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High School Physics Road Map
The goal of secondary science education in Pennsylvania is to produce scientifically
literate citizens through an inquiry-based approach that builds understanding of
fundamental scientific processes and principles of biology, chemistry, physics, Earth
science, and ecology. However, scientific literacy is not limited to the understanding of
fundamental scientific principles. It also involves proficiency in scientific reasoning and
the ability to critically analyze the interplay between science, technology, and society.
The high school science curriculum provides opportunities for students to practice and
apply this type of thinking, thereby cultivating scientific literacy while strengthening
overall critical thinking, problem solving, and communication skills.
The Physics 1 course provides a framework from which students will engage in the
processes of scientific inquiry while examining physical concepts and their technological
applications. The guiding questions of this course will be:
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What can we learn about the creation of the universe from the experimental
evidence available in physics?
How do the fundamental interactions between objects help explain the structure
of matter and the structure of the universe?
How do the interactions between objects help explain, predict, and affect various
forms of motion?
How does our understanding of physics help the progress of technology?
The curriculum will provide students with an in-depth study of the following components of
physics: the description of motion and the reason behind it, the qualitative understanding
of heat and energy transfer; the operational knowledge of electric circuits; the insight into
magnetism and electromagnetic induction; the modern picture of light and sound waves;
the current understanding of the structure of matter and the origin of the universe.
Embedded in the curriculum are performance objectives that, when met, will demonstrate
a proficiency of the state-mandated content and skills. These provide a measure of
student proficiency and performance, while serving as a guide to instruction. The
curriculum emphasizes skills and tasks that create scientific literacy, which includes
conducting experiments and selecting the proper instrumentation, expanding on
experimental results to lead to new questions and investigations, and discussing
technological achievements that have advanced scientific knowledge.
Grade 11 Physics – Road Map
1
FIRST MARKING PERIOD
UNIT
Unit 1
To a passenger in a car, why
do oncoming cars seem to
violate the speed limit?
PACING
Suggested Pacing:
9/3/09-10/2/09
(4 Instructional Weeks)
Culminating Project:
Write a multi paragraph report
using Write Tools Guidelines to
describe the construction and
operation of some historic time
measurement device
Grade 11 Physics – Road Map
KEY CONCEPTS AND
OVERARCHING QUESTIONS
FOCUS CONTENT AND
MAJOR ACTIVITIES
Key 1: Students will read and
write using note taking and
summary writing materials
from the Write Tools
Program.
Focus Content:
 Student writing using Write
Tools guidelines.
 Two- column Note Taking.
 Measurement of time,
distance and displacement.
 Calculation of average
speed and average velocity
Key 2: A physicist observers and
explains the physical
phenomena in the natural
world.
Key 3: A change in the motion of
an object indicates an
interaction.
Overarching Question
 What is Physics? (Key 1)
 What is involved in making
measurements? (Key 1)
 How do physicists
communicate information?
(Key 1)
 How are time and
displacement measured?
(Key 2)
 How do speed and velocity
differ? (Key 2)
 How can we detect
interactions?
Major Activities:
 Take notes in student
notebook in a two column
format based upon two
readings in the physics book
 Write a summary paragraph
from the two column notes.
 Score the paragraphs using
the writes tools scoring
rubric.
 Measure time and
displacement, and calculate
the average velocity and
average acceleration.
 Calibrate a ticker tape timer.
 Data Analysis
 Calculate the speed of a
moving fingertip in a photo
gate.
 Review scientific notation
 Solve average speed and
average velocity problems.
2
FIRST MARKING PERIOD
UNIT
Unit 2
Why do two objects, one
released from a certain height
and the other shot horizontally
from the same height, reach the
ground at the same time?
PACING
Suggested Pacing:
10/5/09-10/30/09
(4 Instructional Weeks)
Culminating Project:
Explain the “Shoot the Monkey”
experiment.
KEY CONCEPTS AND
OVERARCHING QUESTIONS
Key 1: Free fall occurs at
approximately the same
acceleration anywhere on
Earth.
Key 2: The simultaneous motions
of an object in two
perpendicular directions
occur independently from
each other.
Overarching Question
 What is the acceleration
caused by gravity? (Key 1)
 Does the speed of a falling
object always increase?
(Key 1)
 What are vectors?(Key 2)
 What is the process for
adding vectors? (Key 2)
 How does trigonometry
assist in finding the sum of
vectors? (Key 2)
 What controls a projectile’s
time in the air? (Key 2)
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
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Explain the difference
between speed and velocity.
