Download Grade 9 Physics - Hammonton Public Schools

Hammonton Public Schools
Hammonton High School
PHYSICS CURRICULUM
2013-14
Physics Curriculum rev. 2013
Page 1
TABLE OF CONTENTS
Page #
Note to Teachers
3
Pacing Guide
4
NJ Core Curriculum Content Standards (NJCCCS)
5
Scientific Method
14
Measurement
16
Graphing
19
Kinematics
21
Dynamics
24
Universal Gravitation
28
Momentum
30
Energy
33
Electrostatics
36
Electricity / DC Circuits
39
Waves
42
Physics Curriculum rev. 2013
Page 2
PHYSICS PACING GUIDE
Marking
Period
1
Topics
Scientific Method
Timeline
(approx # weeks)
1.5
Measurement
(includes Density)
4
Graphing
2
Kinematics
5
Dynamics
7-8
Assessments
Writing Prompt - Density
Lab Practical -- Measurement
Writing Prompt - Motion Graphs
2
3
(Midterm Exam)
Universal Gravitation
Momentum
1
3
Energy
4
4
Mechanics Assessment
Electrostatics
1.5
Electricity
2
Waves
2
(Final Exam)
Physics Curriculum rev. 2013
Page 3
NJCCCS -- 2009 STANDARDS
SCIENCE STANDARDS:
5.1.12.A - D (SCIENCE PRACTICES)
5.2.12.D & E (PHYSICAL SCIENCE/PHYSICS)
2009 New Jersey Core Curriculum Content Standards - Science
Content
Area
Standard
Strand
Science
5.1 Science Practices: All students will understand that science is
both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations : Students understand core
concepts and principles of science and use measurement and
observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
By
the
Cumulative Progress Indicator
end
Content Statement
CPI#
(CPI)
of
grade
12
Mathematical, physical, 5.1.12.A.1 Refine interrelationships among
and computational tools
concepts and patterns of evidence
are used to search for
found in different central scientific
and explain core
explanations.
scientific concepts and
principles.
12
Interpretation and
5.1.12.A.2 Develop and use mathematical,
manipulation of
physical, and computational tools to
evidence-based models
build evidence-based models and to
are used to build and
pose theories.
critique
arguments/explanations.
12
Revisions of predictions 5.1.12.A.3 Use scientific principles and theories
and explanations are
to build and refine standards for data
based on systematic
collection, posing controls, and
observations, accurate
presenting evidence.
measurements, and
structured
Physics Curriculum rev. 2013
Page 4
data/evidence.
Physics Curriculum rev. 2013
Page 5
Content
Area
Standard
Strand
Science
5.1 Science Practices: All students will understand that science is
both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
B. Generate Scientific Evidence Through Active Investigations :
Students master the conceptual, mathematical, physical, and
computational tools that need to be applied when constructing and
evaluating claims.
By
the
Cumulative Progress Indicator
end
Content Statement
CPI#
(CPI)
of
grade
12
Logically designed
5.1.12.B.1 Design investigations, collect evidence,
investigations are
analyze data, and evaluate evidence to
needed in order to
determine measures of central
generate the evidence
tendencies, causal/correlational
required to build and
relationships, and anomalous data.
refine models and
explanations.
12
Mathematical tools
5.1.12.B.2 Build, refine, and represent evidenceand technology are
based models using mathematical,
used to gather,
physical, and computational tools.
analyze, and
communicate results.
12
Empirical evidence is
5.1.12.B.3 Revise predictions and explanations
used to construct and
using evidence, and connect
defend arguments.
explanations/arguments to established
scientific knowledge, models, and
theories.
12
Scientific reasoning is 5.1.12.B.4 Develop quality controls to examine
used to evaluate and
data sets and to examine evidence as a
interpret data
means of generating and reviewing
patterns and scientific
explanations.
conclusions.
Physics Curriculum rev. 2013
Page 6
Content
Area
Standard
Strand
Science
5.1 Science Practices: All students will understand that science is
both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on
itself over time.
By
the
end
Content Statement
of
grade
12
Refinement of
understandings,
explanations, and
models occurs as new
evidence is
incorporated.
12
Data and refined
models are used to
revise predictions and
explanations.
12
Science is a practice
in which an
established body of
knowledge is
continually revised,
refined, and extended
as new evidence
emerges.
Physics Curriculum rev. 2013
CPI#
Cumulative Progress Indicator
(CPI)
5.1.12.C.1 Reflect on and revise understandings as
new evidence emerges.
5.1.12.C.2 Use data representations and new
models to revise predictions and
explanations.
5.1.12.C.3 Consider alternative theories to
interpret and evaluate evidence-based
arguments.
Page 7
Content
Area
Standard
Strand
Science
5.1 Science Practices: All students will understand that science is
both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
D. Participate Productively in Science : The growth of scientific
knowledge involves critique and communication, which aresocial
practices that are governed by a core set of values and norms.
By
the
Cumulative Progress Indicator
end
Content Statement
CPI#
(CPI)
of
grade
12
Science involves
5.1.12.D.1 Engage in multiple forms of discussion
practicing productive
in order to process, make sense of, and
social interactions
learn from others’ ideas, observations,
with peers, such as
and experiences.
partner talk, wholegroup discussions,
and small-group work.
12
Science involves using 5.1.12.D.2 Represent ideas using literal
language, both oral
representations, such as graphs, tables,
and written, as a tool
journals, concept maps, and diagrams.
for making thinking
public.
12
Ensure that
5.1.12.D.3 Demonstrate how to use scientific tools
instruments and
and instruments and knowledge of how
specimens are
to handle animals with respect for their
properly cared for and
safety and welfare.
that animals, when
used, are treated
humanely,
responsibly, and
ethically.
Physics Curriculum rev. 2013
Page 8
Content
Area
Standard
Strand
Science
5.2 Physical Science: All students will understand that physical
science principles, including fundamental ideas about matter, energy,
and motion, are powerful conceptual tools for making sense of
phenomena in physical, living, and Earth systems science.
D. Energy Transfer and Conservation : The conservation of energy
can be demonstrated by keeping track of familiar forms of energy as
they are transferred from one object to another.
By
the
end
Content Statement
of
grade
12
The potential energy
of an object on
Earth’s surface is
increased when the
object’s position is
changed from one
closer to Earth’s
surface to one farther
from Earth’s surface.
12
Energy may be
transferred from one
object to another
during collisions.
