transformation II
Law of Conservation of Energy I
7
iii. Determine the energy stored in a spring (S4)
Jan 5 (Tue)
Law of Conservation of Energy II
iv. Determine the factors that affect the period of a
pendulum (S4)
Jan 6 (Wed)
Jan 7 (Thu)
Jan 8 (Fri)
Problem solving using conservation of energy
Problem solving using conservation of energy
Jan 11(Mon)
Exam
Jan 12 (Tue)
Jan 13 (Wed)
Jan 14 (Thu)
Jan15 (Fri)
Momentum
Newton second Law and Momentum I
Newton second Law and Momentum II
Momentum and its relation to Force
Jan 19 (Tue)
Jan 20 (Wed)
Jan 21 (Thu)
Jan 22 (Fri)
Conservation of Momentum
Conservation of Momentum II
Collision & Impulse I
Jan 25 (Mon)
Jan 26 (Tue)
Jan 27 (Wed)
Jan 28 (Thu)
Feb 1 (Mon)
Collision & Impulse II
Regents
Regents
Regents
Conservation of energy & Momentum in
collision
Conservation of energy & Momentum in
collision II
Elastic Collison in 1D
Inelastic Collision
Feb 2 (Tue)
Feb 3 (Wed)
Feb 4 (Thu)
Feb 5 (Fri)
Feb 9 (Tue)
Impulsive/momentum
Lab
Balloon Toss Lab
Before & After Lab
Action/Reaction Lab
Inelastic Collision Lab
Elastic Collision Lab
Python Language Lab
VI
EXAM
WAVES
Explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g.,
molecules, electrons, and nuclear particles (S4, 4.3)
Feb 10 (Wed)
Characteristics of Waves
8
NGSS: compare the characteristics of two transverse
waves such as amplitude, frequency, wavelength, speed,
period, and phase (S4, 4.3i)
Feb 11 (Thu)
Types of Waves
ii. draw wave forms with various characteristics
(S4, 4.3ii)
Feb 12 (Fri)
Feb 22 (Mon)
Website & Programming Language for Physics
Transverse and Longitudinal Waves
iv. Differentiate between transverse and longitudinal waves
Feb 23 (Tue)
Feb 24 (Wed)
Characteristic of Waves
Speed of Wave
Mass on the Spring Lab
Pendulum Lab
Wave Motion Lab
Speed of a Wave Lab
Vibrating Spring Lab
Nodes & Anti-nodes Lab
Harmonic Frequency Lab
Python Language Lab
VII
v. Determine the speed of sound in air (S4, 4.3V)
Feb 25 (Thu)
Feb 26 (Fri)
Feb 29 (Mon)
Mar 1 (Tue)
Mar 2 (Wed)
Reflection
Website & Programming Language for Physics
Refraction
Interference
Standing waves
iii. Identify nodes and antinodes in standing waves (S4,
4.3iii)
Mar 3 (Thu)
Mar 4 (Fri)
Mar 7 (Mon)
Mar 8 (Tue)
Mar 9 (Wed)
Mar 10 (Thu)
Mar 11 (Fri)
Mar14 (Mon)
Mar 15 (Tue)
Mar16 (Wed)
Mar 17 (Thu)
Mar 18 (Fri)
Resonance
Website & Programming Language for Physics
Physical pendulums
Doppler Effects
Simple Harmonic Motion
Energy in Simple harmonic Motion
Website & Programming Language for Physics
Characteristics of Sound I
Characteristics of Sound II
Quiz
Review for the exam
Exam
Beginning of Trimester # 3
(Electricity)
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations
involving the use of conventional techniques and procedures and usually requiring considerable ingenuity
Mar 21(Mon)
What is electricity?
9
Mar 22(Tue)
Mar 23(Wed)
Mar 24 (Thu)
Mar 28(Mon)
Mar 29(Tue)
Mar 30(Wed)
Mar 31(Thu)
Apr 1(Friday)
Apr 4(Mon)
Apr 5(Tue)
Apr 6(Wed)
Electric Charge in the Atom
Conductors and Insulators
Electroscope
Electric field
Electric field strength
Potential difference
Electric potential
Intro to electricity
Current and potential difference
Resistance
Electric circuit
Develop extended visual models and mathematical
formulations to represent an Understanding of natural
phenomena (Standard 1)
Apr 7(Thu)
Energy in Electric circuit
viii. Measure current and voltage in a circuit (S4) ix. use
measurements to determine the resistance of a circuit
element(S4)
Apr 8(Fri)
Series circuit
xii. Construct simple series and parallel circuits (S4). xiv.
