Honors Physics Quarter 1. Math and Measurement Duration 2 Weeks

Transcription

1 HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Honors Physics Quarter 1 Math and Measurement Duration 2 Weeks Regular: Big Idea: 1. Know the SI base units of measurement and be able to convert within the metric system 2. Solve problems using dimensional analysis for conversions 3. Recognize the number of significant figures 4. Convert between standard and scientific notation 5. Identify patterns in data (graphical and other) and relate them to theoretical models 1. Generate math models from linearized data 2. Translate y = mx + b into real world data and graphs 3. Determine through the use of data whether two variables are directly proportional Regular Essential Questions: 1. What is the difference between accuracy and precision? 2. How are the metric system prefixes used to convert measurements? 3. What is the difference between a prefix and a suffix? 4. What are the SI units for length, mass, volume, time, and temperature? 5. How do you determine which figures (digits) are significant in an estimated number? 6. When would scientific notation be used? 7. How are numbers represented in scientific notation? 8. How is dimensional analysis used to convert between units? 9. How is a conversion factor used in dimensional analysis? 10. What is the difference between a dependent and independent variable? 11. On which axis should the independent variable be placed on a graph? 1. How is data linearized using a graph? 2. How are math models generated using linearized data? 3. Based on real world data, how is the generic y = mx + b formula translated into a specific formula related to the given data? Page 1 of 4

2 4. What criterion is necessary for two variables to be directly proportional? See list below Interpret data that show a variety of possible relationships between variables, including: positive relationship negative relationship no relationship Evaluate whether investigational data support or do not support the proposed hypothesis. Critique reports of scientific studies (e.g., published papers, student reports). Evaluate the design of an investigation to identify possible sources of procedural error, including: sample size trials controls analyses Use descriptive statistics to analyze data, including: mean frequency range, &, &, &, &, & Page 2 of 4

3 Propose further investigations based on the findings of a conducted investigation. For a specific investigation, choose an appropriate method for communicating the results. Produce graphs that communicate data. Communicate results clearly and logically. Support conclusions with logical scientific arguments., &, &, &, &, & Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 1. Accuracy 2. Precision 3. Metric system 4. SI units 5. Prefix 6. Kilo- 7. Hecto- 8. Deka- 9. Deci- 10. Centi- 11. Milli- 12. Micro- 19. Gram 20. Liter 21. Mass 22. Weight 23. Second 24. Temperature 25. Fahrenheit 26. Kelvin 27. Celsius 28. Energy 29. Joule 30. Electric current 37. Scientific notation 38. Data table 39. Variable 40. Independent variable 41. Dependant variable 42. Data trends 43. Positive relationship 44. Negative relationship 45. Nonlinear relationship 46. Line graph 47. Line of best fit 48. Linear relationship Page 3 of 4

4 13. Pico- 14. Nano- 15. Giga- 16. Mega- 17. Suffix 18. Meter 31. Ampere 32. Slope 33. Conversion factor 34. Dimensional analysis 35. Significant digits 36. Significant figures 49. Quadratic 50. Parabolic 51. Quadratic relationship 52. Inverse relationship 53. Hyperbola Page 4 of 4

5 HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Honors Physics Quarter 1 Motion Duration 4 Weeks Regular: Big Idea: Essential Questions: 1. Describe and compare the motion of an object using different reference frames 2. Calculate the average speed of an object using the change of position and elapsed time 3. Create, and analyze, line graphs using measured values of position and elapsed time 4. Describe and analyze the motion that a position-time graph represents, given the graph 5. Solve problems involving average speed and velocity 6. Calculate the average acceleration of an object using the change in velocity and elapsed time 7. Create, and analyze, line graphs using measured values of the acceleration of objects 8. Solve problems involving constant acceleration 9. Describe and analyze the motion that a position-time graph represents, given the graph 10. Compare and contrast speed, velocity, and acceleration 1. Generate velocity-time graphs from a given position-time graph (and vice versa) and describe in a paragraph what is occurring to the object 2. Generate acceleration-time graphs from a given position-time graph (and vice versa) and describe in a paragraph what is occurring to the object 3. Generate position-time graphs from a given acceleration-time graph (and vice versa) and describe in a paragraph what is occurring to the object 4. Generate velocity-time graphs from a given acceleration-time graph (and vice versa) and describe in a paragraph what is occurring to the object 5. Compose a written comparison between various data and graphs Regular: 1. How is a frame of reference used to describe motion? 2. How are motion diagrams helpful in determining an object s position or displacement? 3. How is a particle model used to represent a moving object? 4. What is the difference between speed and velocity? Page 1 of 3

