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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, 15 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 16