Predict the behavior of light bulbs in series and parallel
circuits (S4)
Apr 11(Mon)
Salt and Balloon Lab
Electrician Lab
Greatest Current Lab
Voltage, Current &
Resistance Lab
Series Vs. Parallel Lab
Bulb in Series Lab
Current in Parallel Lab
Lemon Battery Lab I
Lemon Battery Lab III
Lemon Battery Lab III
Python Language Lab
VIII
Parallel Circuit
xii. Construct simple series and parallel circuits (S4). xiv.
Predict the behavior of light bulbs in series and parallel
circuits (S4)
Apr 12(Tue)
Apr 13(Wed)
A complete Circuit diagram I
Voltage vs. Current
x. Interpret graphs of voltage versus current (S4)
Apr 13(Wed)
Complete Circuit Diagram II
xiii. Draw and interpret circuit diagrams which include
10
voltmeters and ammeters (S4)
Apr 14(Thu)
Apr 15(Fri)
Capacitance II
Electricity and magnetism I
xv. Map the magnetic field of a permanent magnet,
indicating the direction of the Field between the N (northseeking) and S (south-seeking) poles (S4)
Apr 18(Mon)
Apr 19(Tue)
Apr 20(Wed)
Apr 21(Thu)
Apr 22(Fri)
May 2(Mon)
May 3(Tue)
May 4(Wed)
May 5(Thu)
May 6(Fri)
May 9(Mon)
May 10(Tue)
May 11(Wed)
May 12(Thu)
May 13(Fri)
May 16(Mon)
May 17(Thu)
May18 (Wed)
May 19(Thu)
May 20(Fri)
Electricity and magnetism II
Electricity and magnetism III
General properties of magnets
Magnetic field
Electromagnetisms I
Electromagnetisms II
Electromagnetisms III
Electromagnetisms IV
Electromagnetisms V
Quiz #
Website & Programming Language for Physics
FINAL
LIGHT
Intro to light
Polarization of light
Speed of light
Website & Programming Language for Physics
Visible light
Reflection
Refraction
Diffraction and interference
Quiz #
Website for Physics
May 23(Mon)
EXAM
May 24(Tue)
May 25(Wed)
May 26 (Thu)
May 27(Fri)
May 30(Mon)
May31 (Tue)
Jun 1 (Wed)
Jun 2 (Thu)
Jun 3 (Fri)
Modern Physics
Intro to Modern Physics
Blackbody Radiation and Plank Hypothesis
Photoelectric Effect Website & Programming Language for Physics
Quantum Mechanical View of an Atom
The Periodic Table of Element
Regents
Regents
Website & Programming Language for Physics
Ripple Tank Lab
2 Point Lab
Young’s Experiment Lab
Light Lab
Distance Lab
Color Addition Lab
RGB Lab
Painting with CMY Lab
Filtering Away Lab
Python Language Lab IX
Atomic Structure Lab I
Atomic Structure Lab II
11
Jun 6 (Mon)
Jun 7(Tue)
Jun 8 (Wed)
Jun 9(Thu)
Jun 10(Fri)
The Wave Function
Special Theory of Relativity I
Special Theory of Relativity II
Review for the Quiz and Final
Quiz #
Website for Physics
Python Language Lab X
Jun 13(Mon)
Jun 14(Tue)
Jun 15(Wed)
Jun 16(Thu)
Jun 17 (Fri)
Final Exam
Regents
Regents
Regents
No new Lab. Students will
Quiz #
Website & Programming Language for Physics work as a group to
complete their movie on
Jun 20 (Mon)
Regent Competency Test
“Lemon Battery”
Jun 21 (Tue)
Regents
Jun 22(Wed)
Regent Competency Test
Jun 23 (Thu)
Regent Rating Day
Jun 24(Fri)
Final Exam
Jun 27(Mon)
Website & Movie Presentation
Jun 28 (Fri)
Last Day of the School
Note: Viewers of this Curriculum should recognize that what is found in the document above
(including the core content and skills sections) is the minimum content to be assessed. Also note,
due to the strong emphasis on student development of laboratory skills, a minimum of 280
minutes/week of class and laboratory time is recommended. This is why, we will do lab almost
everyday!
