Download U2_Physics - Orange Public Schools

ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
GRADE: H.S.
UNIT #: 2
UNIT NAME: Motion
SCOPE AND SEQUENCE
OVERVIEW
Lesson
Topic
PE’s and DCI’s
Chapter
Suggested Pacing
(Blocks)
1
2
Using Vectors and Scalars to Describe Motion
Understanding and Describing Motion
2
2
1
3
3
4
5
6
Newton’s First Law of Motion
Newton’s Second Law of Motion
Newton’s Third Law of Motion
Applying Newton’s Laws of Motion
2
2
2
2
0.5
0.5
0.5
1
7
Free Body Diagrams
HS-PS2-3
HS-PS2-1
HS-PS2-4
HS-PS2-2
HS-PS2-1
HS-PS2-2
HS-PS2-1
HS-PS3-2
HS-PS2-2
2
2
8
Solving Motion Problems
HS-PS2-2
2
2
1
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
GRADE: H.S.
UNIT #: 2
UNIT NAME: Motion
December 2016
M
T
W
R
F
5A
Using Vectors and Scalars to
Describe Motion
12B
6B
7A
Understanding and
Describing Motion
14B
8B
9A
Understanding and
Describing Motion
16B
19A
Newton’s Third Law of
Motion/ Applying Newton’s
Laws of Motion
26B
20B
21A
Applying Newton’s Laws of
Motion/ Free Body Diagrams
27A
Applying Newton’s Laws of
Motion
28B
13A
Understanding and
Describing Motion
15A
Newton’s First Law of
Motion/ Newton’s Second
Law of Motion
22B
29A
23A
Free Body Diagrams/
Solving Motion Problems
30B
How can one predict an object’s continued motion, changes in motion, or stability? (p.114, Framework)
Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it requires revision for subatomic scales or for
speeds close to the speed of light. Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In
any system, total momentum is always conserved (p. 116, Framework).
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ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
#
Blocks
STUDENT LEARNING
OBJECTIVES
GRADE: H.S.
CORRESPONDING PE’s and
DCI’s
1
1. Describe the
relationship between
force and
acceleration.
2. Identify the cause and
effect of forces.
UNIT NAME: Motion
CURRICULAR & SUPPLEMENTAL
RESOURCES
Fan Cart Physics Gizmo
https://www.explorelearning.com/i
ndex.cfm?method=cResource.dspV
iew&ResourceID=403
HS-PS2-1
Analyze data to support
the claim that Newton’s
second law of motion
describes the
mathematical
relationship among the
net force on a
macroscopic object, its
mass, and its
acceleration.
UNIT #: 2
PS2.A: Forces and Motion
Newton’s second law
accurately predicts changes in
the motion of macroscopic
objects.
Newton’s Three Laws of Motion
http://www.bozemanscience.com/
newtons-three-laws-of-motion
Free Body Diagram
http://www.bozemanscience.com/
free-body-diagrams
Parachute and Terminal Velocity
https://concord.org/stemresources/parachute-and-terminalvelocity
Marble Inertia
Discovery Textbook
https://app.discoveryeducation.co
m/techbook2:unit/view/unitGuid/7
CD26517-E905-4D5C-936A8AEC49623E88
ASSESSMENT
Draw free body diagrams of
various situations.
Force lab or Gizmos
Create a representations for each
of Newton; Laws.
Calculate the acceleration based
off the force.
One paragraph persuasive essay:
which comes first, force or
acceleration?
Egg Drop Design
3
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
#
Blocks
STUDENT LEARNING
OBJECTIVES
GRADE: H.S.
UNIT #: 2
CORRESPONDING PE’s and DCI’s
UNIT NAME: Motion
CURRICULAR &
SUPPLEMENTAL RESOURCES
ASSESSMENT
HS-PS2-2
PS2.A: Forces and Motion
3
Use mathematical
representations to
support the claim
that the total
momentum of a system
of objects is conserved
when there is no net
force on the system.
1. Describe elastic and
inelastic collisions.
2. Predict the final
velocity of an
inelastic collision.
Momentum is defined for a particular
frame of reference; it is the mass times
the velocity of the object.
If a system interacts with objects outside
itself, the total momentum of the system
can change; however, any such change is
balanced by changes in the momentum of
objects outside the system.
2 D Collision Gizmo
https://www.explorelearning.c
om/index.cfm?method=cResou
rce.dspDetail&ResourceID=361
Air Track Gizmo
https://www.explorelearning.c
om/index.cfm?method=cResou
rce.dspDetail&ResourceID=12
Discovery Techbook
https://app.discoveryeducation
.com/techbook2:unit/view/unit
Guid/7CD26517-E905-4D5C936A-8AEC49623E88
Gizmos
Calculation of elastic and
inelastic collisions
Use conservation of
momentum to describe a
rocket or any other
phenomenon that relates.
3. Explain a
phenomenon that
uses conservation of
momentum.
4
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
#
Blocks
STUDENT LEARNING
OBJECTIVES
HS-PS2-3
Apply scientific and
engineering ideas to
design, evaluate, and
refine a device that
minimizes the force on a
macroscopic object
during a collision.*
1
1. Design, evaluate, and
refine protection that
will allow an egg to
be dropped from 7 ft.
2. Design, build and test
the structure.
GRADE: H.S.
UNIT #: 2
CORRESPONDING PE’s and DCI’s
PS2.A: Forces and Motion
If a system interacts with objects outside
itself, the total momentum of the system
can change; however, any such change is
balanced by changes in the momentum
of objects outside the system.
