Physics. Curriculum Map Volusia County Schools. Regular and Honors

Transcription

1 Volusia County Schools Created For Teachers By Teachers Contributing Teachers: John Clark Jim Clements Mike Ernst Drew Hilburn Patrick Monaghan Physics I Curriculum Map Regular and Honors

2 Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Maps may also contain other helpful information, such as: Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. These resources can be accessed through the county Physics Canvas page. Contact the District Science Office to gain access to Canvas if having difficulties signing in through VPortal. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. Common Labs (CL): Each grade level has one Common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow common science experiences that align to the curriculum across the district. Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are provided to supplement district textbooks and can be found on the Canvas page. DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8 th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions. Appendix Contents Page 2 1. Volusia County Science E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards

3 Instructional Calendar 4. Week Dates Days Quarter Week Dates Days Quarter August - 18 August 21 August - 2 August 28 August - 1 September September - 8 September 11 September - 1 September 18 September - 22 September 2 September - 29 September 2 October - 6 October 9 October - 13 October st Quarter (9 weeks) January 12 January 16 January 19 January 22 January 26 January 29 January 2 February February 9 February 12 February 16 February 20 February 23 February 26 February 2 March March 8 March rd Quarter (9 weeks) October - 20 October 23 October 27 October 30 October - 3 November 6 November - 9 November 13 November - 17 November 20 November - 21 November 27 November - 1 December 4 December - 8 December 11 December - 1 December 18 December 20 December *See school-based testing schedule for the course EOC administration time. 2 nd Quarter (10 weeks) Expectations: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. Lab Information March 23 March 26 March 30 March 2 April 6 April 9 April 13 April 16 April 20 April 23 April 27 April 30 April 4 May 7 May 11 May 14 May 18 May Start Review and Administer EOC* 21 May 2 May 29 May 30 May Safety Contract: th Quarter (11 weeks) Safety, Cleanup, and Laws: Page 3

4 August 2017 Sun Mon Tue Wed Thu Fri Sat Full Instructional Calendar September 2017 Sun Mon Tue Wed Thu Fri Sat 2 1 District PD Day October 2017 Sun Mon Tue Wed Thu Fri Sat ER 6 7 W Preplan begins W4 4 6 ER Labor Day 8 W ER End 1 st qtr 13 W st day of school 1 16 ER W ER W10 16 Teacher Duty Day ER W2 21 Solar Eclipse ER W ER W ER W ER W ER W November 2017 Sun Mon Tue Wed Thu Fri Sat 1 ER W13 12 W14 19 W1 26 W ER 9 10 Veterans Day ER Thanksgiving Thanksgiving Break Begins 27 Return to school ER 30 3 December 2017 Sun Mon Tue Wed Thu Fri Sat 1 2 W17 10 W18 17 W19 24 Winter Break Week ER ER ER 21 End 2 nd qtr Teacher Duty Day January 2018 Sun Mon Tue Wed Thu Fri Sat W20 14 W21 21 W22 28 W23 1 Winter Break 8 Return to school 1 No School MLK 9 10 ER ER ER Regional Science Fair ER Page 4

5 February 2018 Sun Mon Tue Wed Thu Fri Sat Full Instructional Calendar (continued) March 2018 Sun Mon Tue Wed Thu Fri Sat April 2018 Sun Mon Tue Wed Thu Fri Sat ER 6 7 W31 4 W ER Envirothon 4 W End 3 rd qtr 9 Teacher Duty Day 10 8 W W ER SPRING BREAK W W26 2 W27 19 Presidents Day No School ER ER 18 W29 2 W30 19 Classes Resume W34 29 W May 2018 Sun Mon Tue Wed Thu Fri Sat W36 13 W37 20 W ER ER June 2018 Sun Mon Tue Wed Thu Fri Sat 2 1 Last Day for Teachers Legend and Contacts: ER Indicates an Early Release Day Follow each other and post on twitter using: - Contact Mike Cimino (386) x2029 for questions about the science Canvas sites, DIAs and resources - For questions about Project IBIS, Evirothon, and other inquiries contact Louise Chapman at (386) STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x W39 28 Memorial Day ER Last Day of School for Students For office related questions contact Felecia Martinez at x20686 Jeremy Blinn, the District Science Specialist can be reached at x203 Page

