Download 2015-2016 Year at a Glance Physics

SAUSD Physics Curriculum 2015-2016
Unit 1a • Forces and Motion
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1B.1 Exchanging
information and ideas with
others through oral
collaborative discussions
on a range of social and
academic topics.
P.1C-10: Writing literary
and informational texts to
present, describe, and
explain ideas and
information, using
appropriate technology.
P.1C-11: Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
of background knowledge,
using appropriate register.
*For additional information, see NGSS and full Curriculum Map
Explain and predict the forces between objects and within systems of objects
1. How can Newton’s second law accurately predict the changes in the motion of macroscopic objects?
2. Why is momentum defined for a particular frame of reference?
3. What is the mathematical form of momentum?
4. How is the total momentum of a system changed when the system interacts with objects outside the system itself?
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
NGSS Performance Task
NGSS Clarification Statement
Lab Activities
HS-PS2-1
HS-PS2-1:
Conceptual Physics ProblemAnalyze data to support the claim that Newton’s
Examples of data could include tables or graphs of
Solving: 1-2, 2-1, 3 -1, 3-3, 3-4,
second law of motion describes the mathematical
position or velocity as a function of time for objects
4-1, 4-2
relationship among the net force on a macroscopic
subject to a net unbalanced force, such as a falling
Conceptual Physics Lab
object, its mass, and its acceleration.
object, an object rolling down a ramp, or a moving
Manual: Labs: 11,12, 13, 14,
object being pulled by a constant force
15, 19, 20
Assessment
boundary:
[Assessment
is
limited
to
• Variables affecting
HS-PS2-2
one-dimensional
motion
and
to
macroscopic
objects
Acceleration
Use mathematical representations to support the claim
moving
at
non-relativistic
speeds.]
•
Mass and Acceleration
that the total momentum of a system of objects is
HS-PS2-2:
• Forces and Acceleration
conserved when there is no net force on the system.
Emphasis is on the quantitative conservation of
• Effect of Air Friction on
momentum in interactions and the qualitative
Falling Bodies
HS-PS2-3
meaning of this principle.
•
Components of Force
Apply scientific and engineering ideas to design,
Assessment boundary: [Assessment is limited to
•
Two-Body Collisions
evaluate, and refine a device that minimizes the force
systems of two macroscopic bodies moving in oneMomentum Conservation
on a macroscopic object during a collision.
dimension.]
HS-PS2-3:
Examples of evaluation and refinement could include
determining the success of the device at protecting an
object from damage and modifying the design to
improve it.
Assessment boundary: [Assessment is limited to
qualitative evaluations and/or algebraic manipulations.]
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Physics Curriculum 2015-2016
Unit 1b • Types of Interactions
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1B.1 Exchanging
information and ideas with
others through oral
collaborative discussions
on a range of social and
academic topics.
P.1C-10: Writing literary
and informational texts to
present, describe, and
explain ideas and
information, using
appropriate technology.
P.1C-11: Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
of background knowledge,
using appropriate register.
*For additional information, see NGSS and full Curriculum Map
Explain and predict interactions between objects and within systems of objects.
1. How can Newton’s law of universal gravitation and Coulomb’s law provide mathematical models to describe and predict the effects of
gravitational and electrostatic forces between distant objects?
2. Why can forces at a distance be explained by fields; gravitational, electric, and magnetic?
3. What are the relationships between magnets, electric charges, electric currents, magnetic fields and electric fields?
4. How can attractions and repulsions between electrical charges at the atomic scale explain the structure, properties, and transformations of
matter, as well as the contact forces between material objects?
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
NGSS Performance Task
NGSS Clarification Statement
Lab Activities
Conceptual Physics ProblemHS-PS2-4
HS-PS2-4:
Solving: 3-2, 7-1,7-2, 10-2, 13Use mathematical representations of Newton’s Law
Emphasis is on both quantitative and conceptual
1, 13-2, 15-1, 16-2
of Gravitation and Coulomb’s Law to describe and
descriptions of gravitational and electrical fields.
Conceptual Physics Lab
predict the gravitational and electrostatic forces
Assessment boundary: [Assessment is limited to
Manual: Labs: 27, 29, 36, 37,
between objects.
systems with two objects.]
38, 86, 93, 94
HS-PS2-5:
• Friction and energy
Assessment boundary: [Assessment is limited to
HS-PS2-5
•
Coefficients of Friction
designing and conducting investigations with
Plan and conduct an investigation to provide
•
Acceleration of Gravity
provided materials and tools.]
evidence that an electric current can produce a
•
Free Fall
HS-PS2-6:
magnetic field and that a changing magnetic field
•
Static
Electricity
Emphasis is on the attractive and repulsive forces
can produce an electric current
• Magnetic Field Lines Forces
that determine the functioning of the material.
on a Moving Charge
Examples could include why electrically conductive
HS-PS2-6
Communicate scientific and technical information
materials are often made of metal, flexible but
about why the molecular-level structure is
durable materials are made up of long chained
important in the functioning of designed materials.
molecules, and pharmaceuticals are designed to
interact with specific receptors. Assessment
boundary: [Assessment is limited to provided
molecular structures of specific designed materials.]