Describe acceleration
Explain the meaning of the
area under a velocity vs.
time plot
Explain the significance of
the slope of a velocity vs.
time plot.
Describe the effect of air
friction on the speed of
falling objects.
Distinguish between a vector
and a scalar.
Add and subtract vectors
using the graphical method.
Calculate resultant vectors
using trig functions and the
Pythagorean Theorem.
Resolve vectors into
components using the sine
and cosine functions.
Recognize examples of
projectile motion
Describe the path of a
projectile as a parabola
Major Activities
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Grade 11 Physics – Road Map
Penny-Quarter Drop
Discovery activity on Falling
Objects
Acceleration of a falling
Object-Tape Timer Lab
Data analysis of falling
object.
Accelerated motion Table
Average and Instantaneous
velocity
Solution of accelerated
motion problems.
Two coin projectile
demonstration
Projectile Model construction
Addition of vectors and
scalars
Vector use to model
projectile motion
Solve projectile motion
problems
3
FIRST MARKING PERIOD
PSSA Science Practice Testing Window: October 13 -31
UNIT
Unit 3
Why do moving objects speed
up, slow down or change
direction?
PACING
Suggested Pacing:
11/2/09-12/3/09
(5 Instructional Weeks)
Culminating Project:
Evaluate the changes in a
person’s weight in an elevator
that is accelerating upward or
downward.
KEY CONCEPTS AND
OVERARCHING QUESTIONS
Key 1: Free body diagrams are
used to describe all the
forces used in
determining the net force
acting on an object.
Key 2: An object will continue to
move at a constant
speed, in a straight line,
without a net force acting
on it.
Key 3: If a net force acts on an
object, it will cause the
object to speed up, slow
down, or change
direction.
Key 4: Forces are interactions
between objects that
always occur in actionreaction pairs.
Key 5: Individual forces, such as
gravitational force, normal
force, and friction, tend to
change an object’s
motion.
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
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Mass
Force
Newton’s Laws
Elastic, normal, and
tension forces
 Forces of gravity and
weight
Major Activities
 Analyze maps and
their measuring mass
using scales
 Verification of
Newton’s Second Law
 Comparing mass, force
of gravity, and weight
Overarching Questions
 How does constructing a free
Body Diagram help to
represent the forces acting
on an object?
 What information do Free
Body Diagrams convey about
the motion of objects?
 What relationship exists
between the net external
force acting on an object and
its motion?
 What factors affect the
acceleration of a moving
object?
 In what ways do the
individual forces acting on an
object affect its motion?
 What are the primary
features of action-reaction
pairs?
Grade 11 Physics – Road Map
4
FIRST MARKING PERIOD
UNIT
Unit 4
Why do objects weigh less on
the surface of the moon than on
the surface of the Earth?
PACING
Suggested Pacing:
12/4/09-12/11/09
(1 Instructional Week)
Culminating Project:
Calculate the escape velocity of
the space shuttle. Verify the
calculation by comparing it to
the documented speed of the
shuttle.
Grade 11 Physics – Road Map
KEY CONCEPTS AND
OVERARCHING QUESTIONS
Key 1: Understand the
relationship between the
three variables (distance
and the two masses)
needed to determine the
force of gravity between
two objects.
Overarching Question
 What would I weigh on the
moon? (Key 1)
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content:
 Describe how the Cavendish
experiment was used to
determine the universal
gravitational constant.
 Explain the weightlessness
of astronauts on an orbiting
space shuttle.
Major Activities:
 Calculate and compare g at
various places on the Earth’s
surface.
 Determine the height of an
object in geosynchronous
orbit.
5
SECOND MARKING PERIOD
UNIT
Unit 5
What are the implications of
the conservation of
momentum?
PACING
Suggested Pacing:
12/14/09-12/23/09
(2 Instructional Weeks)
Culminating Project:
Elastic collision and change
of momentum activity.
Grade 11 Physics – Road Map
KEY CONCEPTS AND
OVERARCHING QUESTIONS
Key 1:
An impulse produces a
change in momentum.
Key 2:
Linear momentum is
conserved.
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
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Linear velocity and
momentum
Impulse momentum
theorem.
Overarching Questions
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How are impulse and
momentum related?
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How does the duration of
the collision affect the force
on the object?
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How can we use Newton's
second law to understand
what happens in a collision?
