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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