Physics Curriculum rev. 2013
CPI#
Cumulative Progress Indicator
(CPI)
5.2.12.D.1 Model the relationship between the
height of an object and its potential
energy.
5.2.12.D.4 Measure quantitatively the energy
transferred between objects during a
collision.
Page 9
Content
Area
Standard
Strand
Science
5.2 Physical Science: All students will understand that physical science
principles, including fundamental ideas about matter, energy, and motion,
are powerful conceptual tools for making sense of phenomena in physical,
living, and Earth systems science.
E. Forces and Motion : It takes energy to change the motion of objects.
The energy change is understood in terms of forces.
By
the
Content Statement
end of
grade
12
The motion of an object
can be described by its
position and velocity as
functions of time and by
its average speed and
average acceleration
during intervals of time.
12
Objects undergo different
kinds of motion
(translational, rotational,
and vibrational).
12
The motion of an object
changes only when a net
force is applied.
2
The magnitude of
acceleration of an object
depends directly on the
strength of the net force,
and inversely on the
mass of the object. This
relationship (a=Fnet/m)
is independent of the
nature of the force.
Physics Curriculum rev. 2013
CPI#
Cumulative Progress Indicator
(CPI)
5.2.12.E.1 Compare the calculated and measured
speed, average speed, and acceleration
of an object in motion, and account for
differences that may exist between
calculated and measured values.
5.2.12.E.2 Compare the translational and
rotational motions of a thrown object
and potential applications of this
understanding.
5.2.12.E.3 Create simple models to demonstrate
the benefits of seatbelts using Newton's
first law of motion.
5.2.12.E.4 Measure and describe the relationship
between the force acting on an object
and the resulting acceleration.
Page 10
TECHNOLOGY STANDARDS:
8.1.12.A
2009 New Jersey Core Curriculum Content Standards Technology
Content
Area
Standard
Technology
8.1 Educational Technology: All students will use digital tools to
access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and
communicate knowledge.
A. Technology Operations and Concepts
Strand
By
the
Cumulative Progress Indicator
end
Content Statement
CPI#
(CPI)
of
grade
12
The use of technology 8.1.12.A.1 Construct a spreadsheet, enter data,
and digital tools
and use mathematical or logical
requires knowledge
functions to manipulate data, generate
and appropriate use of
charts and graphs, and interpret the
operations and related
results.
applications.
8.1.12.A.2 Produce and edit a multi-page
document for a commercial or
professional audience using desktop
publishing and/or graphics software.
8.1.12.A.3 Participate in online courses, learning
communities, social networks, or virtual
worlds and recognize them as resources
for lifelong learning.
8.1.12.A.4 Create a personalized digital portfolio
that contains a résumé, exemplary
projects, and activities, which together
reflect personal and academic interests,
achievements, and career aspirations.
Physics Curriculum rev. 2013
Page 11
21ST CENTURY LIFE CAREER SKILLS -STANDARDS:
9.1.12.A
9.3.12.C
2009 New Jersey Core Curriculum Content Standards
- 21st-Century Life and Careers
Content
Area
21st-Century Life and Careers
Standard
9.1 21st-Century Life & Career Skills: All students will demonstrate the
creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic
and organizational cultures.
Strand
A. Critical Thinking and Problem Solving
By
the
end
of
grade
12
Content
Statement
The ability to
recognize a problem
and apply critical
thinking and
problem-solving
skills to solve the
problem is a lifelong
skill that develops
over time.
CPI#
Cumulative Progress Indicator (CPI)
9.1.12.A.1 Apply critical thinking and problem-solving
strategies during structured learning
experiences.
9.1.12.A.2 Participate in online strategy and planning
sessions for course-based, school-based, or
outside projects.
Critical thinking and 9.1.12.A.3 Assess how a variety of problem-solving
problem solving in
strategies are being used to address solutions
the 21st century are
to global problems by participating in online
enhanced by the
discussions with peers from other countries.
ability to work in
9.1.12.A.4 Justify problem-solving strategies used in the
cross-cultural teams
development of a particular innovative product
in face-to-face and
or practice in the United States and in another
virtual
country.
environments.
Physics Curriculum rev. 2013
Page 12
Content
Area
21st-Century Life and Careers
Standard
9.3 Career Awareness, Exploration, and Preparation: All students will apply
knowledge about and engage in the process of career awareness, exploration, and
preparation in order to navigate the globally competitive work environment of the
information age.
Strand
C. Career Preparation
By
the
end
of
grade
12
Content
Statement
Career
preparation
requires
purposeful
planning based
on research,
selfknowledge,
and informed
choices.
CPI#
Cumulative Progress Indicator (CPI)
9.3.12.C.1
Assess and modify Personalized Student Learning Plans
to support declared career goals.
9.3.12.C.2
Characterize education and skills needed to achieve
career goals, and take steps to prepare for
postsecondary options, including making course
selections, preparing for and taking assessments, and
participating in extra-curricular activities.
9.3.12.C.20 Analyze employment trends by industry sector to
determine how employment and training requirements
change over time.
9.3.12.C.21 Determine the extent to which an individual’s online
behavior (e.g., social networking, photo exchanges,
video postings) may impact opportunities for
employment, job retention, or job advancement.
9.3.12.C.22 Compare and contrast New Jersey school district policies
with employer policies related to individual behavior and
responsibilities (e.g., absenteeism and tardiness,
plagiarism, harassment).
9.3.12.C.23 Determine job entrance criteria (e.g., education
credentials, math/writing/reading comprehension tests,
drug tests) used by employers in various industry
sectors.
9.3.12.C.24 Analyze why employers use different interview
techniques.
Physics Curriculum rev. 2013
Page 13
Content Area: Science
Unit Title:
SCIENTIFIC METHOD
Target Course/Grade Level:
School: Hammonton High
PHYSICS
(approx. 1.5 weeks)
UNIT SUMMARY
In this unit, students will practice the scientific processes involved in supporting / disproving a
hypothesis. They will learn to make observations, develop mechanisms (hypotheses) to explain
observations, develop testing experiments, make predictions, and judge the results of the
experiment.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)