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How does the momentum of
one object affect the
momentum of another
object during an interaction?
Major Activities
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Show that Newton’s
second law can be derived
from the impulse
momentum theorem.
Connect the conservation
of linear momentum with
Newton’s first law.
6
SECOND MARKING PERIOD
UNIT
Unit 6
KEY CONCEPTS AND
OVERARCHING QUESTIONS
Key 1:
How much energy is needed to
perform the required work?
PACING
Suggested Pacing:
1/4/10-2/12/10
(6 Instructional Weeks)
Culminating Project:
Design an experiment that
determines the final velocity and
kinetic energy of various objects
that start at the same point in
space.
Work is done only
when a force moves
an object through a
displacement.
Key 2:
The mechanical
energy in a system
consists of potential
and kinetic energy.
Key 3:
Energy can be
transformed from one
type to another but
total energy always
remains the same.
Key 4:
Power is the rate at
which work is done or
the rate at which
energy is transferred.
Key 4:
Our daily life relies on
electrical energy.
Overarching Questions
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
 Conservation of energy
 Work-energy theorem
 Electrical energy
generation
Major Activities
 Using a representation
such as an energy bar
chart to understand
energy transformations.
 Calculate the kinetic and
potential (or internal)
energy of a pendulum
system.
 Estimating the cost per
unit energy to generate
electricity from various
sources.
 What indicates that work
is being done on a
system?
 How is the physics
definition of work different
than our everyday
understanding?
 How can we tell if an
object has potential
energy?
 How are work and energy
related?
 What does conservation
of energy imply?
 How are energy
conservation, work, and
power related?
 What are some different
ways that electrical power
is generated?
Grade 11 Physics – Road Map
7
THIRD MARKING PERIOD
P S S A W r i t i n g As s e s s m e n t T e s t i n g W i n d ow : F e b r u a r y 9 - 2 0
UNIT
KEY CONCEPT AND
OVERARCHING QUESTIONS
Key 1:
Unit 7
What is the perfect place to
hide from a thunderstorm?
Key 2:
PACING
Suggested Pacing:
2/15/10-3/5/10
(3 Instructional Weeks)
Like electric charges
repel, and opposite
charges attract each
other.
Electric charges flow
from regions with higher
electric potential to
regions with lower
electric potential.
Culminating Project:
Find the electric field inside,
surface, and outside of a
charged conductor.
Focus Content
 Charge
 Coulomb’s law
 Electric field
Major Activities
 Charging by induction and
measuring charge
Overarching Questions
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Grade 11 Physics – Road Map
FOCUS CONTENT AND
MAJOR ACTIVITIES
How do materials acquire
electric charge?
How is the electrostatic
force field like a gravitational
force field and a magnetic
force field?
How is electric field strength
related to the acceleration of
gravity?
How are electric potential
energy and electric potential
the same? Different?
How does a capacitor store
electric energy?
8
THIRD MARK ING PERIOD
UNIT
Unit 8
Key 1:
What is the special property
of metals that makes them
good conductors of
electricity?
PACING
KEY CONCEPT AND
OVERARCHING QUESTIONS
Suggested Pacing:
3/8/10-3/25/10
(3 Instructional Weeks)
Culminating Project:
Build three different circuits
using light bulbs for which the
brightness of the bulbs is the
same.
Key 2:
Overarching Questions
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Grade 11 Physics – Road Map
A charge moving in an
electric circuit expends
energy.
The electric current in a
circuit depends on the
circuit’s construction.
How does resistance and
potential difference affect
electric current?
How does Direct Current
and Alternating Current
affect the output of a circuit?
How can we graphically
represent the flow of current
in a circuit?
What is equivalent
resistance and how is it
calculated?
How is the current and
potential difference
determined in each circuit
element?
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
 Electric potential
 Ohm’s law
 Electric current
 Electric circuit
Major Activities
 Verifying Ohm’s law
 Assembling electric circuits
and measuring currents
9
THIRD MARKING PERIOD
P S S A R e a d i n g a n d M a t h T e s t i n g W i n d ow : M a r c h 1 6 - 2 7
UNIT
Unit 9
How can mechanical motion and
electricity be used to produce
each other?
PACING
Suggested Pacing:
4/5/10-4/16/10
(2 Instructional Weeks)
KEY CONCEPT AND
OVERARCHING QUESTIONS
FOCUS CONTENT AND
MAJOR ACTIVITIES
Key 1: Magnetic forces result from
the interaction of magnetic
fields.
