Download Interpreting Graphs

Quarter 1
Introduction
1 week
Measurement and Kinematic
Introduction
SOP
Science v non-science
Physical Science
Quarter 3
Energy and
Momentum
cont.
3 weeks
Thermal
 Power
 *Rube Goldberg,
Wind/solar oven (3-3)
 2nd Law of
thermodynamics (3-4a)
Thermal
5 weeks

Remind101
Google email
Google documents
Measurement
2 weeks
Annotation
Two Column Notes



Reading and taking notes
from Textbook
Incredible Shrinking Note
Keeping a laboratory

notebook
Mathematics
3 weeks
Kinematics
3 weeks
Quarter 2
Forces
4 weeks
Heat and Temperature
(3-2)
Heat Transfer (3-2)
Energy Conversion (3-1)
*Specific Heat (2-6, 31) (Calorimeter)
Phase Change and Heating
Curve (3-1)


Note taking on Math
Problems Substituting
Variables
 Metric System
 Scientific Notation
 Significant digits
 Motion, Speed & Velocity
 Acceleration (iPhone frame,
cart and weight)
 Solving Motion Problems
(Formula)
 Solving Motion Problems
(Graphs)
Force and Energy
 Newton’s Laws of Motion
(2-1)
 Types of Force (2-1)
 Free body Diagram (2-1
 2nd Law (2-1)
 Friction
 Universal Gravitation (2-4)
 Eggstronaut and parachute
Quarter 4
Electricity
and
Magnetism
3 weeks
Electromagnetism and Waves
 Coulomb’s Law (2-4, 3-5)
 Electric Fields (3-2)
 Electricity and Magnetism
(2-5)
Angular
Motion
2 weeks
Energy and
Momentum
3 weeks



Project (2-3)
* Ohm’s Law (2-9M)
Angular Motion
Centripetal vs. Centrifugal
Waves
3 weeks









Linear Momentum (2-2)(5E)
Work (3-1)
Energy (3-1)
Escape Velocity
Newton’s Cradle (3-1)
Atomic and
Particle
Physics
1 week


Simple Harmonic Motion
(4-1)
Pendulum
Waves (4-1)
*Communication using
waves (4-6)
Quantum Mechanical
Model (4-3)
Table of Contents
Syllabus and SOP ......................................................................... 6
Introduction ............................................................................ 6
SOP...................................................................................... 6
Science v non-science.................................................................. 6
Physical Science ........................................................................ 6
Remind101 .............................................................................. 6
Google email ............................................................................ 6
Google documents....................................................................... 6
Note taking from text ................................................................... 8
Annotation .............................................................................. 8
Two Column Notes ...................................................................... 8
Reading and taking notes from Textbook ............................................ 8
Incredible Shrinking Note ............................................................. 8
Keeping a laboratory notebook ........................................................ 8
Mathematics ............................................................................. 10
Taking notes on Math problems ...................................................... 10
Types of Variables .................................................................... 10
Metric System ......................................................................... 10
Scientific Notation .................................................................... 10
Laboratory and Measurement .......................................................... 14
Scientific Method ........................................ Error! Bookmark not defined.
Design and Performing Experiments .................... Error! Bookmark not defined.
Accuracy and Precision .................................. Error! Bookmark not defined.
Scientific Skills .......................................................................... 11
Motion .................................................................................... 16
NGSS: N/A ................................................................................................................................. 16
MCAS: 1.1, 1.2, 1.3 ..................................................................................................................... 16
Motion and Reference Points: N-, M1.1, M1.2 .................................... 16
Acceleration: N-, M1.1, M1.2 ...................................................... 16
Solving motion problems algebraically: N-, M1.2 .................................. 16
Solving motion problems graphically N-, M1.3 ..................................... 16
Computer Graphing Tools: N-, M1.3 ................................................ 16
Forces .................................................................................... 20
NGSS: HS-PS2-1, HS-PS2-4 ................................................................................................ 20
MCAS: 1.4 , 1.5, 1.6, 1.7, 1.8 ................................................................................................... 20
Newton’s Laws of Motion: N2-1, M1.4 ............................................. 22
Types of Forces: N2-1, M1.5 ....................................................... 22
Free-Body Diagram: N2-1, M1.5 ................................................... 22
Newton’s Second Law: N2-1, M1.4 ................................................. 22
Friction: N-, M1.6 ................................................................... 23
Universal Gravity: N2-4, M1.7 ...................................................... 23
Centripetal vs. Centrifugal Force: N-, M1.8 ....................................... 23
Conservation of Energy and Momentum ................................................ 26
NGSS: HS-PS2-2, HS-PS2-3 ................................................................................................ 26
MCAS: 2.1, 2.2, 2.3, 2.4, 2.5 .................................................................................................. 26
Linear Momentum: N2-2, M2.5 ...................................................... 28
Eggstronaut: N2-3 .................................................................... 28
Work: N3-1, M2.3 ................................................................... 28
Energy: N3-1, M2.1, M2.2, M2.3 .................................................. 28
Heat and Heat Transfer................................................................ 32
3.1, 3.2, 3.3, 3.4 ........................................................................................................................ 32
HS-PS2-6, HS-PS3.1, HS-PS3-2, HS-PS3-4 .................................................................... 32
Heat and Temperature: N3-2, M3.2, M3.3 ....................................... 32
Heat Transfer: N3-4a, .............................................................. 32
Energy Conversion: N3-1, M- ....................................................... 32
Specific Heat: N2-6, N3-1, M3.4 ................................................. 32
Phase Changes and Heating Curve: N3-1, M3.3 ................................... 32
Waves .................................................................................... 38
4.1, 4.2, 4.3, 4.4, 4.5, 4.6........................................................................................................ 38
HS-PS4-1, HS-PS4-5 .............................................................................................................. 38
Simple Harmonic Motion: N4-1, M4.1 .............................................. 39
Pendulums: N-, M4.1 ................................................................. 39
Waves: N4-1, M4.2, M4.3 .......................................................... 39
Wave Communication: N4-5 .......................................................... 39
Electromagnetism ........................................................................ 43
5.1, 5.2, 5.3, 5.4, 5.5, 5.6........................................................................................................ 43
HS-PS2-5, HS-PS2.6, HS-PS3.2, HS-PS3.3 .................................................................... 43
Coulomb’s Law: N2-4, N3-5, M5.4 ................................................. 44
Measuring Voltage, Current and Resistance: N2-9M, M5.2, M5.3 .............. 44
Electricity and Magnetism: N2-5, M5.6 ............................................ 44
Electromagnetic Radiation .............................................................. 52
MCAS Prep (June 1 and 2, 2016) ..................................................... 55
Capstone Project ........................................................................ 56
Links
Interactive
http://sdavies.com/interactive/Physics/index.php
MCAS Practice
http://wadness.wikispaces.com/Introduction+to+Physics
Unit plans
http://wadness.wikispaces.com/Introduction+to+Physics
Unit Title:
Syllabus and SOP
Topic:
Introduction
SOP
Science v non-science
Physical Science
Remind101
Google email
Google documents
Essential Questions:
MA Common Core
Standards
Students will be
able to
independently use
their learning
to....
Students will
know…
Students will be
skilled at…
Key terms:
None
Time Frame:
1 week
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Resources:
Comments:
Graphic
Organizers
Turn and Talk
Exit Tickets
Unit Title:
Note taking from text
Topic:
Time Frame:
1 week
Annotation
Two Column Notes
Reading and taking notes from Textbook
Incredible Shrinking Note
Keeping a laboratory notebook
Essential Questions:
MA Common Core
Standards
NA
Students will be
able to
independently use
their learning
to....
 Take advantage of annotation in understanding science text
 Take advantage of the Two Column note-taking system
 Pre-read and read a section of a textbook and taking notes
Students will
know…
 The term annotation and be able to use annotation in science text