5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 How do scientists support or disprove a hypothesis?
Unit Enduring Understandings:
Students will understand:
 The purpose of a control in an experiment.
 The difference between dependent and independent variables.
 How to make predictions to test a hypothesis.
 Scientific methodology for conducting an experiment and interpreting results.
Physics Curriculum rev. 2013
Page 14
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Make and record observations (qualitative and quantitative) in a laboratory notebook.
 Look for patterns in observations / data.
 Come up with possible mechanisms (hypotheses) to account for observations.
 Develop testing experiments in order to test (support or disprove) hypotheses.
 Write a prediction for the outcome of an experiment in the form of “If…Then” statements.
(PUM activities).
 Conduct experiments, record the outcomes, and make a judgment about each of the
mechanisms.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Quiz
 Lab Work
 Projects
Formative Assessments:
 Do-Now
 Vocabulary
 Observations of student lab performance
 Lab Notebook
 Discussion
 Presenting / Whiteboarding results
 Homework
Student Self-Assessment and Reflection:
 Discussions
 Written Reflections
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Math PUM-I and PUM-II resources
http://pum.rutgers.edu/
Instructional Guidelines: Aligning Learning Activities
Activities:
 Lesson 1 What is Inside Things? (PUM-1 lesson 1)
 Fortune Fish Activity
 Pendulum Lab (predict variables that affect period of pendulum)
 Toilet Paper Lab – scientific method intro
 Piercing a balloon without popping Lab
Physics Curriculum rev. 2013
Page 15

Dropping Water on Penny Lab
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
MEASUREMENT
(approx. 4 weeks)
PHYSICS
UNIT SUMMARY
In this unit, students will become familiar with the advantages of the metric system, and its prefixes
and units. They will properly measure and record data, and perform conversions between the units.
Students will conduct several measurement labs (length, mass, volume, and density) which will help
build upon their proper use of lab equipment.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)







5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 Why is the Metric System used worldwide?
 What characterizes a properly recorded measurement?
Unit Enduring Understandings:
Students will understand:
 The advantages of the metric system.
 The relative magnitude of unit quantities (ex: 100 cm=1m cm/m/km/mile g/kg/pound)
 The definitions of “mass” and “volume”.
 The appropriate tools and units of measure for length, mass, and volume.
 Measuring tools and all measurements have a degree of uncertainty.
 The density of a substance can be calculated from its measured mass and volume.
 The density of a substance is an intrinsic property that does not change if there is more or
Physics Curriculum rev. 2013
Page 16
less of the substance.
 Applications of density (sinking/floating, uses).
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 List metric and non-metric units of length, mass, and volume.
 Perform metric conversions using the following SI prefixes (giga, mega, kilo, centi, milli, micro,
and nano)
 Distinguish between “mass” and “volume”.
 Measure mass directly, and mass by difference.
 Measure volume of a rectangular solid, a liquid, and an irregular solid.
 Record measurements of length, mass, and volume with correct units.
 Record measurements of length, mass, and volume with correct degree of uncertainty. (+/degree of precision).
 Determine the density of liquids, rectangular solids, and irregular solids.
 Solve problems for density, mass, or volume, by re-arranging the D=M/V formula.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Observations of Student Laboratory work
 Homework
 Lab Practical for Measurement
 Density Writing Prompt
 Lab Report
 Unit Test
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Notebook
 Quizzes
Student Self-Assessment and Reflection:
 Discussions
 Lab Notebook
 Written Reflection
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Online Resources
 Physics Union Math PUM-I and PUM-II resources http://pum.rutgers.edu/
 PhET Simulation – Density http://phet.colorado.edu/en/simulation/density
Physics Curriculum rev. 2013
Page 17
Instructional Guidelines: Aligning Learning Activities
Activities:
 Lab - Length of pre-measured objects. (Note: measurements labs may also include converting
from one unit to another).
 Lab -- mass using triple beam balances. (Note: measurements labs may also include
converting from one unit to another).
 Lab -- volume (liquids, rectangular solids, irregular solids). (Note: measurements labs may
also include converting from one unit to another).
 Lab -- Density (liquids, rectangular solids, irregular solids).
 * Percent error in density values from lab.
 Lab -- Density -- solve for the thickness of a sheet of aluminum foil.
(* optional, depending on level of class).
Physics Curriculum rev. 2013
Page 18
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
GRAPHING
(approx. 1.5 - 2 weeks)
PHYSICS
UNIT SUMMARY
In this unit, techniques for creating and analyzing graphs will be practiced. Graphs will be drawn
manually and also by computer (with availability of graphing software). Equations will be obtained
for linear graphs, and the meaning of the slope, y-intercept, and area under a given graph will be
analyzed.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)