Assessment: I will consistently assess your skills & knowledge on the content area. So, I will
assess you in 7 different ways – Do Now, In Class Assessment, Homework, Quiz, Test, the 2
writing prompts, the challenge project and Website building (I will not assess you on your
Programming Skills. However, there will be a bonus Python Programming question on each and
every exam)
Items
Do now
In class assessment
Lab/experiments
Homework
Quizzes
Tests
Writing projects (2 essay)
Final Exam
Year-end Science Challenge
Website
Total
Percentage
5%
5%
10%
20%
10%
20%
10%
10%
5%
5%
100%
12
There will be no make up for Do-Nows, and In-Class assessment. However, the following rules
apply to quizzes, and tests: I will give you a chance to retake any missed quizzes/tests. However,
if you retake the quiz, you’ll receive 10% less than you’re actual score. All exams will be
formatted the following way:
Exam
Format
# Of
Questions
Topics
Math Skills & Mechanics
(9/9-12/8)
Multiple
Choice Question
(MCQ)
34%
Sub-topics
Math Skills
(9/9-9/21)
Kinematics 1D
(9/22 -10/26)
Kinematics 2D
(10/27 -11/16)
Newton’s Laws
(11/17-12/8)
MCQ & Response
33%
Extended
Response
33%
Process Skills
STANDARD 1—Analysis, Inquiry, and Design:
Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to
pose questions, seek answers, and develop solutions
Math skills: Use algebraic & geometric
representation to describe and compare data.
Use deductive reasoning to construct and
evaluate arguments.
Mechanics: Measured quantities can be
classified as either vector or scalar. An
object’s in linear motion may travel in
constant velocity. A Path of Projectile is the
result of simultaneous effects of horizontal
and vertical components. Kinetic friction is a
force that opposes motion. Momentum is
conserved in a closed system.
Fundamental forces govern all the interactions of the
universe. The interaction of masses is deter- mined by
the gravitational force; the electro-weak force
determines the interaction of charges; the interaction
between particles in the nucleus is controlled by the
strong force. Changes in the motion of an object
require a force. Newton’s laws can be used to explain
and predict the motion of an object.
Work & energy: The students will
demonstrate knowledge of basic electricity
13
concepts by
Energy & Waves
(12/9 – 3/18)
Work & energy
(12/9 to 1/11/16)
Momentum (1/12
– 2/9)
Waves
(2/10 -3/18)
NGSS: Energy exists in many forms, and when these
forms change energy is conserved. The fundamental
tenet of this law is that the total mass-energy of the
universe is constant; however, energy can be
transferred in many ways. Solving problems on the
worksheet. The students will further enrich their
understanding by solving Homework problems. Learn
energy can be converted to electricity which can be
converted to heat
Describe and explain the exchange between
potential energy, kinetic energy and internal
energy for simple mechanical system such as
pendulum, a roller coaster, a spring and a
freely falling object. Predicts velocities,
heights and spring compressions based on
energy conservation. Recognize and describe
conservations among different forms of
energy in real and hypothetical devices such
as motor, a generator and a battery.
Determine the factors that affect the period
of pendulum. Compare the power developed
when the same work is done at different
rates.
Students can explain variations in wavelength and
frequency in terms of the source of the vibrations that
produce them, e.g., molecules, electrons, and nuclear
particles.
Electromagnetism
(3/21 – 5/9)
Electricity
(3/21 -4/14)
Magnetism
(4/14 -5/9)
On a microscopic level, a relationship between
electricity and magnetism was demonstrated by the
induction of voltage in a conductor passing through a
magnetic field. Electrolysis was explored; studies
established proportionality between current and the
mass of a substance generated at an electrode.