Students will be
skilled at…
 Understand and be able to describe the reading and note-taking
strategies presented in this section
Key terms:
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Graphic
Organizers
Turn and Talk
Exit Tickets
Resources:
Comments:
Unit Title:
Mathematics
Topic:
Time Frame:
2 week
Taking notes on Math problems
Types of Variables
Metric System (review)
Dimensional Analysis
Significant Figures
Scientific Notation
Use of a Scientific Calculator
Essential Questions:
What is the role of variables in science?
MA Common Core
Standards
No NGSS standards are addressed in this chapter.
No MCAS are specifically addressed in this chapter. However, this
chapter addresses the following mathematical understandings explicitly
listed in the MA Curriculum
Students will be
able to
independently use
their learning
to....





Taking notes on a mathematical problem
Be able to assign variables from a word problem
Be able to substitute values for variables in an equation
Solve simple algebraic expressions.
Convert within a unit (e.g., centimeters to meters).
Students will
know…





How to use Info-formula-Replace-Solve to solve equations
What units are associated with what measurement
How to convert from one metric measurement to another
How to determine the correct number of significant figures.
How to use dimensional Analysis to convert from one unit to another
Students will be
skilled at…



Use common prefixes such as milli-, Centi-, and kilo-.
Use scientific notation, where appropriate.
Use ratio and proportion to solve problems Taking notes on a
mathematical problem




Identifying quantities in word problems and assigning them to
variables
Choosing a formula based on the quantities represented in a problem
Be able to convert numbers to and from scientific notation.
Be able to enter numbers in scientific notation correctly on your
calculator.
Key terms:
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Graphic
Organizers
Turn and Talk
Exit Tickets
Resources:
Comments:
Unit
Science Fundamentals
Time Frame:
1 week
Topics
Safety in the Laboratory
Proper use of equipment
Create a data table given a set of data
Solve for means from a set of data
Solve for standard deviation
Essential Questions:
What do these numbers really mean?
MA Common Core
Standards
No NGSS standards are addressed in this chapter.
No MCAS are specifically addressed in this chapter. However, this
chapter addresses the following mathematical understandings explicitly
listed in the MA Curriculum
Students will be
able to
independently use
their learning
to....
Properly use a variety of safety devices including fire extinguisher, fire
safety blanket, eyewash, and safety shower.
Deal with safety situations both in the classroom and school wide.
Properly use a variety o f measuring devices including analog devices,
electronic devices, and computer-interfaced devices.
Measure, organize, and record data. Create a data table
Solve for mean and modified standard deviation. Calculate percent error.
Distinguish between random and systematic error. Distinguish between accuracy and precision. Students will
know…
When and how to use the safety equipment in the lab. How to properly use and read a variety of measuring devices.
Significant digits
The uncertainties in all physical measurements. (Error analysis)
Students will be
skilled at…
Lessons:
Ruler falling lab (means, SD, Error: Human, Procedural, Equipment)
Key terms:
Formative
Performance Tasks
Warm Ups
CFUs
Graphic
Organizers
Exit Tickets
Assessments
Annotation
Summative:
Quarterlies
Close Reading
Turn and Talk
Resources:
Comments:
Safety Mini-lab: Students will develop a plan of action to deal with fire,
chemical spills, and physical injuries. They will learn the location and
proper usage of the fire extinguisher, fire blanket, eyewash, and safety
shower.
Measurement Mini-lab: Students will learn how to take proper
measurements using a variety of measuring devices and create a data
table.
Significant Digit Activity: Students will learn the origin of significant
digits and their ·usage through a guided example. Students will also learn
the difference between accuracy and precision, and the uncertainties
inherent in measurements through a length measurement activity. .
Factor-Label Method Activity: Student will learn the factor-label
method through a guided activity.
Open Response Question: Students will answer an open response
question
Unit Title:
Interpreting Graphs
Topic:
Time Frame:
Essential Questions:
Constructing graphs from data (AT LIST)
MA Common Core
Standards
I1.2
Students will be
able to
independently use
their learning
to....
Generate and interpret a variety of graphs from a set of data.
Determine the slope of a linear graph.
Students will
know…
How to construct a graph from experimental data.
Determine correlation between data
The parts of graph (AT LIST PUNK)
Axis, Type of graph,
Label, Interval, Space, Title
Plot, Uncertainty, Neatness, Key
Expectations scientist have when looking at graphs (MIX DRY)
How to interpret and analyze graphs. (correlation and center of spread)
Students will be
skilled at…
Lessons:
Spaghetti lab: creating and interpreting graph (Correlation)
Pendulum lab: creating and interpreting graph (Correlation)
Height vs age (cm vs days)
Key terms:
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Resources:
Comments:
Graphic
Organizers
Turn and Talk
Exit Tickets
Unit
Motion
Standards
Time Frame:
2 weeks
NGSS: N/A
MCAS: 1.1, 1.2, 1.3
Topic
Motion and Reference Points: N-, M1.1, M1.2
Acceleration: N-, M1.1, M1.2
Solving motion problems algebraically: N-, M1.2
Solving motion problems graphically N-, M1.3
Computer Graphing Tools: N-, M1.3
Essential
Understanding
Newton’s laws of motion and gravitation describe and predict the motion
of most objects.
Essential Questions:


MA Common Core
Standards
1.1
1.2
1.3
Students will be
able to
independently use
their learning
to....
What is the difference between speed and velocity?
How can you determine velocity from a position-time graph?
Compare and contrast vector quantities (e.g., displacement,
velocity, acceleration force, linear momentum) and scalar quantities
(e.g., distance, speed, energy, mass, work).
Distinguish between displacement, distance, velocity, speed, and
acceleration. Solve problems involving displacement, distance,
velocity, speed, and constant acceleration.
Create and interpret graphs of 1-dimensional motion, such as
position vs. time, distance vs. time, speed vs. time, velocity vs. time,
and acceleration vs. time where acceleration is constant.
Motion and Reference Points
 Define motion in terms of position, time and frame of reference.
 Differentiate between speed and velocity.
 Associate sign for velocity with the direction of the motion.
 Identify the scalar nature of speed and the vector nature of
velocity.
 Define instantaneous velocity as the limit of the average velocity as
delta time approaches zero.
Acceleration
 Define acceleration in terms of position, velocity, and time.
 Graph accelerated motion on position; velocity, and acceleration
graphs.
Solving motion problems algebraically
 To be able to solve for an unknown in algebraic equations, using a
systematic problem solving technique.
Solving motion problems graphically
 Calculate average speed graphically as slope on a distance graph
between two points.
 Use the computer as a lab instrument to take data and aid in the
analysis of motion via graphing
 Calculate average speed and velocity algebraically and graphically.
 Calculate instantaneous velocity graphically
 Use the computer as a lab instrument to take data and aid in the
analysis of free fall via graphing.

Students will
know…
Motion and Reference Points
 The definition motion,
 The definition of speed (total change in distance in a given elapsed
time)
 The definition of velocity (total change in position in a given elapsed
time).
 The meaning of signs for velocity and speed.
Acceleration
 What acceleration means
 What Positive vs. Negative acceleration means
Solving motion problems algebraically
 Calculate average speed algebraically.
 Calculate average velocity algebraically.
Solving motion problems graphically
 Average quantities depend only on end point situation and are
artificial.
 Instantaneous quantities are real and happen at a moment in time
Students will be
skilled at…
Motion and Reference Points
Acceleration
Solving motion problems graphically
 Calculate average velocity graphically a slope on a position graph
between two points.
 Calculate instantaneous velocity graphically as slope of a tangent
line at a point on a position graph
Lessons:
Average
acceleration
Instantaneous
acceleration
Vector
V0
Average speed
Motion
Vector
resolution
Vi
Average velocity
Instantaneous
velocity
Velocity-time
graph
Vf
Displacement
Scalar
Reference point
Position-time
graph
Distance
Time interval
Delta
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Graphic
Organizers
Turn and Talk
Summative:
Quarterlies
Key terms:
Exit Tickets
Resources:
Comments:
• Defining Motion Activity (review): Students will work in groups to
develop a definition and an understanding of motion. They will
learn the relative nature of motion and understand its implications
dealing with a given frame of reference.
• Speed I Velocity Activity: Students wiil learn how speed and velocity
differ by. Performing a class activity where a person’s speed and
velocity are calculated. ·
• Position Graph Lab: Students will conduct a microcomputer based minlab where they will be required to reproduce several position
graphs. They must then analyze their motion and determine how
direction, speed, and acceleration are shown by the shape of the~
graph.
• Velocity Graph Lab: Students will conduct a microcomputer based
min- lab where they will be required to reproduce several velocity
graphs. They must then analyze their motion and determine how
the shape of the graph shows direction, speed, and acceleration.
• Acceleration Graph Lab: Students will conduct a microcomputerbased min-lab where they will be required to reproduce several
acceleration graphs. They must then analyze their motion and
determine how the shape of the graph shows direction, speed, and
acceleration.
• Open Response Question: Students will answer an open response
question based on the topic.
Unit
Forces
Time Frame:
3 weeks
NGSS: HS-PS2-1, HS-PS2-4
MCAS: 1.4, 1.5, 1.6, 1.7, 1.8
Essential
Understanding
Newton’s laws of motion and gravitation describe and predict the motion
of most objects.
Essential Questions:
How can a bullet have the same momentum as a truck?
MA Common Core
Standards
NGSS
1.4 Interpret and apply Newton’s three laws of motion.
1.5 Use a free-body force diagram to show forces acting on a system
consisting of a pair of interacting objects. For a diagram with
only co-linear forces, determine the net force acting on a system
and between the objects.
1.6 Distinguish qualitatively between static and kinetic friction, and
describe their effects on the motion of objects.
1.7 Describe Newton’s law of universal gravitation in terms of the
attraction between two objects, their masses, and the distance
between them.
1.8 Describe conceptually the forces involved in circular motion.
HS-PS2-1. Analyze data to support the claim that Newton’s second law
of motion is a mathematical model describing motion and change in
motion (acceleration) of objects with mass when acted on by a net force.
Use free-body force diagrams and algebraic expressions representing
Newton’s laws of motion to predict changes to velocity and acceleration
for an object moving in one dimension in various situations.
HS-PS2-4. Use mathematical representations of Newton’s Law of
Gravitation and Coulomb’s Law to both qualitatively and quantitatively
describe and predict the effects of gravitational and electrostatic
forces between objects
Students will be
able to
independently use
their learning
to....
Newton’s Laws of Motion:
 State the first law of motion, and understand the concept of
inertia.
 How to solve problems using Newtonian mechanics.
Types of Forces:
 Identify the forces acting on an object
 Set up and solve word problems relating to forces
 Demonstrate an understanding of the four fundamental forces and
know their applications to physics
Free-Body Diagram:
 Draw a free-body diagram representing the forces on an object
 Construct free body diagrams as an aid in solving problems.
Newton’s Second Law:
 Solve problems relating to Newton’s Second Law (F = ma)
Friction:
 Identify the three causes of sliding friction, and the causes of
rolling friction.
 Demonstrate an understanding of the nature of frictional forces
and be able to solve for coefficient of friction.
 Distinguish between static and kinetic friction. Universal Gravity:
 Distinguish mass from weight
 Demonstrate an understanding of the universal law of gravitation
and be able to apply this concept in solving problems.
Centripetal vs. Centrifugal Force
 Calculate the centripetal force of an object moving in a circle
Students will
know…
Newton’s Laws of Motion:
 Newton's three laws of motion
 What inertia is and how it relates to Newtonian mechanics.
Types of Forces:
 The four fundamental forces.
 The units for force, mass, and acceleration.
Free-Body Diagram:
 Understand the third law of motion and the paired forces.
 How to create and use free body diagrams
 Demonstrate an understanding of net force and be able to apply
this concept in solving problems.
 The concept of equilibrium.
Newton’s Second Law:
 ·The relation between force, mass, and acceleration in applying the
second law of motion.
 The role acceleration in applying the second law of motion.
Friction:
 The nature of frictional forces and is able to solve for coefficient
of friction.