5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 What can be learned from graphs of data?
Unit Enduring Understandings:
Students will understand:
 The difference between a data table and a graph.
 Correct techniques for graphing.
 How variables (independent, dependent, control) are placed on graph axes.
 How to read information from a graph.
 The slope of a line in science is a numerical value with units based on the variables in the
graph.
 The slope of a line indicates a constant rate of change of the variables in the graph.
Physics Curriculum rev. 2013
Page 19
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Input measurements properly into a data table.
 Graph data with correct axes, labels, and scales.
 Draw a best fit line (or curve) from a scatter plot of data.
 Determine the slope of a line, with proper units.
 Describe a linear relationship as a constant rate of change.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples -- Student graphs
 Test
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Notebook
 Quizzes
Student Self-Assessment and Reflection:
 Discussions
 Lab Notebook
 Written Reflection
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
Online Resources
 Physics Union Math PUM-I and PUM-II resources ( http://pum.rutgers.edu/ )
 PUM MS Matter Lesson 7 (Density)
 PhET Graphing Lines http://phet.colorado.edu/en/simulation/graphing-lines
Instructional Guidelines: Aligning Learning Activities
Activities:
 Density lab – Graphing (PUM MS Lesson 7)
 Graphing by computer using Excel, Logger Pro, or other computer applications.
 Lab – Spagetti Bridge (Modeling).
Physics Curriculum rev. 2013
Page 20
Physics Curriculum rev. 2013
Page 21
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
KINEMATICS
(approx. 5 weeks)
PHYSICS
UNIT SUMMARY
In this unit, students will relate position, distance, displacement, speed, velocity, acceleration, and
time by using graphical and mathematical techniques, plus various multiple representations of
motion. Students will draw and analyze motion diagrams and graphs, perform lab activities, as well
as solve word problems using these concepts.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)








5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.E.1
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 What are the different representations that are used to describe an object’s motion?
 What are the different quantities used to describe an object’s motion?
Unit Enduring Understandings:
Students will understand that:
 A frame of reference is necessary to describe motion.
 An object’s motion can be represented in the form of a motion diagram, graph, sketch,
equation, and in words. (multiple representations).
 Position, displacement, and velocity are vector quantities that must include a direction, while
distance and speed are scalar quantities with no direction.
 Position vs. Time and Velocity vs. Time graphs can be used to analyze an object’s type of
Physics Curriculum rev. 2013
Page 22



motion.
Velocity is the rate of change in position.
Acceleration is the rate of change in velocity.
In free fall (in the absence of air) all object accelerate to the Earth at 9.8 m/s/s.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Explain that motion is relative and must be compared to a frame of reference.
 Define the difference between scalar and vector quantities (position, distance, displacement,
speed, and velocity).
 Draw and/or interpret motion (dot) diagrams for an object’s position during clock reading
intervals.
 Graph position vs. time and determine the slope and equation.
 From a position-time graph and its equation, determine the average velocity (slope) and the
initial position (y-intercept).
 Calculate speed, velocity, distance, displacement, and time using s=d/t and v=x/t formulas.










Changing velocity
Define and distinguish between instantaneous speed and average speed.
Use a motion diagram to determine the change in velocity of an object.
Represent changing velocity with motion diagrams and graphs.
Define and give examples of acceleration.
Calculate acceleration, velocity, displacement, or time by selecting and using the kinematic
equations.
From a velocity-time graph and its equation, determine the acceleration (slope) and the initial
velocity (y-intercept).
From a velocity-time graph and its equation, determine the displacement of an object (area
under the graph).
Free Fall
Describe the motion of an object in free fall.
Apply the kinematics equations to an object in free fall. (include objects dropped, thrown
upward/downward).
Interpret position-time and velocity-time graphs for an object in free fall (slope, area, yintercept).
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples
 Writing Prompt – Motion Graph
 Project
 Lab Report
 Unit Test
 Mechanics Assessment (after Momentum, Energy)
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
Physics Curriculum rev. 2013
Page 23


Lab Book
Quizzes
Student Self-Assessment and Reflection:
 Discussions/whiteboarding
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
 Conceptual Physics by Paul Hewitt
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Math PUM-I and PUM-II resources http://pum.rutgers.edu/
 NJCTL
http://njctl.org
 Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
 ISLE Learning Cycle -- Observational Experiment Videos
http://paer.rutgers.edu/pt3/cycleindex.php?topicid=2
 The Physics Classroom Tutorial http://www.physicsclassroom.com/Class/1DKin/
 Hewitt Drew-it Video – Linear Motion Definitions
http://www.youtube.com/watch?v=MfDv4FMDlpI
 Hewitt Drew-it Video – Free Fall http://www.youtube.com/watch?v=j1TOMsUG4Tk
Instructional Guidelines: Aligning Learning Activities
Activities:
 PUM I and PUM II activities – ex: drop bags to show dot diagrams of motion
 Constant/Average Velocity Labs –Cars/Trucks; Students walking/running; Bubble Tubes
 Bowling Ball Lab
 Walk this Way Activity (match graph on software using a sensor).
 Acceleration Lab – Car/Marble down Incline: Students Speeding Up/Down
 Lab – CPO Straight Marble Track or Car/Ramp
 The Moving Man simulation http://phet.colorado.edu/en/simulation/moving-man
 “Will the Cars Ever Meet?” PUM-II Lesson 8
 Olympic Skier Activity
 Observational Experiment -- PUM-II Lesson 11 part II
http://paer.rutgers.edu/pt3/experiment.php?topicid=2&exptid=38
 Reaction Time Activity using a ruler
 Stomp Rocket Lab (PSI / NJCTL)
 Lab – CPO Gravity Drop
 PhET Simulation – Projectile Motion (if 2-d motion is studied)
http://phet.colorado.edu/en/simulation/projectile-motion
Physics Curriculum rev. 2013
Page 24
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
DYNAMICS
(approx. 7-8 weeks)
PHYSICS
UNIT SUMMARY
In this unit, students will investigate Newton's three laws of motion. Through force diagrams and
problem-solving calculations, they will examine the relationship between mass, acceleration, and net
force. Various types of force problems will be analyzed, including tension, pulleys, gravity, friction,
etc.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)








5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.E.3-4
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 What is the motion of an object with balanced or unbalanced forces act on it?
 What factors determine the acceleration of an object?
 What characterizes the forces in any interaction between two objects?
Unit Enduring Understandings:
Students will understand that:
Forces
 A force is an interaction between two objects; it is NOT a property of an object, nor is it
possessed by an object.
Physics Curriculum rev. 2013
Page 25