6 Volusia County Science E Instructional Model Engage Description Students engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. Implementation The diagram below shows how the elements of the E model are interrelated. Although the E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Explore Students explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. Engage Explore Explain Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases. Discuss and Evaluate Elaborate Students elaborate and solidify their understanding of the concept and/or apply it to a real-world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. Elaborate Explain Evaluate Page 6 Teachers and Students evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. *Adapted from The BSCS E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students.

7 Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories low complexity, moderate complexity, high complexity form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using formal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single-step procedure or equation using a reference sheet Page 7 interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory *Adapted from Webb s Depth of Knowledge and FLDOE Specification Documentation, Version 2. analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships

8 Page High School Weekly Curriculum Trace q Week 1 Week 2 Week 3 Week 4 Week Week 6 Week 7 Week 8 Week 9 Introduction to Physics Physics Kinematics Enviro E/Space Chem Introduction to Enviro and Earth s Systems Earth Layers Matter and Measurement Community Ecology Biodiversity Plate Tectonics DIA Earth as a System The Ocean DIA DIA Atomic Structure Periodic Table, Periodicity Quantum Model DIA q Week 10 Week 11 Week 12 Week 13 Week 14 Week 1 Week 16 Week 17 Week 18 Week 19 Newton s Laws Physics Enviro E/Space Biomes and Aquatic Ecosystems Human Population Population Ecology Weather and Climate DIA Weathering, Erosion, Deposition DIA Ionic Bonding and Covalent Bonding and Molecular Formulas, Chem Chemical Reactions and Equations DIA Nomenclature Nomenclature Molar Mass, % comp q Week 20 Week 21 Week 22 Week 23 Week 24 Week 2 Week 26 Week 27 Week 28 Energy, Work and Power Physics Enviro E/Space Atmosphere and Climate Toxicology Water Resources Waste Management Change Origin of the Universe DIA Stars DIA Chem Stoichiometry Energy and DIA Reactions Intermolecular Forces and Thermochemistry q Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 3 Week 36 Week 37 Week 38 Physics Waves Electricity EOC Review Enviro E/Space Chem Land Management Solar System Gas Laws Renewable and Non-Renewable Resources Space Exploration DIA Geologic Time DIA Solutions Neutralization Reactions Rates and EQ. DIA Evolution (bridge to bio) EOC Review EOC Review EOC Review and EOC Administration

9 Page 9 Physics 1 (Regular and Honors) Date Topic Unit Science Processes Weeks 1 3 Measurements 1 August 31 August Modern Physics Weeks 4 9 September 13 October Weeks October 20 December Weeks January 8 March Weeks March 27 April Weeks April 18 May Vectors Kinematic Equations 1 Dimensional Motion Freefall 2 Dimensional Motion Projectiles Newton s 1 st Law (Law of Inertia) Newton s 2 nd Law (Net Force = ma) Newton s 3 rd Law (Equal and Opposite Forces) Free Body Diagram Kepler s Laws of Planetary Motion Newton s Law of Gravity Impulse Conservation of Momentum Collision and Recoil Kinetic and Potential Energy Work and Forces Conservation of Energy (Closed System) Power 0 th and 1 st Law of Thermodynamics Kinetic Theory of Heat Absolute Temperature Scales Gas Laws Energy Transfers Properties of Waves Effect of Medium and Wave Equation Doppler Effect EM Spectrum Reflection and Refraction Mirrors and Lenses Nature of Charge and Coulomb s Law Conductors and Insulators Electric Field and Electric Potential Components of Circuits Resistors in Series and Parallel Kirchhoff s Laws Ohm s Law Power 21 May 30 May Physics Review and EOC Administration Introduction to Physics Kinematics Newton s Laws Energy, Work, and Power Waves Electricity