Universal Gravity
 The difference between mass and weight
 Universal law of gravitation
Centripetal vs. Centrifugal Force

Students will be
skilled at…
Lessons:
The difference between centripetal and centrifugal force
Newton’s Laws of Motion:
Types of Forces:
Free-Body Diagram:
Newton’s second Law:
Friction:
Universal Gravity
Newton’s Laws of Motion: N2-1, M1.4
Types of Forces: N2-1, M1.5
Free-Body Diagram: N2-1, M1.5
Newton’s Second Law: N2-1, M1.4
Friction: N-, M1.6
Universal Gravity: N2-4, M1.7
Centripetal vs. Centrifugal Force: N-, M1.8
Key terms:
Gravity
Tension
Thrust
Weight
Normal
Drag
Friction
Spring
Lift
Buoyancy
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Graphic
Organizers
Turn and Talk
Exit Tickets
Resources:
Comments:
Advanced Organizer: Video "Sir Isaac Newton; The Gravity. Of Genius".
Fundamental Forces Activity: Students will learn the nature of the 4
fundamental forces of the universe, and how they are related.
Newtonian Activity: Students will learn about the life of Isaac Newton
and his amazing discoveries in physics and math. They will be introduced
to his 3 laws of motion and his law of universal gravitation.
First Law Activity: Students will learn about the first law of motion.
They will be introduced to free body diagrams and learn how to analyze
forces and solve for unknowns. ·
First Law Lab: Student will perform a lab that will reinforce the ideas
of vector addition and prove that the first law is. Accurate. The
students will analyze 3 different force situations to determine if the
forces are truly balanced. They will do this by adding the vectors both
numerically and graphically. . Friction Activity: Students William about
the nature of friction and the. Causes of friction (surface texture,
molecular adhesion, and surface deformation). They will learn how to
incorporate friction into their analysis of forces.
Friction Lab: Student will perform a lab that will reinforce the ideas
covered in. the friction activity. The students will analyze 2 different
friction situations (static and kinetic) to determine the coefficients of
friction.
Second Law Activity: Students will learn about the second law of
motion. They will learn how to add this to their analysis of forces.
Second Law Lab: Student will perform a microcomputer-based lab that
will reinforce. The ideas introduced in the second law activity. The
students will analyze how unbalanced forces and mass affect the motion.
· Third Law Activity: Students.will learn about the third law of motion.
They will learn how forces come in pairs and how these paired forces are
related. The student will then add this to their analysis of forces.
Universal Law of Gravitation Activity: Students will learn about the
universal law of gravitation. They will learn how gravity shapes the
structure of the universe and how this force affects our planet.
Rotation Motion Activity:
Rotational Motion Lab: Student will perform a lab that will reinforce
the ideas of rotational motion. The students will analyze~ the motion
using circular and angular perspectives
Open Response Question: Students will answer an open response
question
• Projectile Motion Activity: Students will learn the nature of
projectile motion by viewing computer simulation. They will be able
to discover how changing different variables will affect the
motion of the projectile.
Unit
Time Frame:
Conservation of Energy and Momentum
Essential Questions:
The laws of conservation of energy and momentum provide alternate
approaches to predict and describe the movement of objects.
How can a bullet have the same momentum as a truck?
NGSS: HS-PS2-2, HS-PS2-3
MCAS: 2.1, 2.2, 2.3, 2.4, 2.5
MA Common Core
Standards
NGSS
2.1 Interpret and provide examples that illustrate the law of
conservation of energy.
2.2 Interpret and provide examples of how energy can be converted
from gravitational potential energy to kinetic energy and vice
versa.
2.3 Describe both qualitatively and quantitatively how work can be
expressed as a change in mechanical energy.
2.4 Describe both qualitatively and quantitatively the concept of
power as work done per unit time.
2.5 Provide and interpret examples showing that linear momentum is
the product of mass and velocity, and is always conserved (law of
conservation of momentum). Calculate the momentum of an
object.
HS-PS2-2. Use mathematical representations to show that the total
momentum of a system of interacting objects moving in one dimension is
conserved when there is no net force on the system.
HS-PS2-3. Apply scientific principles of motion and momentum to
design, evaluate, and refine a device that minimizes the force on a
macroscopic object during a collision. *
Students will be
able to
independently use
their learning
to....
Linear Momentum
 Define impulse and how it relates to momentum. System and the
law of conservation of momentum.
 Recognize the connection between Newton’s laws of motion and
momentum changes.
 Calculate momentum of individual objects, changes in momentum,
and impulse. Eggstronaut
Work and Power
 Identify work as an energy transfer process and not as a form of
energy.  Calculate work done on an object and by an object
 Understand and utilize the work energy theorem and apply it in
the solution of Problems
 Define power and utilize the concept of energy change per unit
time to solve problems
 Understand the concept of work in terms of applied force and
distance from a fulcrum, and utilize them in lever problems
Energy
 Define and differentiate between various forms of energy
(mechanical, electrical, internal, chemical, nuclear, and)
 Define kinetic and gravitational potential energy, and identify
similarities and differences.  Understand and utilize the concept that a change in KE or PE is
equal to work done potential
 Understand the difference between elastic and inelastic collisions,
and solve energy and momentum problems for both
 Recognize various simple machines and state what their force
distance trade-offs are.
Students will
know…
Linear Momentum
 The law conservation laws (momentum and mass-energy).
 Momentum and impulse.
Eggstronaut
 Analysis of collisions.
Work