6 5. What do you need to know to find the speed of an object? 6. How can speed be studied using graphs? 7. What information do position-time graphs provide? 8. What changes when an object accelerates? 9. What information can you learn from using velocity-time graphs? 10. How do you calculate the speed of an object moving in a straight line? 11. How can a graph be used to find acceleration? 1. What would a velocity-time graph look like based on a position-time graph? 2. What would an acceleration-time graph look like based on a position-time graph? 3. What would an acceleration-time graph look like based on a velocity-time graph? 4. What would a position-time graph look like based on a velocity-time graph? 5. What would a position-time graph look like based on a acceleration-time graph? See list below Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity). Analyze the relationships among position, velocity, acceleration, and time: graphically, mathematically 1. Motion 2. Motion diagram 3. Particle model 4. Coordinate system 13. Time interval 14. Displacement 15. Position-time graph 16. Instantaneous position 25. Acceleration 26. Average acceleration 27. Instantaneous acceleration, &, & Page 2 of 3

7 Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on 5. Origin 6. Position 7. Distance 8. Magnitude 9. Position vector 10. Algebraic representation 11. Graphical representation 12. Scalars 17. Velocity 18. Average velocity 19. Uniform motion 20. Speed 21. Average speed 22. Instantaneous velocity 23. Motion diagram 24. Velocity-time graph 28. Tangent line 29. Secant line 30. Positive acceleration 31. Negative acceleration 32. No acceleration 33. Uniform acceleration 34. Constant acceleration Page 3 of 3

8 HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Honors Physics Quarter 1 One and Two Dimensional Forces Duration 4 Weeks Regular: Big Idea: 1. Identify the magnitude and direction of everyday forces (e.g., wind, tension in ropes, pushes and pulls, weight) 2. Calculate the net force acting on an object as described in Newton s 1st law of motion 3. Describe the relationship between mass and inertia 4. Determine the directional movement of an object based on the net force 5. Differentiate between vector quantity and scalar quantity 6. Understand the difference between static and dynamic equilibrium 7. Interpret, and construct, free body diagrams 8. Describe the relationship between mass and acceleration as it applies to forces (Newton s 2nd law) 9. Solve problems involving force, mass, and acceleration in linear motion (Newton s 2nd law) 10. Identify the action and reaction force as applied to objects (Newton s 3rd law) 11. Calculate all the forces on an object on an inclined plane/describe the object s motion based on the forces using free-body diagrams 1. Find the resultant vectors given component vectors 2. Apply the equilibrium rule to a given situation 3. Interpret through writing the differences between action and reaction forces as applied to objects (Newton s 3 rd Law) 4. Relate Kepler s Laws to the Law of Universal Gravitatio Regular: Essential Questions: 1. What were the contributions to physics made by Sir Issac Newton? 2. How are mass and inertia related? 3. What is a force? 4. How is the net force calculated? 5. What is the relationship between force and acceleration? 6. How does motion change when the net force is zero? 7. What is the difference between static and dynamic equilibrium? 8. How are free body diagrams constructed, and what are their purpose? Page 1 of 3

9 9. How are the weight and the mass of an object related? 10. How do actual weight and apparent weight differ? 11. What effect does air have on falling objects? 12. What happens when an object exerts a force on another object? 13. How do static and kinetic friction differ? 14. How can you find the force required for equilibrium? 15. How do you resolve force vector components for motion along an inclined plane? 1. How do you resolve a resultant vector into its parts? 2. How does the equilibrium rule apply to a given situation of vectors? 3. What are the differences between action and reaction forces as applied to objects using Newton s 3 rd Law of Motion? 4. How are Kepler s Laws relate to the Law of Universal Gravitation? See list below Explain how Newton s 1st Law applies to objects at rest or moving at constant velocity. Using Newton s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the body, and the resulting acceleration: graphically, mathematically Use Newton s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her)., &, &, & Page 2 of 3

10 Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Analyze the two-dimensional motion of objects by using vectors and their components. Represent the force conditions required to maintain static equilibrium. Describe the nature and magnitude of frictional forces. 1. Sir Issac Newton 2. 1 st law of motion 3. 2 nd law of motion 4. F = ma 5. 3 rd law of motion 6. Action/Reaction motion 7. Inertia 8. Law of Inertia 9. Free body diagram 10. Force 11. Force diagram 12. Net force 13. Mass 14. Weight 15. Acceleration 16. Acceleration due to Gravity 17. Universal gravitation 18. Johannes Kepler 19. Kepler s Laws of 20. Universal Law of Gravitation 21. Equilibrium 22. Normal force 23. Friction force 24. Friction 25. Kinetic-friction 26. Static friction 27. Coefficient of kinetic friction 28. Coefficient of static friction 29. Tension, &, &, & Page 3 of 3