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
Unit 2a • Energy
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1B.1 Exchanging
information and ideas with
others through oral
collaborative discussions
on a range of social and
academic topics.
P.1C-10: Writing literary
and informational texts to
present, describe, and
explain ideas and
information, using
appropriate technology.
P.1C-11: Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
of background knowledge,
using appropriate register.
SAUSD Physics Curriculum 2015-2016
*For additional information, see NGSS and full Curriculum Map
Energy can be transferred and conserved
1. Why is energy a quantitative property
2. of a system that depends on the motion and interactions of matter and radiation within that system?
3. Why is there a single quantity called energy?
4. How does energy manifest itself in multiple ways at the macroscopic scale?
5. How are energy relationships explained at the microscopic scale?
6. Why do mathematical expressions, which quantify how the stored energy in a system depends on its configuration?
7. How can the mathematical expression for kinetic energy be applied to the conservation of energy and to predict and describe a system’s
behavior?
8. How does the availability of energy limit what can occur in any system?
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
NGSS Performance Task
NGSS Clarification Statement
Lab Activities
Conceptual Physics ProblemHS-PS3-1
HS-PS3-1:
Solving: 5-2, 5-3,9-2, 9-3, 15-2,
Create a computational model to
Emphasis is on explaining the meaning of mathematical expressions
15-3, 16-2, 22-1
calculate the change in energy of
used in the model. Assessment boundary: [Assessment is limited to
Conceptual Physics Lab
one component in a system when
basic algebraic expressions or computations; to systems of two or three
Manual: Labs: 21, 23, 24, 26,
the change in energy of the other
components; and to thermal energy, kinetic energy, and/or the energies
28, 46 – 51, 88
component(s) and energy flows in
in gravitational, magnetic, or electric fields.]
•
Mechanical energy
and out of the system are known.
HS-PS3-2:
•
Conservation of Energy
HS-PS3-2
Examples of phenomena at the macroscopic scale could include the
•
Energy and Work
Develop and use models to illustrate conversion of kinetic energy to thermal energy, the energy stored due to
•
Archimedes’ Principle
that energy at the macroscopic scale position of an object above the earth, and the energy stored between two
•
Weight of Air
can be accounted for as either
electrically charged plates. Examples of models could include diagrams,
motions of particles or energy
• Pressure and Force
drawings, descriptions, and computer simulations.
stored in fields.
• Specific Heat of Water
HS-PS3-3:
HS-PS3-3
• Specific Heat
Emphasis is on both qualitative and quantitative evaluations of devices.
Design, build, and refine a device
Examples of devices could include Rube Goldberg devices, wind
that works within given
turbines, solar cells, solar ovens, and generators.
constraints to convert one form of
Examples of constraints could include use of renewable energy forms
energy into another form of energy
and efficiency. Assessment boundary: [assessment for quantitative
evaluations is limited to total output for a given input. Assessment is
limited to devices constructed with materials provided to students.]
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Physics Curriculum 2015-2016
Unit 2b • Applications of Energy *For additional information, see NGSS and full Curriculum Map
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1B.1 Exchanging
information and ideas with
others through oral
collaborative discussions
on a range of social and
academic topics.
P.1C-10: Writing literary
and informational texts to
present, describe, and
explain ideas and
information, using
appropriate technology.
P.1C-11: Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
of background knowledge,
using appropriate register.
Energy can be transformed, transferred and conserved
1. What are some forms in which energy manifests itself at the macroscopic scale?
2. How can energy be transformed but still conserved?
3. What happens to unequal energy distributions in systems over time?
4. What happens to the energy stored in the field when two objects interacting through a field change relative positions?
5. Why is energy converted to thermal energy in the surrounding environment considered to be a less useful form of energy?
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
NGSS Performance Task
NGSS Clarification Statement
Lab Activities
Conceptual
Physics ProblemHS-PS3-3
HS-PS3-4:
Solving:
24-1,
15-2, 15-3, 11-1,
Design, build, and refine a device that works within
Emphasis is on analyzing data from student
11-2
given constraints to convert one form of energy into
investigations and using mathematical thinking to
Conceptual Physics Lab
another form of energy.
describe the energy changes both quantitatively and
Manual: Labs: 27, 28,
conceptually.
HS-PS3-4
43, 61, 63, 64, 65, 88
Examples
of
investigations
could
include
mixing
Plan and conduct an investigation
• Friction and energy
liquids
at
different
initial
temperatures
or
adding
to provide evidence that the transfer of thermal
• Conservation of Energy
objects
at
different
temperatures
to
water.
energy when two components of different
Assessment
boundary:
[Assessment
is
limited
to
•
Elasticity and Hooke’s Law
temperatures are combined within a closed system
investigations
based
on
materials
and
tools
provided
•
Energy
Transfer
results in a more uniform energy distribution among
to
students.]
•
Heat
Engines
the components in the system (second law of
HS-PS3-5:
• Period of Pendulum
thermodynamics).