Work, energy, and power.
The work-energy theorem.
Quantitative analysis of work, energy,
Power problems, including the use of the work-energy theorem
Energy
 Quantitative analysis of momentum and impulse problems
 Simple machines including levers, pulleys, inclined planes, screws,
wedges, and the wheel and axle
Students will be
skilled at…
Topics
Linear Momentum
Eggstronaut
Work
Energy
Linear Momentum: N2-2, M2.5
Eggstronaut: N2-3
Work: N3-1, M2.3
Energy: N3-1, M2.1, M2.2, M2.3
Escape Velocity
Newton’s Cradle, N3-1
Power
Rube Goldberg, Solar oven wind power
2nd Law of thermodynamics
Lessons:
HW & CW:
1. Name Date Period Assignment
2. Complete
3. Write in complete sentences or question and answer
4. Correct answer
5. On time
Grouping
Assign group and assignment by Deck of Cards
Spade: Director
Clubs: Tracker
Heart: Communicator
Diamond: Materials
Ace
King
Queen
Jacks
Tenny
Niner
Diamonds
Hearts
Clubs
Spade
Active Physics: C3 S5 P304 Momentum: Concentration on collision
Objective:
 Apply the definition of Momentum
 Conduct analyses of the momentum of pairs of objects involved in
1D collision
Equipment:
 Collision cars
 Weights
HW:
Lesson 2
CW:
Honors
Calculating Momentum p307
Checking up p307
Standard
Read section 7.4
Conceptual Physics: Define Key Terms p 100
Read 306-307
Annotate section
Close reading
Spade/Club and Heart Diamond
Turn and Talk
Two Column Notes
ANSWER Key
What does it mean?
How do you Know?
HW:
Honors
Physics to Go p309 Q 2,
Standard
Read Section 7.5
Review Questions 14-17
Lesson 3
C3-S6-P310: Conservation of Momentum
Objectives:
 Understand and apply the laws of conservation of Momentum to
collisions
 Measure the momentum before and after a moving mass
strikes a stationary mass in a head on collision
Equipment:
 Collision Cars
 Velcro
Lesson 4
CW:
Read 312-313
Annotate section
Close reading
Turn and Talk
Two Column Notes
Sample Problem 1&2
Annotate, Diagram, Info, Formula, Replace, Solve,
ANSWER Key
What does it mean?
How do you Know?
Lesson 5
2 - Linear Motion Objectives
HP 2.2 5E force and motion conservation of momentum
Key terms:
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Graphic
Organizers
Turn and Talk
Exit Tickets
Resources:
Comments:
Momentum Lab:
Students will conduct a micro-computer based lab where they will
be required collide carts on a horizontal air track.' The motion of
the carts before and after the collision will be analyzed. ~From the
data, the students will be able to demonstrate the conservation law
for momentum.
Energy Lab:
Students will construct a portion of a roller coaster. The relative,
speeds will be measured using photo-gates and the relate heights
will also be measured. The students will then demonstrate how
energy is transformed for the motion.
Simple Machines
Mini-Lab: Students will construct several simple machines including
pulleys, inclined planes, levers, and a wheel and axle. Force,
displacement, and direction will be measured. The students will be
able to demonstrate that work is constant, and how force,
displacement, and direction are related.
Open Response Question:
Students will answer an open response question based on the topic.
Unit
Time Frame:
Heat and Heat Transfer
Topic
Heat and Temperature: N3-2, M3.2, M3.3
Heat Transfer: N3-4a,
Energy Conversion: N3-1, MSpecific Heat: N2-6, N3-1, M3.4
Phase Changes and Heating Curve: N3-1, M3.3
Essential Questions:
Heat is energy that is transferred by the processes of convection,
conduction, and radiation between objects or regions that are at
different temperatures.
3.1, 3.2, 3.3, 3.4
HS-PS2-6, HS-PS3.1, HS-PS3-2, HS-PS3-4
MA Common Core
Standards
3.1
3.2
3.3
3.4
NGSS
Explain how heat energy is transferred by convection, conduction,
and radiation.
Explain how heat energy will move from a higher temperature to a
lower temperature until equilibrium is reached.
Describe the relationship between average molecular kinetic energy
and temperature. Recognize that energy is absorbed when a
substance changes from a solid to a liquid to a gas, and that energy
is released when a substance changes from a gas to a liquid to a
solid. Explain the relationships among evaporation, condensation,
cooling, and warming.
Explain the relationships among temperature changes in a
substance, the amount of heat transferred, the amount (mass) of
the substance, and the specific heat of the substance.
HS-PS2-6. Communicate scientific and technical information about why
the molecular-level structure is important in the functioning of
designed materials.
HS-PS3-1. 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
is known.
HS-PS3-2. Develop and use models to illustrate that energy at the
macroscopic scale can be accounted for as either motions of
particles or energy stored in fields.
HS-PS3-4. Plan and conduct an investigation to provide evidence that
the transfer of thermal energy when two components of different
temperature are combined within a closed system results in a more
uniform energy distribution among the components in the system
(second law of thermodynamics).
Students will be
able to
independently use
their learning
to....