Radium was discovered; the existence of three types
of radiation—alpha, beta, and gamma rays—was
demonstrated. Evidence for both a wave nature and a
quantum nature of light was generated during the
latter half of the 19th century.The birth of quantum
mechanics is fundamental to understanding the ability
of light to exhibit both particle and wave
characteristics
14
Gravitational forces are only attractive
whereas electrical and magnetic force can be
attractive or repulsive. The inverse square
law applies to electrical and gravitational
fields produced by point sources. Measure
current and voltage in circuit. Interpret graph
of voltage vs. current. Construct simple
series and parallel circuit and predict the
behavior of light bulbs
Modern Physics
(5/10 – 6/13)
Light
(5/10 -5/20)
Modern Physics
(5/24 to 6/13)
Understand atomic structure. Interpret
energy level diagram. Correlate spectrum
with energy level diagram.
On the atomic level, the quantum nature of
the fundamental forces becomes evident.
Models of the atom have been developed to
incorporate
wave-particle
duality,
quantization, and the conservation laws.
These models have been modified to reflect
new observations; they continue to evolve.
The understanding of gravity was refined
early in the 20th century when Albert
Einstein introduced both special and general
theories of relativity. Einstein’s proposal that
space and time are intimately and indivisibly
linked fostered a spate of activity in
theoretical physics
Website, Python and Movie
(9/9/15 to 6/27/2016)
Website
Python
Programming
Language
Lemon Battery
Movie
In order to arrive
at the best
solution that
meets criteria
within
constraints, it is
Students will apply the knowledge and
thinking skills of mathematics, science, and
technology to make a presentation.
STANDARD 2
Students will access, generate, process, and
transfer information, using appropriate
technologies
1.2 Prepare multimedia presentations demonstrating a
clear sense of audience and purpose. (Note:
Multimedia may include posters, slides, images,
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often
necessary to
make trade-offs.
• determine
optimal solutions
to problems that
can be solved
using quantitative
methods
presentation software,etc.) Software to model and
extend classroom and laboratory experiences,
recognizing the differences between the model used
for understanding and realworld behavior (S2, 1.5)
Understand the importance of making
information accessible by anyone, anywhere,
anytime. The Python programming language
is an excellent choice for learning and doing
computational physics
Lab (NGSS Guidelines)
S2.3 Develop and present proposals including formal hypotheses to test explanations; i.e., predict what
should be observed under specific conditions if the explanation is true
S3.1 Use various means of representing and organizing observations (e.g., diagrams, tables, charts,
graphs, and equations) and insightfully interpret the organized data. Use appropriate methods to present
scientific information (e.g., lab reports, posters, research papers, or multimedia presentations). Identify
possible sources of error in data collection and explain their effects on experimental results
S3.2 Apply statistical analysis techniques when appropriate to test if chance alone explains the result.
Examine collected data to evaluate the reliability of experimental results, including percent error, range,
standard deviation, line of best fit, and the use of the correct number of significant digits
S3.3 Assess correspondence between the predicted result contained in the hypothesis and the actual result,
and reach a conclusion as to whether or not the explanation on which the prediction was based is supported
MISCONCEPTIONS: Misconceptions greatly influence learning. Students may internalize new ideas, but if
the learning is incorporated into incorrect assumptions or ideas, the learning is superficial and of doubtful
value. Educational research has shown that students typically learn best by moving from the concrete to the
abstract; learning is enhanced through the use of manipulative and hands-on activities. Teachers can
dramatically influence learn-ing by providing constructive feedback and by maintaining appropriately
rigorous expectations
WHY DO I HAVE A HERO FOR EACH LESSON PLAN: The laws of physics apply from the subatomic
through the cosmic levels, an idea whose development can be traced through the history of the science.
The contributions of Democritus, Galileo, Kepler, Newton, Faraday, Maxwell, Planck, Curie, Hubble,
Einstein, Heisenberg, Schrödinger, Feynman, Bardeen, Brattain, and Shockley provide insights to pivotal
moments in our field. The physics of today is based upon the achievements of the past. Students should
appreciate the significance of these accomplishments and teachers should foster this appreciation.
Bibliography: http://www.p12.nysed.gov/ciai/mst/pub/phycoresci.pdf
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