10 Unit 1: Introduction to Physics Week 1-3 Topics Learning Targets and Skills Standards explain that physicists study the relationships between matter and energy differentiate between science and non-science identify which questions can be answered through science and which questions cannot Science Processes design a controlled experiment on a physics topic collect, analyze, and interpret data from the experiment to draw conclusions determine an experiment s validity and justify its conclusions based on: o control group or limiting systematic errors, limiting variables and constants, multiple trials (repetition) or large sample sizes, bias, method of data collection, analysis, and interpretation, communication of results describe the difference between an observation and inference use appropriate evidence and reasoning to justify explanations to others differentiate between independent and dependent variables and recognize the correct placement of variables on the axes of a graph SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences),use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others. SC.912.N.1.2 Describe and explain what characterizes science and its methods. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations. Page 10

11 Unit 1: Introduction to Physics (continued) Week 1-3 Learning Targets and Skills describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome explain that scientific knowledge is durable, robust and open to change recognize that theories do not become laws nor do laws become theories describe the role consensus plays in the historical development of a theory in any one of the disciplines of science explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making Standards SC.912.N.1. Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. HONORS: 1. explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer 2. weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental HONORS SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society. Page 11

12 Topics Learning Targets and Skills Standards SC.912.N.1.1 (previous page) use appropriate skills, including: o convert numbers in scientific notation and standard notation o convert between metric units and interpret metric prefixes in terms of relative size o calculate the average for a given set of data o select and correctly utilize appropriate tools (to determine mass, temperature, etc.) o calculate experimental percent error given an experimental and theoretical value differentiate between accuracy and precision HONORS: 1. identify the number of significant figures in a measurement 2. determine the correct number of significant figures to include in a sum, difference, product, or quotient of two measurements 3. apply significant figures correctly to measurements with scientific instruments with one digit of uncertainty 4. convert numbers in scientific notation and standard notation Measurement Modern Physics compare the magnitude and range of the four fundamental forces o gravitational, electromagnetic, weak nuclear, strong nuclear recognize that nothing travels faster than the speed of light in vacuum for all observers no matter how they or the light are moving recognize time, length, and velocity depends a reference frame *Modern Physics is introduced without details for the students to gain an understanding, an appreciation, and to relate modern physics to the Physics 1 curriculum. HONORS: 1. explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons, and electrons. 2. differentiate subatomic particles in terms of mass, electrical charges, and location in the atom. 3. discuss the properties of atoms that make compounds possible (i.e. water is polar because of unequal charge distribution) 4. explain how scientific experiments have changed atomic theory: o Thompson, Rutherford, Bohr End of Unit 1 SC.912.N.3. Describe the function of models in science, and identify the wide range of models used in science. SC.912.P Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). SC.912.P.12.7 Recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving. SC.912.P.12.9 Recognize that time, length, and energy depend on the frame of reference. HONORS: SC.912.N.3.1 (previous page) SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. SC.912.L Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. SC.912.P.8.3 Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence. Page 12

13 Unit 2: Kinematics Week 4 9 Topics Learning Targets and Skills Standards Student will: differentiate between scalar and vector quantities SC.912.P.12.1 Distinguish between scalar and vector quantities and assess which should be used to describe an event. draw and label vertical and horizontal components of vectors for projectile motion o determine resultants of linear vectors (No Trigonometry) understand the general relationships among position, velocity, and acceleration (1- dimensional, including graphs) SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. Projectile Motion understand the change in a variable (the difference between final and initial values) is called delta and is represented by Δ calculate time, change in position, change in velocity or the acceleration using the kinematic equations Δx = ½ at 2, v = Δx/t and a = Δv/t involving constant acceleration calculate the range or height of a horizontally released projectile (2-dimensional) o determine the time of flight of a projectile s motion End of Unit 2 End of 1 st 9 Weeks Page 13