Students will
know…
Energy cannot be created or destroyed, but it can be transported from
one place to another and transferred between systems. (HS-PS3-1),(HSPS3-4)
Energy is a quantitative property of a system that depends on the motion
and interactions of matter and radiation within that system. That there
is a single quantity called energy is due to the fact that a system’s total
energy is conserved, even as, within the system, energy is continually
transferred from one object to another and between its various possible
forms. (HS-PS3-1),(HS-PS3-2)
Conservation of energy means that the total change of energy in any
system is always equal to the total energy transferred into or out of the
system. (HS-PS3-1)
Energy cannot be created or destroyed, but it can be transported from
one place to another and transferred between systems. (HS-PS3-1),(HSPS3-4)
The availability of energy limits what can occur in any system. (HS-PS31)
Models can be used to predict the behavior of a system, but these
predictions have limited precision and reliability due to the assumptions
and approximations inherent in models. (HS-PS3-1
Science assumes the universe is a vast single system in which basic laws
are consistent. (HS-PS3-1)
Energy is a quantitative property of a system that depends on the motion
and interactions of matter and radiation within that system. That there
is a single quantity called energy is due to the fact that a system’s total
energy is conserved, even as, within the system, energy is continually
transferred from one object to another and between its various possible
forms. (HS-PS3-1),(HS-PS3-2)
Conservation of energy means that the total change of energy in any
system is always equal to the total energy transferred into or out of the
system. (HS-PS3-1)
Energy cannot be created or destroyed, but it can be transported from
one place to another and transferred between systems. (HS-PS3-1),(HSPS3-4)
Mathematical expressions, which quantify how the stored energy in a
system depends on its configuration (e.g. relative positions of charged
particles, compression of a spring) and how kinetic energy depends on
mass and speed, allow the concept of conservation of energy to be used
to predict and describe system behavior. (HS-PS3-1)
The availability of energy limits what can occur in any system. (HS-PS31)
Phase Change:
phases and phase changes
how heat is transferred in a phase change
why evaporation causes cooling
Models can be used to predict the behavior of a system, but these
predictions have limited precision and reliability due to the assumptions
and approximations inherent in models. (HS-PS3-1
Energy is a quantitative property of a system that depends on the motion
and interactions of matter and radiation within that system. That there
is a single quantity called energy is due to the fact that a system’s total
energy is conserved, even as, within the system, energy is continually
transferred from one object to another and between its various possible
forms. (HS-PS3-1),(HS-PS3-2)
Conservation of energy means that the total change of energy in any
system is always equal to the total energy transferred into or out of the
system. (HS-PS3-1)
Energy cannot be created or destroyed, but it can be transported from
one place to another and transferred between systems. (HS-PS3-1),(HSPS3-4)
Mathematical expressions, which quantify how the stored energy in a
system depends on its configuration (e.g. relative positions of charged
particles, compression of a spring) and how kinetic energy depends on
mass and speed, allow the concept of conservation of energy to be used
to predict and describe system behavior. (HS-PS3-1)
The availability of energy limits what can occur in any system. (HS-PS31)
Students will be
skilled at…
calculate heat transfer using Fourier’s Law of Heat Conduction
solve calorimetry (specific heat) problems
Phase Change:
calculate the heat absorbed or produced during phase changes
plot and make calculations from heating curves
Lessons:
Conduction
Solid
Convection
Liquid
Radiation
Gas
Plasma
Key terms:
Temperature
Kinetic energy
Heat reservoir
Molecules
Heat sink
Specific heat
Transfer
Thermal
equilibrium
Graphic
Organizers
Turn and Talk
Exit Tickets
Molecules
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Resources:
Comments:
Topic
Waves
Unit
Essential Questions:
Time Frame:
Waves carry energy from place to place without the transfer of
matter.
4.1, 4.2, 4.3, 4.4, 4.5, 4.6
HS-PS4-1, HS-PS4-5
MA Common Core
Standards
NGSS
4.1 Describe the measurable properties of waves (velocity,
frequency, wavelength, amplitude, period) and explain the
relationships among them. Recognize examples of simple
harmonic motion.
4.2 Distinguish between mechanical and electromagnetic waves.
4.3 Distinguish between the two types of mechanical waves,
transverse and longitudinal.
4.4 Describe qualitatively the basic principles of reflection and
refraction of waves.
4.5 Recognize that mechanical waves generally move faster
through a solid than through a liquid and faster through a
liquid than through a gas.
4.6 Describe the apparent change in frequency of waves due to
the motion of a source or a receiver (the Doppler effect).
HS-PS4-1. Use mathematical representations to support a claim
regarding relationships among the frequency, wavelength, and speed
of waves traveling in various media.
HS-PS4-5. Communicate technical information about how some
technological devices use the principles of wave behavior and wave
interactions with matter to transmit and capture information and
energy. *
Topics
Simple Harmonic Motion: N4-1, M4.1
Pendulums: N-, M4.1
Waves: N4-1, M4.2, M4.3
Wave Communication: N4-5
Students will be able
to independently use
their learning to....
1. Apply common terminology used to discuss the
characteristics of waves (wavelength, amplitude,
frequency, period, and wave speed).
2. Know the terminology to describe sounds waves including
volume and pitch.
3. Explain the role that the medium plays in the propagation
of mechanical waves. Understand that velocity and
wavelength of a wave depend on the medium through which
it is traveling.
4. Describe the doppler shift as an apparent change in the
frequency of a wave based on the relative movement of the
source and/or observe to the medium carrying the wave.
5. calculate the velocity, frequency, or wavelength of a given
wave using the wave equation (v = f λ).
6. Describe the refraction of waves in qualitative terms as the
bending of the direction of the motion of a wave front
due to the change of a medium (or its velocity and
wavelength). o a wave’s direction changes towards the
normal line when entering into a medium that decrease the
velocity of the wave.
7. A wave’s direction changes away from the normal line when
entering into a medium that increase the velocity of the
wave. (no Snell’s law.)
8. Apply the law of reflection to simple situations (plane
surfaces).
9. Using ray tracing for a converging lens or mirror to
determine the location, magnification, orientation and type
of image formed, given the focal position and original
position of the object. (no thin lens equation.)
10.
Know some examples of instruments and practical
applications of lenses and mirrors. (that telescope and
microscopes use a combination of two converging devices
and their size indicates the amount of light captured and
therefore the detail that they can make observations.)
Honors:
 Identify the basic properties and behavior of all waves
 Define and utilize the terms and properties of a wave such as:
pulse, amplitude, time, period, wavelength, and frequency.  Differentiate between wave motion and linear motion.  Distinguish between mechanical and electromagnetic. Waves,
longitudinal and transverse waves.  Utilize the relation between speed, wavelength, and frequency
of a wave in solving wave problems.  Understand the relation between amplitude and the energy of
a wave.  Understand the relation between speed of a
 Understand the behavior of a wave as it reaches the boundary
between two mediums wave and the type of medium through
which it is traveling through and the effect this has on the
wavelength of the wave
 Understand the nature o f sound waves, and list and utilize
sound properties such as, pitch, intensity, and octave interval.
 Solve problems relating to the frequency, wavelength, and
velocity of sound waves, such as the Doppler effect.
 Understand the mathematical relation that describes simple
harmonic waves.
Students will know…










All waves have the same basic properties and behaviors.
All terms relating to wave properties and characteristics.
The difference between wave motion and linear motion.
The properties o f mechanical waves versus electromagnetic
waves, and transverse versus longitudinal waves.
How the different wave properties are related
The influence that the material has on the velocity of the
wave.
The boundary effects associated with wave motion.
Recognize and analyze standing wave
Differentiate between wave motion and the motion of objects.
The measurable properties of waves and their relationships.
(Velocity, frequency, wavelength)
Lessons:




Transverse and longitudinal waves'.
Mechanical and electromagnetic waves.
Material affects in mechanical wave propagation.
Standing wave patterns and resonance








Wave Concept Worksheet 2) ·W aver Concept Quiz
Wave Properties Worksheet
Wave Properties Quiz
Mechanical Vs. Electromagnetic W worksheet
Reflection Quiz
Refraction Worksheet
Refraction Quiz
Mechanical Vs. Electromagnetic Quiz · Transverse Vs.
Longitudinal Worksheet Transverse Vs. Longitudinal Quiz
Reflection Worksheet
Wave Tank Lab
Dispersion Worksheet
Doppler Effect Worksheet 16) Dispersion/Doppler Effect
Quiz 17) Interference W worksheet
Standing Wave Worksheet
Interference/Standing W aver Quiz
Sound Concept Worksheet
Sound Quiz
Sound Lab
Open Response Question
Unit Test










Key terms:
Formative Performance
Tasks Assessments
Summative:
Amplitude
Doppler
effect
Longitudinal
Crest, Trough
Frequency
Color
Transmission
Wavelength
Graphic
Organizers
Turn and Talk
Exit Tickets
Surface waves
Warm Ups
CFUs
Annotation
Close Reading
Quarterlies
Medium
Period
Blue shift, Red
shift
Resources:
Comments:
Wave Activity:
Students will view a series of transverse and longitudinal waves
propagated through Slinky’s, and strings. Wave properties and
characteristics will be emphasized and a comparison of the direction
that the wave moves to the direction that the material move will be
illustrated.
Wave Tank Lab:
Students will conduct a lab using wave tanks to view a variety of wave
properties. First, a simple wave will be propagated and frequency,
period, and wavelength will be measured. Second, a solid object will
be added to the tank. The property of reflection will be measured.
Also, we will note what happens to the wave as it goes by the edge of
the impediment. Third, wave interference patterns, and standing
waves will be made and studied.
Sound Lab:
Students will conduct a microcomputer-based lab where they will see
graphical representations of sound waves. Wave properties will be
measured. The concepts of timbre, pitch, tone, and resonance will be
studied.
Open Response Question:
Students will answer an open response question based on the topic.