Force is measured in Newtons (N).
Newton’s First Law, Inertia, Equilibrium
An object is in “equilibrium” if the sum of the forces acting on it are balanced.
Newton’s First Law (the Law of Inertia) describes the motion of an object with balanced
forces.
“Inertia” is resistance to change in state of motion, and is measured by an object’s mass.
Newton’s 2nd Law, Velocity changes / Acceleration
The magnitude and direction of a velocity change correlates to the magnitude and direction of
the unbalanced force on an object.
Newton’s Second Law describes the relationship between the net force, mass, and
acceleration of an object.
The acceleration of an object is directly proportional to the net force acting on it, and inversely
proportional to the mass of the object. (a = Fnet/m cause-effect relation).
Gravity – Mass, Weight, Gravitational Field Strength
The difference between “mass” and “weight”.
Friction
The coefficient of friction is a measure of friction that depends only on the types of surfaces in
contact.
Newton’s 3rd Law
Action-reaction forces do NOT cancel, since they act on two different objects.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
Forces
 Use a spring scale to measure force.
 Distinguish between contact and non-contact forces
 Properly draw a proportionally-scaled force diagram showing ALL forces acting on an
individual object, and label each force as in interaction between two objects.








Newton’s First Law, Inertia, Equilibrium
Write a mathematical expression for the sum of all forces acting on an object, based on a
force diagram.
Draw a motion diagram and a force diagram for an object in motion.
Describe the motion of an object with no net force acting on it. (Newton’s First Law, Inertia).
Describe how Galileo’s Inclined Plane Experiment led to the concept of “inertia”.
Newton’s 2nd Law, Velocity changes / Acceleration
Describe the motion of an object with a constant force acting on it.
Correlate the direction of the velocity change of an object to the direction of the unbalanced
forces acting on it.
Rearrange Newton’s Second Law (Fnet = ma) to solve for Force, Mass, or Acceleration.
**Solve net Force problems involving tension, pulleys, elevators, etc.
Physics Curriculum rev. 2013
Page 26




Analyze velocity-time graphs to determine acceleration and net force.
Analyze the position-time graph of an object with constant net force (accelerated motion).
Gravity – Mass, Weight, Gravitational Field Strength
Experimentally determine the force exerted by Earth on objects (9.8 N/kg, the gravitational
field strength), and relate it to the acceleration due to gravity.
Calculate the mass or weight of an object using the relationship found in the experiment
above.


Friction
Determine the coefficient of friction (kinetic) between surfaces.
Use the coefficient of kinetic friction in solving various force problems.



Newton’s 3rd Law
State Newton’s Third Law of Motion and be able to identify and label action-reaction forces.
Explain why action-reaction forces do NOT cancel.
Compare the effect of action-reaction forces on two different masses.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples
 Lab Report
 Unit Test
 Project
 Mechanics Assessment (after Momentum, Energy)
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Book
 Quizzes
Student Self-Assessment and Reflection:
 Discussions/whiteboarding
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
 Conceptual Physics by Paul Hewitt
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Mathematics PUM-I and PUM-II resources
Physics Curriculum rev. 2013
http://pum.rutgers.edu/
Page 27


















ISLE Learning Cycle -- Observational Experiment Videos – Newton’s Laws
http://paer.rutgers.edu/pt3/cycleindex.php?topicid=3
NJCTL
http://njctl.org
The Physics Classroom Tutorial http://www.physicsclassroom.com/Class/newtlaws/
Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
PhET Simulation – Force and Motion Basics
http://phet.colorado.edu/en/simulation/forces-and-motion-basics
PhET Simulation -- Force and Motion
http://phet.colorado.edu/en/simulation/forces-and-motion
PhET Simulation – Forces in 1-Dimension http://phet.colorado.edu/en/simulation/forces-1d
PhET Simulation -- Friction http://phet.colorado.edu/en/simulation/friction
PhET Simulation – the Ramp – Motion and Forces
http://phet.colorado.edu/en/simulation/ramp-forces-and-motion ( for component forces)
Hewitt Drew-it Video – Force Vector Diagrams
http://www.youtube.com/watch?v=BV6m2rnVBYo
Hewitt Drew-it Video – Newton’s Law of Motion
http://www.youtube.com/watch?v=8vAreoiM9Ek
Hewitt Drew-it Video – Equilibrium
http://www.youtube.com/watch?v=t0akAKlJ3nc
http://www.youtube.com/watch?v=V7kks66eyDM
Hewitt Drew-it Video – Net Force and Vectors
http://www.youtube.com/watch?v=hSQM0hoS6VE
Hewitt Drew-it Video – Newton’s 2nd Law
http://www.youtube.com/watch?v=tM9swQG3M1w
Hewitt Drew-it Video – Acceleration Units
http://www.youtube.com/watch?v=DWsUkmF9XhQ
Hewitt Drew-it Video – Mass / Weight http://www.youtube.com/watch?v=ovZ-CkEBCiY
Hewitt Drew-it Video – Weightlessness http://www.youtube.com/watch?v=MCV4LsRRvbc
Hewitt Drew-it Video – Newton’s 3rd Law http://www.youtube.com/watch?v=kQfM-q4xbfo
Other Resources
 DVD Conceptual Physics Alive – Newton’s Laws
Instructional Guidelines: Aligning Learning Activities
Activities:
 Use of a spring scale (in various labs).
 PUM activities (see PUM website/resources).
 Inertia demonstrations (air track, hovercraft pucks, etc.)
 Inertia Lab – cart with masses and pulley
 Lab—Determine gravitational field strength (“g”)
 Demo activity -- Constant Force or Mass for a dynamics cart
 Lab – Relationship of A and F (constant Mass)
 Lab—Relationship of A and M (constant Force)
 Lab --Coefficient of Friction
 Balloon Car
Physics Curriculum rev. 2013
Page 28
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
UNIVERSAL GRAVITATION
(approx. 1 week)
PHYSICS
UNIT SUMMARY
In this unit, students will explore Newton’s Law of Universal Gravitation, the universal attraction of all
matter towards all other matter. The factors that affect the force of Gravity will be analyzed, and
calculations will be performed, illustrating the relationships.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)