14 1 st 9 weeks Resources Topics Introduction to Physics Kinematics Videos Teacher Hints Minutephysics How far is a second? Veritasium Misconceptions about Falling Objects Brian Cox Vacuum Feather CfukEgs PHET Pendulum Planet X Simulation 1. TED talks are a great way to generate interest. There are MANY TED talks with students who have developed new technology. Use the My radical plan for small nuclear fission reactors for VLT Variety of topics on Minutephysics/Veritasium/SmarterEveryDay Youtube videos. 3. Fun video Bohemian Gravity 4. Video simulating Curvature of Space - Lycra Gravity (Modern) - Suggestion for Introduction to Physics: While Modern Physics topics will not be tested on the EOC, Modern Physics concepts (in general) should be presented with Scientific Method conversations to expose students to non-classical topics. Common Science Literacy Connection Common Labs (CL) and Activities Common SLC 1 The Hunter and The Monkey *Note: DO NOT show the solution video before giving Students the prompt* Students will watch the video clip and complete Writing Prompt on the writing template. Common SLC information found in the Physics Common SLC Folder on Canvas. CL 1 Determining the acceleration due to gravity from a bouncing ball Common Lab Information is housed in the Physics Common Lab Folder on Canvas. Page 14

15 Unit 3: Newton s Laws Week Topics Learning Targets and Skills Standards recognize situations in which a particle is at rest or moving with a constant velocity indicate that the net force on the object is zero apply Newton s 1 st Law of Motion (Inertia) draw and label all forces acting on an object using Free-Body Diagrams: o Forces (Applied, Gravitational, Normal, Tension, Friction) o Situations (Level surface, inclined plane, suspension from a rope) apply Newton s 2 nd Law of Motion to relate Force, Mass and Acceleration (F = ma) and make calculations using given quantities recognize the relationship between force and time and the change of momentum (i.e. impulse) SC.912.P.12.3 Interpret and apply Newton's three laws of motion. SC.912.N.2. Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. Newton s Laws apply Newton s 3 rd Law of Motion to identify reactionary forces on objects HONORS: 1. Calculate the Impulse delivered by a Force by relating it to the change in momentum of a system. o Impulse = FΔt = Δp = change in momentum SC.912.P.12.3 Interpret and apply Newton's three laws of motion. Page 1

16 Topics Learning Targets and Skills Standards describe how the gravitational forces between two objects depends on their mass and is inversely proportional to the distance between them SC.912.P.12.4 Describe how the gravitational force between two objects depends on their masses and the distance between them. calculate the weight of an object on different planets given mass and distance describe how Newton united Galileo and Kepler s view of gravity identify patterns in the organization and distribution of matter in the universe apply Kepler s laws to compare orbits (i.e., the period, eccentricity, speed, etc.) SC.912.E..2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them. SC.912.E..6 Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other. Newton s Laws and Gravity HONORS: 1. Recognize that Newton s Laws are a limiting case of Einstein s Special Theory of Relativity at speeds that are much smaller than the speed of light. HONORS SC.912.P.12.8 Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light. Page 16

17 Topics Learning Targets and Skills Standards explain why the accelerations of two objects in a collision are not always equal because of mass illustrate the resultant vectors of two objects before and after a collision (2D/no calculations) differentiate between Elastic and Inelastic Collisions and relate them to Conservation of Energy and Conservation of Momentum o predict the velocities involved of objects involved in a collision SC.912.P.12. Apply the law of conservation of linear momentum to interactions, such as collisions between objects. Conservation of Momentum explain how the law of conservation of linear momentum applies to situations in everyday life compare the momentum of several objects and determine under what conditions the momentum will be equal HONORS: 1. Compare angular momentum with linear momentum a. mass (m) and moment of inertia (I) b. velocity (ν) and angular velocity (ω) 2. Explain how the radius changes the angular momentum HONORS SC.912.P.12.6 Qualitatively apply the concept of angular momentum. 3. Recognize that Kepler s 2 nd Law implies that the angular momentum of an orbiting object will remain constant. 4. determine when a moving object has a non-zero angular momentum depending on its rotation axis. identify examples of the conservation of angular momentum and its effects 6. use the law of conservation of momentum to calculate the mass and/or velocity of two objects before or after an inelastic collision SC.912.P.12. Apply the law of conservation of linear momentum to interactions, such as collisions between objects. Page 17 End of Unit 2 END OF SEMESTER