 17-1 What is a wave?
17-2 How do waves travel through matter?


More practice on wave speed equations
Do Now: what is a
wave?
Catch a Wave Lab
Do Now: none
Finish Notes on catch a
wave lab
Wave equation problems

Do Now: anatomy of a
wave
18-1 What is sound?


Sound smorgasbord
18-2 How do sound
waves travel?
Takoma bridge

18-3 What is the speed of sound?
Do Now: sound
Notes: sound

Do Now: tsumanis and
earthquakes
 Finish sound notes
 Doppler effect
demonstration
Review for quiz - Answer Key
 Waves and sound quiz
Start Electromagnetic Spectrum

Study for quiz and prepare binder
19-1 What is the electromagnetic spectrum?
Topic
Electromagnetism
Unit
Essential Questions:
Time Frame:
Stationary and moving charged particles result in the phenomena known
as electricity and magnetism.
5.1, 5.2, 5.3, 5.4, 5.5, 5.6
HS-PS2-5, HS-PS2.6, HS-PS3.2, HS-PS3.3
MA Common Core
Standards
5.1 Recognize that an electric charge tends to be static on insulators
and can move on and in conductors. Explain that energy can
produce a separation of charges.
5.2 Develop qualitative and quantitative understandings of current,
voltage, resistance, and the connections among them (Ohm’s law).
5.3 Analyze simple arrangements of electrical components in both
series and parallel circuits. Recognize symbols and understand
the functions of common circuit elements (battery, connecting
wire, switch, fuse, resistance) in a schematic diagram.
5.4 Describe conceptually the attractive or repulsive forces between
objects relative to their charges and the distance between them
(Coulomb’s law).
5.5 Explain how electric current is a flow of charge caused by a
potential difference (voltage), and how power is equal to current
multiplied by voltage.
5.6 Recognize that moving electric charges produce magnetic forces
and moving magnets produce electric forces. Recognize that the
interplay of electric and magnetic forces is the basis for electric
motors, generators, and other technologies.
NGSS
HS-PS2-5. 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.
HS-PS2-6. Communicate scientific and technical information about why
the molecular-level structure is important in the functioning of designed
materials.
HS-PS3-2. Develop and use models to illustrate that energy at the
macroscopic scale can be accounted for as either motions of particles or
energy stored in fields.
HS-PS3-3. Design, build, and refine a device that works within given
constraints to convert one form of energy into another form of energy.
HS-PS3-5. Develop and use a model of two objects interacting through
electric or magnetic fields to illustrate the forces between objects and
the changes in energy of the objects due to the interaction.
Coulomb’s Law: N2-4, N3-5, M5.4
Measuring Voltage, Current and Resistance: N2-9M, M5.2, M5.3
Electric Fields: N3-2
Electricity and Magnetism: N2-5, M5.6
Students will be
able to
independently use
their learning
to....
1. Know terminology to describe light including brightness and
color.
2. Know that the speed of light (in a vacuum) is believed to be
the maximum speed.
3. Recognize the trends in wavelength and frequency throughout
the electromagnetic spectrum, including:
4. Describe the relative differences between the common
terminology for various wavesi n the electromagnetic spectrum
in terms of frequency or wavelength.
5. Know the order of the electromagnetic spectrum: radiowaves,
microwaves, infrared, visible light, ultraviolet, x-rays, gamma
rays. Also know that this list is ranked from low to high
frequency (or high to low wavelength).
Honors
1. Connect the concepts of radiation and the electromagnetic
spectrum to the use of historical and Newly-developed
observational tools.
Students will
know…
Students will be
skilled at…
Lessons:
Key terms:
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Resources:
Comments:
Graphic
Organizers
Turn and Talk
Exit Tickets
Unit 7: Electricity and Magnetism
Essential Question:
What real life applications are there for the interconnection between electric
and magnetic forces?
Major Concept or “Big Idea”
Understand the connection between electricity and magnetism.
Standards with Objectives for this Unit
State Standards
Scientific inquiry is a thoughtful and coordinated attempt to search out,
describe, explain, and predict natural phenomena.
o Formulate a testable hypothesis and demonstrate logical connections
between the scientific concepts guiding the hypothesis and the design of the
experiment.
o Identify independent and dependent variables, including those that are
kept constant and those used as controls.
Scientific inquiry progresses through a continuous process of questioning,
data collection, analysis, and interpretation.
o Use appropriate tools and techniques to make observations and gather
data.
o Assess the reliability of the data that was generated in the investigation.
 Scientific inquiry requires the sharing of findings and ideas for critical
review by colleagues and other scientists.
o Articulate conclusions
and explanations based on research data, and assess results based on
the design of the investigation. 
 Scientific literacy also includes the ability to search for and assess the
relevance and credibility of scientific information found in various
print and electronic media. o Read, interpret, and examine the
credibility and validity of scientific claims in different sources of
information. 
 Scientific numeracy includes the ability to use mathematical operations
and procedures to calculate, analyze, and present scientific data and
ideas. o Use mathematical operations to analyze and interpret data,
and present relationships between variables in appropriate forms.
National Standards 
 Motions and force 
 Interactions of energy and matter 
 Communicate and defend a scientific argument 
 Identify a problem or design an opportunity 
 Propose designs and choose between alternate solutions 
 Personal and community health 
81
Standards Unique to Curriculum
 Use computer-based tools to collect, graph, and analyze data. 
 Develop a qualitative and quantitative understanding of current, voltage,
and resistance, and the connection between them. 
 Analyze circuits using Ohm’s Law. 
 Demonstrate the laws of electromagnetic induction. 
 Students will prepare and present oral written scientific reports that
communicate in a logical sequence the process, results and validity of
scientific experiments and research. Performance Assessment
Task- Make a motor and a generator Standard- Active Physics:
Home pgs. 109-115 Task- Power line debate. Students will bring in
two articles to support whether or not power lines are safe to live near.
They will then debate this topic during class. Standard- See attached
rubric Task- Objective test and quizzes Standard- Test and/or
quizzes will be a combination of objective multiple choice and short
answer questions. Resources Professional Resources:
Sequence
of Suggested Activities 