5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.E.4
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 What factors affect the force of attraction between masses?
Unit Enduring Understandings:
Students will understand that:
 All matter is attracted to other matter due to the force of universal gravitation.
 The force of gravity between 2 masses is directly proportional to the mass of each object, and
inversely proportional to the distance (squared) between them.
 Gravity is a field force directed at the center of an object’s mass.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Multiply and divide quantities using Scientific Notation.
 Use the universal gravitation equation: FG = G·m1·m2 / r2 to solve for Fg, m, or d.
Physics Curriculum rev. 2013
Page 29
Physics Curriculum rev. 2013
Page 30
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Quizzes
 Unit Test
 Mechanics Assessment (after Momentum, Energy)
Formative Assessments:
 Do-Now
 Homework
Student Self-Assessment and Reflection:
 Discussions
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
 Conceptual Physics by Paul Hewitt -- see Paint Gun analogy in Universal Gravitation chapter.
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 NJCTL
http://njctl.org
 PhET Simulation – Gravity Force Lab http://phet.colorado.edu/en/simulation/gravity-forcelab
Instructional Guidelines: Aligning Learning Activities
Activities:
 Demonstration of Inverse-square law for distance. / Paint gun analogy from Conceptual
Physics.
Physics Curriculum rev. 2013
Page 31
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
MOMENTUM
(approx. 3 weeks)
PHYSICS
UNIT SUMMARY
From the study of Newton’s Laws, students will apply the concept of Impulse and its effect on the
Momentum of a system. The concepts will be further developed into the idea that Momentum is
conserved in an isolated system.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)








5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.D.4
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 How does Impulse affect a system in which Momentum is conserved?
Unit Enduring Understandings:
Students will understand that:
 Momentum (p) of an object is equal to its mass times velocity: p = mv and the direction of
momentum is the same as the direction of velocity.
 The total momentum in an isolated system is constant.
 External forces change total Momentum, while internal forces do not.
 An Impulse causes a change in Momentum, and the magnitude and direction of the Impulse is
equal to the magnitude and direction of Momentum change.
 The units of momentum ( kg·m/s) and Impulse (Ns) are equivalent.
Physics Curriculum rev. 2013
Page 32


**In perfectly inelastic collisions, momentum is conserved, but mechanical energy is not
conserved (some lost as heat/deformation/sound/etc.)
**In perfectly elastic collisions, both momentum and mechanical energy are conserved.
(** optional, if elastic/inelastic topic is addressed by instructor)
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Calculate the Momentum of single and multiple-object systems.
 Draw a bar chart diagram that illustrates the initial and final Momentum and the Impulse on a
system.
 Qualitatively and quantitatively relate the magnitude and direction of Impulse to the
magnitude and direction of Momentum change. (Impulse-Momentum Theorem).
 Solve collision and “explosion” problems using conservation of momentum principles.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples
 Lab Report
 Unit Test
 Project
 Mechanics Assessment (after Momentum, Energy)
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Book
 Quizzes
Student Self-Assessment and Reflection:
 Discussions/whiteboarding
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
 Conceptual Physics by Paul Hewitt
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Math PUM-I and PUM-II resources http://pum.rutgers.edu/
 NJCTL
http://njctl.org
 ISLE Learning Cycle -- Observational Experiment Videos -- Energy (& Momentum) in collisions
Physics Curriculum rev. 2013
Page 33





http://paer.rutgers.edu/pt3/cycleindex.php?topicid=4
The Physics Classroom Tutorial http://www.physicsclassroom.com/Class/momentum/
Hewitt Drew-it Video – Momentum
http://www.youtube.com/watch?v=2FwhjUuzUDg
Hewitt Drew-it Video – Conservation of Momentum
http://www.youtube.com/watch?v=1-s8NZ8xKW0
http://www.youtube.com/watch?v=uq3Ul0shOq8
Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
PhET Simulation – Collision
http://phet.colorado.edu/en/simulation/collision-lab
Other Resources
 DVD Conceptual Physics Alive -- Momentum
Instructional Guidelines: Aligning Learning Activities
Activities:
 Bouncing vs. not-Bouncing balls (demo or video)
 Demo -- Egg/sheet demonstration
 Video Analysis of Collisions
 Demo – Newton’s Wonder
 Project – Egg car collision
 “Exploding” Dynamics carts
Physics Curriculum rev. 2013
Page 34
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
WORK AND ENERGY
(approx. 4 weeks)
PHYSICS
UNIT SUMMARY
In this unit, the concepts studied will include Work, Energy, and Power, as defined in Physics, which is
different from the ‘everyday’ definition of those terms. Kinetic Energy, Gravitational Potential Energy,
and Elastic Potential Energy will be quantified. The amount of Work done on a system will be related
to its Energy, and it will be shown that the total Energy of an isolated system is conserved. Simple
Machines will be studied as an application of Work and Energy in a system.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)








5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
5.2.12.D.1
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 How is Work related to the Energy of a system?
 What happens to objects in a system in which Energy is conserved?
Unit Enduring Understandings:
Students will understand that:
 Work is defined as the product of the force applied and the parallel distance it is moved
according to the following equation: W = F·dparallel
 For a spring, Hooke’s Law describes the relationship between spring force, displacement
Physics Curriculum rev. 2013
Page 35