Examples
of
models
could
include
drawings,
•
Capacitors
HS-PS3-5
diagrams,
and
texts,
such
as
drawings
of
what
Develop and use a model of two objects interacting
happens when two charges of opposite polarities
through electric or magnetic fields to illustrate the
are near each other, including an explanation of how
forces between objects and the changes in energy of
the change in energy of the objects is related to the
the objects due to the interaction
change in energy of the field.
Assessment boundary: [Assessment is limited to
systems containing two objects.]
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
Unit 3a • Wave Properties
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1B.1 Exchanging
information and ideas with
others through oral
collaborative discussions
on a range of social and
academic topics.
P.1C-10: Writing literary
and informational texts to
present, describe, and
explain ideas and
information, using
appropriate technology.
P.1C-11: Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
of background knowledge,
using appropriate register.
SAUSD Physics Curriculum 2015-2016
*For additional information, see NGSS and full Curriculum Map
Waves can be used to transfer energy
1. How are the wavelength and frequency of a wave are related to one another?
2. What factors determine the speed of a wave?
3. What effects do waves have on one another as they cross?
4. Why can electromagnetic radiation, (e.g., radio, microwave, light) be used to model a wave of changing electric and magnetic fields or as
particles called photons?
5. What properties of electromagnetic waves is the wave model more useful for explaining the features of electromagnetic radiation?
6. What properties of electromagnetic waves is the particle model more useful for explaining the features of electromagnetic radiation?
7. What is the impact on living tissue when light or shorter wavelength electromagnetic radiation is absorbed?
8. What is the impact on materials when light or longer wavelength electromagnetic radiation is absorbed?
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
NGSS Performance Task
NGSS Clarification Statement
Lab Activities
Conceptual Physics ProblemHS-PS4-1
HS-PS4-1:
Solving: 12-1, 12-3, 13-1, 17-1
Use mathematical representations to
Examples of data could include electromagnetic radiation
Conceptual Physics Lab
support a claim supporting a claim
traveling in a vacuum and glass, sound waves traveling
Manual: Labs: 66, 67, 68,
regarding relationships among the
through air and water, seismic waves traveling through the
69
frequency, wavelength, and speed of
Earth. Assessment boundary: [assessment is limited to
• Superposition
algebraic relationships and describing those relationships
waves traveling in various media.
qualitatively.]
• Wave Behavior
HS-PS4-3
• Nature of Sound
HS-PS4-3:
Evaluate the claims, evidence, and
• Speed of Sound
Emphasis is on how the experimental evidence supports the
reasoning behind the idea that
claim and how a theory is generally modified in light of new
• Electromagnetic Spectrum
electromagnetic radiation can be
evidence. Examples of a phenomenon could include
described either by a wave model or a
resonance, interference, diffraction, and photoelectric effect.]
particle model, and that for some
Assessment boundary: [Assessment does not include
situations one model is more useful than
quantum theory.]
the other.
HS-PS4-4:
HS-PS4-4
Emphasis is on the idea that different frequencies of light have
Evaluate the validity and reliability of
different energies, and the damage to living tissue from
claims in published materials that different
electromagnetic radiation depends on the energy of the
frequencies of electromagnetic radiation
radiation. Examples of published materials could include trade
have when absorbed by matter.
books, magazines, web resources, videos, and other passages
that may reflect bias. Assessment boundary: [assessment is
limited to qualitative descriptions.]
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Physics Curriculum 2015-2016
Unit 3b • Applications of Electro- magnetic Waves *For additional information, see NGSS and full Curriculum Map
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1B.1 Exchanging
information and ideas with
others through oral
collaborative discussions
on a range of social and
academic topics.
P.1C-10: Writing literary
and informational texts to
present, describe, and
explain ideas and
information, using
appropriate technology.
P.1C-11: Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
of background knowledge,
using appropriate register.
Waves can be used to transfer energy and send and store information
• How can solar cells be used to capture solar energy and convert it to useable forms?
• How can information be digitized?
• How do photoelectric materials work?
• How is the understanding of waves and their interactions with matter used in multiple technologies?
• How is the understanding of waves and their interactions with matter used in producing, transmitting, capturing signals, storing, and
interpreting information?
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style,
and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
NGSS Performance Task
NGSS Clarification Statement
Lab Activities
Conceptual
Physics Problem
HS-PS4-2
HS-PS4-2:
Solving:
18-1,
18-2, 18-3, 18-4
Evaluate questions about the advantages of using a
Examples of advantages could include that digital
digital transmission and storage of information.
information is stable because it can be stored
Conceptual Physics Lab
reliably in computer memory, transferred easily,
Manual: Labs: 73, 96
and
copied
and
shared
rapidly.
Disadvantages
HS-PS-5
could
include
issues
of
easy
deletion,
security,
Communicate technical information about how some
• Atomic Spectra
and theft.
technological devices use the principles of wave
• Photoelectric Effect
behavior and wave interactions with matter to
• Electromagnetic Spectrum
HS-PS4-5:
transmit and capture information and energy.
Examples could include solar cells capturing light
and converting it to electricity; medical imaging;
and communications technology. Assessment
boundary: [Assessment is limited to qualitative
information. Assessments do not include band
theory.]
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14