Mini Generator Lab (Active Physics: Home pgs. 46-49) 

“Lighten Up” (Active Physics: Home pgs. 50-54) 

Ohm’s law lab (Laboratory Manual pgs. 163-166) 

“Pay Up” (Active Physics: Home pgs. 74-78) 

Playing with Magnets (see attached) 

“The Electricity and Magnetism Connection” (Active Physics: Home
pgs. 88-92) 

Electromagnet lab (Active Physics: Home pgs. 93-96) 

“Detect and Induce Currents” (Active Physics: Home pgs. 97-101)
Time Table for Activities 
Week
1
2
Mini
Ohm’s
Generator Lab, Law Lab,
82
3
4
5
Magnetic Lab,
“The E+M
Electromagnet Lab,
“Detect and Induce
Making M
and
“Lighten
Up”
“Pay
Up”
connection”
Currents”
Generators
Reference Materials
www.its-about-time.com
 Hewitt, Paul G. Conceptual Physics 8th ed. Reading, Massachusetts:
Addison-Wesley, 1998. 
 Eisenkraft, Arthur. Active Physics Teacher’s Edition: Home. Armonk,
NY: It’s About Time, Inc, 2004. 
 Robinson, Paul. Laboratory Manual to accompany Conceptual Physics 8th
ed. Menlo Park, CA: Addison-Wesley, 1998. 
Power line Discussion Rubric
Effective Participation
Student Score
Teacher Score
States his/her opinion on the
topic
01234
01234
Make statements that are on
topic
01234
01234
Uses facts to confirm ideas
01234
01234
Evaluates the merit of others’
01234
opinions/facts
01234
Actively listens
01234
01234
Summarizes own thinking as
well as the opinions of other
01234
01234
Is always on task
01234
01234
List something else you
should be graded on
01234
01234
Total _______ ________
84
Playing with Magnets
You will be using different magnets and iron filings to map out magnetic
field lines. Use three different magnets and sketch the magnetic field lines
on a separate piece of paper. Use wax paper so that your clean up will not
be that bad.
Post-Lab Questions1. What do you notice about the field lines? Do they look similar to
anything we have talked about before?
2.
What are some similarities between the field lines of the different
magnets? What are some differences? 3.
What happens to the field lines when you put two north poles near
each other? What happens when you put two south poles near each
other? 4. Using the answer from above, what rules can you make about the poles
and their interactions?
Topic
Electromagnetic Radiation
Unit
Essential Questions:
Time Frame:
Oscillating electric or magnetic fields can generate electromagnetic
waves over a wide spectrum.
6.1, 6.2
MA Standards
NGSS
6.1 Recognize that electromagnetic waves are transverse waves and
travel at the speed of light through a vacuum.
6.2 Describe the electromagnetic spectrum in terms of frequency and
wavelength, and identify the locations of radio waves,
microwaves, infrared radiation, visible light (red, orange, yellow,
green, blue, indigo, and violet), ultraviolet rays, x-rays, and
gamma rays on the spectrum.
HS-PS4-3. 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 explaining reflection,
refraction, resonance, interference, diffraction, and the
photoelectric effect, one model is more useful than the other.
[Clarification Statement: Includes both transverse (including
electromagnetic) and longitudinal mechanical waves.]
Students will be
able to
independently use
their learning
to....
2. Describe the refraction of waves in qualitative terms as the
bending of the direction of the motion of a wave front due to
the change of a medium (or its velocity and wavelength). o
awave’sdirectionchangestowardsthenormallinewhenenteringintoam
ediumthat decrease the velocity of the wave. o
awave’sdirectionchangesawayfromthenormallinewhenenteringintoa
mediumthat increase the velocity of the wave. (no snell’s law.)
3. Apply the law of reflection to simple situations (plane
surfaces).
4. Using ray tracing for a converging lens or mirror to determine
the location, magnification, orientation and type of image
formed, given the focal position and original position of the
object. (no thin lens equation.)
5. Know some examples of instruments and practical applications
of lenses and mirrors. (that telescope and microscopes use a
combination of two converging devices and their size indicates
the amount of light captured and therefore the detail that
they can make observations.)
6. Honors:
1. Connect the concepts of radiation and the
electromagnetic spectrum to the use of historical and
7. Newly-developed observational tools.
Students will
know…
Students will be
skilled at…
Lessons:
Wave-particle
Diffraction
Refraction
Telescope
Absorption
Reflection
Mirror
Microscope
Transverse
Surface waves
Parabolic mirror
Longitudinal
Light ray
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Exit Tickets
Annotation
Close Reading
Graphic
Organizers
Turn and Talk
Summative:
Quarterlies
Key terms:
Resources:
Comments:
Unit Title:
PS4 Waves and Their Applications in Technologies for Information Transfer
Topic:
PS4-5. Communication using waves
Essential
Oscillating electric or magnetic fields can generate electromagnetic waves over a wid
spectrum.
Questions:
MA Common
Core
Standards
Time Fram
HS-PS4-5. Communicate technical information about how some technological devi
the principles of wave behavior and wave interactions with matter to transmit an
capture information and energy.*
[Clarification Statement: Examples of technological devices could include solar cells c
light and converting it to electricity; medical imaging; and communications technology.
Examples of principles of wave behavior include resonance, photoelectric effect, and
interference.]
[Assessment Boundary: Assessments are limited to qualitative information. Assessme
not include band theory.]
Students will
be able to
independently
use their
learning
to....
Students will
know…
Students will
be skilled at…
Lessons:
Key terms:
Formative
Warm Ups
CFUs
Graphic Organizers
Exit Ticket
Performance
Tasks
Assessments
Annotation
Summative:
Quarterlies
Close Reading
Turn and Talk
Resources:
Comments:
Topic
MCAS Prep (June 1 and 2, 2016)
Unit
Essential Questions:
MA Common Core
Standards
Students will be
able to
independently use
their learning
to....
Students will
know…
Students will be
skilled at…
Lessons:
Time Frame:
Key terms:
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Graphic
Organizers
Turn and Talk
Resources:
Comments:
Topic
Capstone Project
Unit
Essential Questions:
MA Common Core
Standards
Students will be
able to
independently use
their learning
to....
Students will
know…
Students will be
skilled at…
Lessons:
Time Frame:
Exit Tickets
Key terms:
Formative
Performance Tasks
Assessments
Warm Ups
CFUs
Annotation
Close Reading
Summative:
Quarterlies
Resources:
Comments:
Graphic
Organizers
Turn and Talk
Exit Tickets