(stretched or compressed), and the spring constant.
The total mechanical energy of a system consists of Gravitation Potential Energy, Kinetic
Energy, Elastic Potential Energy, and Internal Energy.
Energy cannot be created or destroyed; it must be conserved in a closed system.
Work represents the movement of mechanical energy into or out of a system and can be
calculated by: E0 + W = Ef (E0 represents the initial energy of a system, W represents work, and
Ef represents the final energy of a system)
Power is the rate that work is done.
Simple machines such as incline planes, screws, and levers, etc. can be used to do “Work”
more effectively.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples
 Lab Report
 Unit Test
 Project
 Mechanics Assessment (after Momentum, Energy)
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Book
 Quizzes
Student Self-Assessment and Reflection:
 Discussions/whiteboarding
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
 Conceptual Physics by Paul Hewitt
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Math PUM-I and PUM-II resources http://pum.rutgers.edu/
 NJCTL
http://njctl.org
 ISLE Learning Cycle -- Observational Experiment Videos -- Energy (& Momentum) in collisions
http://paer.rutgers.edu/pt3/cycleindex.php?topicid=4
 The Physics Classroom Tutorial http://www.physicsclassroom.com/Class/energy/
 Hewitt Drew-It Video-- Work, Energy
http://www.youtube.com/watch?v=wq6zLJDlG0o
http://www.youtube.com/watch?v=tsFFlYzAiNE
Physics Curriculum rev. 2013
Page 36







Hewitt Drew-It Video-- Potential, Kinetic Energy
http://www.youtube.com/watch?v=SVl31g-xhTc
Hewitt Drew-It Video-- Conservation of Energy
http://www.youtube.com/watch?v=Qe9zYbtBUGg
Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
PhET Simulation -- Energy Skate Park Basics
http://phet.colorado.edu/en/simulation/energy-skate-park-basics
PhET Simulation -- Energy Skate Park
http://phet.colorado.edu/en/simulation/energy-skate-park
PhET Simulation -- Masses and Springs
http://phet.colorado.edu/en/simulation/mass-spring-lab
PhET Simulation -- The Ramp http://phet.colorado.edu/en/simulation/the-ramp
Other Resources
 DVD Conceptual Physics Alive – Energy
Instructional Guidelines: Aligning Learning Activities
Activities:
 Lab -- Hooke’s Law
 Demonstration – Slingshot (PUM II Lesson 7)
 Marble Launcher Lab (PSI)
 Project -- Roller Coaster
 Lab – Roller Coaster (CPO)
 Power Output – Walking up Steps
 Lab – Simple Machines (Ramp, Pulleys, Levers, etc.)
Physics Curriculum rev. 2013
Page 37
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
ELECTROSTATICS
(approx. 1.5 weeks)
PHYSICS
UNIT SUMMARY
In this unit, the characteristics and behaviors of static electric charges and forces will be studied. The
factors that affect the magnitude and direction of electric force will be analyzed.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)







5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 What are the characteristics and behaviors of electric charges?
 How do objects become charged or discharged?
 What factors affect the magnitude and direction of electric force?
Unit Enduring Understandings:
Students will understand that:
 Atoms are made up of differently-charged particles.
 Atoms/objects can become charged by gaining or losing electrons.
 Conductors and insulators differ in their ability to allow electrons to move.
 The magnitude and direction of electric force between two charges depends on the polarity
and strength of each charge, and the separation distance.
 Lightning is the buildup and discharge of electrical charges in the atmosphere.
Physics Curriculum rev. 2013
Page 38
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Describe the location in the atom and the relative charge of protons, electrons, and neutrons.
 Characterize different materials as being insulators or conductors.
 Explain the mechanisms and predict the resulting charge for an object charged by friction,
conduction, induction, or polarization.
 Describe how an electroscope works.
 Draw force diagrams and solve problems utilizing Coulomb’s Law in connection with Newton’s
Laws.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples
 Lab Report
 Test
 Project
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Book
 Quizzes
Student Self-Assessment and Reflection:
 Discussions/whiteboarding
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
 Conceptual Physics by Paul Hewitt
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Math PUM-I and PUM-II resources http://pum.rutgers.edu/
 NJCTL
http://njctl.org
 The Physics Classroom Tutorial http://www.physicsclassroom.com/Class/estatics/
 Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
 Phet Simulation – Balloons and Static Electricity
http://phet.colorado.edu/en/simulation/balloons
 PhET Simulation -- John Travoltage http://phet.colorado.edu/en/simulation/travoltage
Physics Curriculum rev. 2013
Page 39

PhET Simulation -- Electric Field Hockey http://phet.colorado.edu/en/simulation/electrichockey
Other Resources
 DVD Conceptual Physics Alive – Electrostatics
Instructional Guidelines: Aligning Learning Activities
Activities:
 Tape activity – attraction/repulsion
 Charged Balloon experiments – salt/pepper, water, hole punches, newspaper, bubbles, Rice
Krispies
 Development of the Idea of Electric Charge (PSI Physics)
 Demo -- Charged pith balls
 Demo -- Electroscopes
 Demo – Van de Graff generator
Physics Curriculum rev. 2013
Page 40
Content Area: Science
Unit Title:
Target Course/Grade Level:
School: Hammonton High
ELECTRICITY / DC CIRCUITS
(approx. 2-3 weeks)
PHYSICS
UNIT SUMMARY
In this unit, the factors that affect the movement of electric charge will be analyzed. Students will
assemble, measure, and analyze simple DC circuits, as well as solve related problems. Real-life
applications of electricity will also be discussed.
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator
(CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)