Focus Content
 Magnetic force
 Magnetic field
 Magnetic field lines
 Faraday’s law of induction
 Generator of electricity
Key 2: Moving electric charge
creates a magnetic field
Key 3: Relative motion between
magnetic fields and electric
currents cause mechanical
motion.
Culminating Project:
Use the transformer equation to
calculate the output potential
difference.
Overarching Questions
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How do magnetic fields affect
each other?
How do magnetic fields
compare to gravitational and
electrostatic fields?
Are all magnetic fields created
by moving electric charges?
Why are magnets and
electricity both necessary to
produce a functioning electric
motor and electric generator?
Major Activities
 Studying geometric
configurations of magnetic
field lines
 Determining the direction of
induced current
 Examining working models of
an electric generator and a
motor
Third Marking Period Ends April 4
Grade 11 Physics – Road Map
10
FOURTH M ARKING PERIOD
P S S A S c i e n c e T e s t W i n d o w : Ap r i l 2 8 – M a y 9
UNIT
Key 1: Waves transfer energy but
not matter.
Unit 10
What are commonly occurring
waves in nature?
PACING
Suggested Pacing:
4/19/10-5/7/10
(3 Instructional Weeks)
Culminating Project:
Create a model that captures
the various factors that
influence the speed of a wave.
Kennywood Trip
(resources and time permitting)
PACING
KEY CONCEPT AND
OVERARCHING QUESTIONS
Suggested Pacing:
(2 Days)
Key 2: A wave can be characterized
by the distance between
crests and the frequency of
the crests’ occurrence.
Key 3: Waves travel at different
speeds under different
conditions.
Key 4: Waves travel at different
speeds under different
conditions.
Key 1: The principles of physics can
be used to build effective and
efficient structures.
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
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Vibrations and waves
Frequency and wavelength
Speed of waves
Transversal and longitudinal
waves
 Reflection and refraction
Major Activities
 Studying transversal waves in
a water tank
 Studying wave propagation in
various media
Major Activities
 Special Projects
Key 2: Mathematical and physical
models help explain how
objects function.
Culminating Project:
Kennywood Physics Test
The Kennywood trip is
recommended but NOT
mandatory. All expenses are
site-based.
Grade 11 Physics – Road Map
11
FOURTH M ARKING PERIOD
P S S A S c i e n c e T e s t W i n d o w : Ap r i l 2 8 – M a y 9
UNIT
Unit 11
How are sound and light (next
unit) similar and different?
PACING
Suggested Pacing:
5/10/10-5/21/10
(2 Instructional Weeks)
KEY CONCEPT AND
OVERARCHING QUESTIONS
Key 1: A wave can be characterized
by the distance between
crests and the frequency of
the crests’ occurrence.
Key 2: Sound wave is longitudinal
compression wave.
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
 Frequency and wavelength
 Speed of sound waves in
different media
 Reflection of sound waves
Major Activities
Culminating Project:
 Studying wave propagation in
various media
Estimate your distance from the
location of a storm by
measuring the time interval
between seeing lightning (next
unit) and hearing thunder.
Grade 11 Physics – Road Map
12
FOURTH M ARKING PERIOD
P S S A S c i e n c e T e s t W i n d o w : Ap r i l 2 8 – M a y 9
UNIT
KEY CONCEPT AND
OVERARCHING QUESTIONS
Unit 12
Key 1: The speed of light is the
speed limit set by nature.
How are sound (previous unit)
and light similar and different?
Key 2: A fish sees the world
differently from us, and its
view from under water is
limited by a well-defined
angle.
PACING
Suggested Pacing:
5/24/10-6/3/10
(2 Instructional Weeks)
Culminating Project:
Estimate your distance from the
location of a storm by
measuring the time interval
between seeing lightning and
hearing thunder.
Key 3: Visible light is generally
unable to penetrate solid
objects, but we can see
inside our bodies via
X-rays.
FOCUS CONTENT AND
MAJOR ACTIVITIES
Focus Content
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Speed of light
Electromagnetic spectrum
Reflection and refraction
Interference and diffraction
Major Activities
 Matching wavelengths and
frequencies to parts of the
electromagnetic spectrum
 Studying wave propagation in
various media
Teacher Discretion
PACING
Suggested Pacing:
6/4/10-6/15/10
(2 Instructional Weeks)
Grade 11 Physics – Road Map
13