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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