5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 What is essential for a circuit to function?
 How is current produced and controlled in a circuit?
Unit Enduring Understandings:
Students will understand that:
 An electric circuit is a conductive path through which charges can move between two
terminals (of a battery).
 In order for Current to flow, there must be a Voltage.
 The amount of Current flowing depends on the Voltage and Resistance.
 The arrangement of circuit elements can affect the Resistance, Current, and Voltage
measured. (Series, Parallel, Series-Parallel).
Physics Curriculum rev. 2013
Page 41
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Define Charge, Current, Resistance, Voltage, Power, and Energy, and their units.
 Properly connect basic DC circuit components and meters.
 Measure Current and Voltage in a circuit.
 Draw or interpret circuit diagrams.
 Calculate the voltage, current, or resistance using Ohm’s Law.
 Calculate the power for a device in a circuit.
 Calculate the cost of electrical energy over a time period for a given device.
 Perform calculations involving series, parallel, or series-parallel circuits.
 Compare/contrast the characteristics (V,I,R) of series vs. parallel circuits.
 Explain how parallel circuits can overload, and what a fuse or circuit breaker does.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples
 Lab Report
 Test
 Project
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Work – assembling electric circuits
 Lab Book
 Quizzes
Student Self-Assessment and Reflection:
 Discussions/whiteboarding
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
 Conceptual Physics by Paul Hewitt
 The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Math PUM-I and PUM-II resources http://pum.rutgers.edu/
 NJCTL
http://njctl.org
 Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
Physics Curriculum rev. 2013
Page 42







PhET Simulation -- Battery Resistor Circuit http://phet.colorado.edu/en/simulation/batteryresistor-circuit
ISLE Learning Cycle -- Observational Experiment Videos
http://paer.rutgers.edu/pt3/cycleindex.php?topicid=10
The Physics Classroom Tutorial http://www.physicsclassroom.com/Class/circuits/
PhET Simulation – Battery Voltage http://phet.colorado.edu/en/simulation/battery-voltage
PhET Simulation – Resistance in a Wire http://phet.colorado.edu/en/simulation/resistancein-a-wire
PhET Simulation -- Ohm’s Law http://phet.colorado.edu/en/simulation/ohms-law
PhET Simulation – Circuit Construction http://phet.colorado.edu/en/simulation/circuitconstruction-kit-dc-virtual-lab
Instructional Guidelines: Aligning Learning Activities
Activities:
 Ohm’s Law Lab (PSI physics)
 CPO Circuit lab (circuit sets)
 Creating Circuits Lab (9V batteries, aluminum foil, LED lights)
 Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
Physics Curriculum rev. 2013
Page 43
Content Area: Science
Unit Title:
WAVES
Target Course/Grade Level:
PHYSICS
(approx. 2 weeks)
School: Hammonton High
UNIT SUMMARY
In this unit, the characteristics and behaviors of waves will be studied. The similarities and differences
between various types of waves (longitudinal /transverse, mechanical /electromagnetic, sound/light)
will be studied. The mathematical relationships between wave quantities will be analyzed
(wavelength, frequency, speed, energy). Wave quantities will be correlated to physical characteristics
of waves (ex: color, pitch, etc.). Behaviors that are unique to waves will be qualitatively discussed
(interference, Doppler Effect, diffraction, etc.).
(Note—at this point, detailed study of sound and optics is not part of the unit).
21st Century Skills: Critical thinking and problem solving; Communication; Collaboration; Creativity and
Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; Global
Awareness; Health Literacy; Environmental Literacy
STAGE ONE: LEARNING TARGETS
Standard State: NJ
2009 New Jersey Core Curriculum Standards (NJCCCS) including Cumulative Progress Indicator (CPI):
(The NJ CCCS are listed in this curriculum document, pages 5-13)







5.1.12.A.1-3
5.1.12.B.1-4
5.1.12.C.1-3
5.1.12.D.1-3
8.1.12.A.1
9.1.12.A.1-2
9.3.12.C.1
Unit Essential Questions:
 What characteristics of waves distinguish them from matter?
Physics Curriculum rev. 2013
Page 44
 In what ways are various types of waves similar or different from each other?
Unit Enduring Understandings:
Students will understand that:
 A wave is a transfer of energy
 Various types of waves have different characteristic in terms of how they travel and interact
with matter.
 There is a relationship between the wavelength, frequency, speed, and energy of a wave.
 Waves have characteristics and behaviors that are quite different than those of particles
(matter) i.e. interference, diffraction, Doppler shift.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to:
 Describe different types of waves (transverse, longitudinal, mechanical, electromagnetic, etc.).
 Identify parts of a wave.
 Mathematically relate wavelength, frequency, and speed of a wave.
 Describe wave behaviors such as reflection, refraction, interference, diffraction, Doppler
effect, etc.
 Discuss the relative speeds of sound vs. light waves.
 Correlate the wavelength and frequency of a wave to the pitch of sound or color (energy) of
light.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
 Work samples
 Lab Report
 Test
 Project
Formative Assessments:
 Do-Now
 Vocabulary
 Homework
 Lab Book
 Quizzes
Student Self-Assessment and Reflection:
 Discussions/whiteboarding
 Reflection Papers
 Exit Tickets
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
Printed Materials:
 Physics, A First Course or Foundations of Physics by Tom Hsu (CPO Physics)
Physics Curriculum rev. 2013
Page 45


Conceptual Physics by Paul Hewitt
The Physics Active Learning Guide by Eugenia Etkina and Alan Van Heuvelen (Pearson)
Online Resources
 Physics Union Math PUM-I and PUM-II resources http://pum.rutgers.edu
 NJCTL
http://njctl.org
 The Physics Classroom Tutorial
http://www.physicsclassroom.com/Class/waves/
http://www.physicsclassroom.com/Class/sound/
http://www.physicsclassroom.com/Class/light/
 Online simulations – University of Colorado
http://phet.colorado.edu/en/simulations/category/physics
 PhET Wave on a String
http://phet.colorado.edu/en/simulation/wave-on-a-string
 ISLE ISLE Learning Cycle -- Observational Experiment Videos
http://paer.rutgers.edu/pt3/cycleindex.php?topicid=6
Instructional Guidelines: Aligning Learning Activities
Activities:
 Demo/Lab – Observing Waves on a Slinky
 Demo – Ripple Tank Waves
 Demo/Lab – Standing Waves
 Drawing interference patterns of waves.
Physics Curriculum rev. 2013
Page 46