18 2 nd 9 weeks Resources Topics Videos Teacher Hints Newton s Laws SmarterEveryDay Baffling Balloon Behavior Minutephysics How Do Airplanes Fly? Veritasium What is a Force? Veritasium What Forces are acting on you? Minutephysics What is Gravity? 1. Teachers must teach projectile motion and have a good understanding of the outcome of The Hunter and The Monkey problem. Common Science Literacy Connection Common SLC 2 Can A Penny Dropped From a Tall Building Kill You Printable Article Can A Penny Dropped From a Tall Building Kill You Student Questions Common SLC information found in the Physics Common SLC Folder on Canvas. Common Labs (CL) and Activities CL 2 Catapult Challenge Lab Common Lab Information is housed in the Physics Common Lab Folder on Canvas. Found in the Physics Newton s Laws Folder on Canvas: Free Body Diagram Lab Page 18

19 Unit 4: Energy, Work, and Power Week Topics Learning Targets and Skills Standards interpret situations in which Energy is converted into other forms identify situations in which Mechanical Energy is and is not conserved (i.e. friction) SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. apply the Law of Conservation of Energy involving only kinetic and gravitational potential energies in locations of a uniform gravitational field (constant acceleration of gravity), and ignoring the effect of friction calculate the Work done on an object by a Net Force (linear only, no trigonometry) o Understand that Work is a function of Force and change in position o Establish that Work = Kinetic Energy (ΔK) SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively. calculate the power delivered to an object (P = W/t) Conservation of Energy HONORS: 1. create and interpret potential energy diagrams, for example: a. orbits around a central body, motion of a pendulum, rising and falling object, etc. 2. explain qualitatively entropy s role in determining the efficiency of processes that convert energy to work HONORS SC.912.P.10.6 Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum. SC.912.P.10.8 Explain entropy's role in determining the efficiency of processes that convert energy to work. Page 19

20 Topics Learning Targets and Skills Standards explore the Law of Conservation of Energy as it relates to Thermodynamics explain that temperature is proportional to average random kinetic energy of the particles in a sample of matter calculate corresponding temperatures on the Celsius and Kelvin (absolute) scales (Kelvin = Celsius + 273) recognize that Absolute Zero is the point at which molecular motion ceases recognize that the energy that is shared when objects of different temperatures are in thermal contact flows from the higher one to the lower one until they are in thermal equilibrium explain the process that is occurring when matter changes state among the states of matter SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity SC.912.P.10. Relate temperature to the average molecular kinetic energy. Thermodynamics analyze a heating curve (a heat vs temperature graph of a substance), identifying which portions demonstrate absorbing the energy as kinetic (an increase in temperature) and which portions demonstrate absorbing the energy as potential energy (temperature remains constant, phase change) o interpret a heating curve of a material and determine the melting and boiling points o identify the flow of energy as heat and how that affects the physical state of the material identify which process of energy transfer (conduction, convection, and radiation) is being used in various common examples SC.912.P.8.1 Differentiate among the four states of matter. SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. explore the relationship in changes in pressure, temperature, and/or volume on a quantity of a gas (Gas Laws) explain this predicted change in terms of energy and its effect on the speed of the particles of gas HONORS: 1. Distinguish between endothermic and exothermic processes. 2. Apply the law of conservation of energy to thermodynamic quantities ( U = Q + W). HONORS SC.912.P.10.7 Distinguish between endothermic and exothermic chemical processes. SC.912.P.10.2 (see above) Page 20 End of Unit 4