ETS1.A: Defining and Delimiting an
Engineering Problem
Criteria and constraints also include
satisfying any requirements set by
society, such as taking issues of risk
mitigation into account, and they should
be quantified to the extent possible and
stated in such a way that one can tell if a
given design meets them. (secondary)
UNIT NAME: Motion
CURRICULAR &
SUPPLEMENTAL RESOURCES
Egg Drop
http://www.crscience.org/less
onplans/Stanford_ASBEgg_Drop_Challenge-12-13.pdf
ASSESSMENT
Egg Drop Challenge
Discovery Techbook
https://app.discoveryeducation
.com/techbook2:unit/view/unit
Guid/7CD26517-E905-4D5C936A-8AEC49623E88
ETS1.C: Optimizing the Design Solution
Criteria may need to be broken down
into simpler ones that can be approached
systematically, and decisions about the
priority of certain criteria over others
(trade-offs) may be needed.
5
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
#
Block
s
STUDENT LEARNING
OBJECTIVES
GRADE: H.S.
UNIT #: 2
CORRESPONDING Pes and DCIs
UNIT NAME: Motion
CURRICULAR &
SUPPLEMENTAL RESOURCES
ASSESSMENT
HS-PS2-4
Use mathematical
representations
of Newton’s Law of
Gravitation and
Coulomb’s Law to
describe and predict the
gravitational and
electrostatic forces
between objects.
1
1. Describe gravity in
terms of distance
between them.
2. Describe Coulomb’s
law in terms of
distance.
3. Demonstrate that the
relationships are the
same between the two
forces.
4. Demonstrate that
gravity is weaker
because G is small and
works over longer
distances but electric
force is stronger but
one at small distances.
PS2.B: Types of Interactions
Newton’s law of universal gravitation and
Coulomb’s law provide the mathematical
models to describe and predict the
effects of gravitational and electrostatic
forces between distant objects. (HS-PS24)
Forces at a distance are explained by
fields (gravitational, electric, and
magnetic) permeating space that can
transfer energy through space. Magnets
or electric currents cause magnetic fields;
electric charges or changing magnetic
fields cause electric fields. (HS-PS24),(HS-PS2-5)
Coulomb Force (static)
https://www.explorelearning.c
om/index.cfm?method=cResou
rce.dspView&ResourceID=456
Gravitational Force
https://www.explorelearning.c
om/index.cfm?method=cResou
rce.dspView&ResourceID=411
Lunar Lander
https://phet.colorado.edu/en/s
imulation/legacy/lunar-lander
Universal Gravitation Reading
(Inquiry Based Physics)
Discovery Techbook
https://app.discoveryeducation
.com/techbook2:unit/view/unit
Guid/7CD26517-E905-4D5C936A-8AEC49623E88
Model force fields for
gravity and electrostatics
and compare.
Gravity gradient lab
activity.
Calculate forces and
compare formulas.
Crossword puzzle based off
reading
Gizmos Labs
6
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
GRADE: H.S.
UNIT #: 2
UNIT NAME: Motion
Connections to other DCIs in this grade-band:
HS.PS3.A (HS-PS2-4),(HS-PS2-5); HS.PS3.C (HS-PS2-1); HS.PS4.B (HS-PS2-5); HS.ESS1.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS1.B (HS-PS2-4); HS.ESS1.C(HSPS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS2.A (HS-PS2-5); HS.ESS2.C (HS-PS2-1),(HS-PS2-4); HS.ESS3.A (HS-PS2-4),(HS-PS2-5)
Articulation of DCIs across grade-bands:
MS.PS2.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.PS2.B (HS-PS2-4),(HS-PS2-5); MS.PS3.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.ESS1.B (HS-PS2-4),(HS-PS2-5)
ELA/Literacy RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account. (HS-PS2-1)
RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address
a question or solve a problem. (HS-PS2-1)
WHST.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3),(HS-PS25)
WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5)
WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5)
Mathematics MP.2
Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
MP.4
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ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
GRADE: H.S.
UNIT #: 2
UNIT NAME: Motion
Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
HSA.SSE.A.1
Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4)
HSA.SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1),(HS-PS2-4)
HSA.CED.A.1
Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(HS-PS2-2)
HSA.CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS21),(HS-PS2-2)
HSA.CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2)
HSF-IF.C.7
Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.(HSPS2-1)
HSS-IS.A.1
Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)
8
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
GRADE: H.S.
UNIT #: 2
UNIT NAME: Motion
Common Core State Standards Connections:
ELA/Literacy RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to
any gaps or inconsistencies in the account. (HS-PS2-1)
RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in
order to address a question or solve a problem. (HS-PS2-1)
WHST.1112.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation. (HS-PS2-3),(HS-PS2-5)
WHST.1112.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths
and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5)
WHST.1112.9
Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5)
Mathematics MP.2
Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
MP.4
Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5)
HSA.SSE.A.1
Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4)
HSA.SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HSPS2-1),(HS-PS2-4)
9
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
GRADE: H.S.
UNIT #: 2
UNIT NAME: Motion
HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(HS-PS2-2)
HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and
scales. (HS-PS2-1),(HS-PS2-2)
HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2)
HSF-IF.C.7
Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more
complicated cases.(HS-PS2-1)
HSS-IS.A.1
Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)
10
ORANGE PUBLIC SCHOOLS
CONTENT AREA: Physics
GRADE: H.S.
UNIT #: 2
UNIT NAME: Motion
Table: Component Ideas arranged into courses. The table uses the information in the NGSS foundation boxes to connect the high school NGSS
performance expectations to the component ideas from the Framework.
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