21 Unit : Waves Week Topics Learning Targets and Skills Standards apply common terminology used to discuss the characteristics of waves (wavelength, amplitude, frequency, period, and wave speed): o o know the terminology to describe sounds waves including volume and pitch know terminology to describe light including brightness and color explain the role that the medium plays in the propagation of mechanical waves understand that velocity and wavelength of a wave depend on the medium through which it is traveling SC.912.P Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another. Introduction to Waves describe the Doppler Shift as an apparent change in the frequency of a wave based on the relative movement of the source and/or observer to the medium carrying the wave recognize the trends in wavelength and frequency throughout the electromagnetic spectrum, including: o describe the relative differences between the common terminology for various waves in the electromagnetic spectrum in terms of frequency or wavelength o know the order of the electromagnetic spectrum: radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, gamma rays. Also know that this list is ranked from low to high frequency (or high to low wavelength) describe the relationship between the velocity, frequency, or wavelength of a given wave using the wave equation (v = f λ) o velocity of a wave is determined by medium, and frequency is determined by the source SC.912.P Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver. SC.912.P Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. differentiate mechanical and EM waves *Note to teachers for mechanical waves, the energy is proportional to the square of the amplitude. For EM waves, the energy is proportional to the frequency (E = h*f for each photon) Page 21

22 3 rd 9 weeks Resources Topics Energy, Work, and Power Waves Videos Physics Girl Stacked Ball Drop Trust in Physics Conservation of Mechanical Energy Minutephysics - Conservation of Energy Julius Summer Miller Conservation of Energy (reference multiple videos from this link) Tacoma Bridge Collapse (upload from folder) Ripple Tank Videos (upload from folder) Julius Summer Miller Waves (Reference multiple videos from this link) Pendulum Waves - Vsauce What color is a Mirror? Common Science Literacy Connection Common Labs (CL) and Activities Common SLC 3 Bullet-Block Collision Experiment *Note: DO NOT show the explanation video before giving Students the prompt* Students will watch the video clip and complete Writing Prompt on the writing template. Common SLC information found in the Physics Common SLC Folder on Canvas. It is recommended to have a follow-up writing assignment to have students explain the Science behind the phenomenon. CL 3 Stair Climbing and Power Common Lab Information is housed in the Physics Common Lab Folder on Canvas. Found in the Physics Energy, Work, and Power Folder on Canvas: SLC A Nanophotonic Comeback for Incandescent Bulbs Explanation: Page 22

23 Topics Learning Targets and Skills Standards investigate the refraction of waves in qualitative terms as the bending of the direction of the motion of a wave front due to the change of a medium (or its velocity and wavelength) o A wave s direction changes towards the normal line when entering into a medium that decrease the velocity of the wave o A wave s direction changes away from the normal line when entering into a medium that increase the velocity of the wave (No Snell s Law) apply the law of reflection to simple situations (plane surfaces) SC.912.P Construct ray diagrams and use thin lens and mirror equations to locate the images formed by lenses and mirrors. Light and Optics using ray tracing for a converging lens or mirrors to determine the location, magnification, orientation and type of image formed, given the focal position and original position of the object (No thin lens equation) know some examples of instruments and practical applications of lenses and mirrors: o ex: telescopes and microscopes use a combination of two converging devices and their size indicates the amount of light captured and therefore the detail that they can make observations HONORS: 1. Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools. HONORS SC.912.E..8 Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools. End of Unit Page 23

24 Unit 6: Electricity Week 3 37 Topics Learning Targets and Skills Standards recognize that charge is, o + or - o conserved SC.912.P Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy. recognize that opposite charges have an attractive force and that similar charges have a repulsive force o recognize that the electrical force is stronger than the gravitational force apply Coulomb s Law (F q 1q 2/r 2 ) Charges and the Electric Force recognize that the electric field is analogous to gravitational field relate Electric Field Diagrams to o the relative charge between objects o determine if a charge is + or - o the relative strength of the electric field at different locations recognize the analogy between Electric Potential Energy (voltage) and water pressure recognize that + charges tend to move from high potential to low potential Page 24

25 Topics Learning Targets and Skills Standards recognize that conductors allow electricity to flow freely between electric potential differences (voltage) recognize that current in a circuit is considered to flow from + to - voltages recognize that insulators impede the movement of charge through or across them SC.912.P.10.1 Investigate and explain the relationships among current, voltage, resistance, and power. SC.912.P Differentiate among conductors, semiconductors, and insulators. Direct Current Circuits investigate basic components of circuit diagrams, including: o resistors, lamps, batteries, switches, wires, ammeters, voltmeters calculate current of a simple circuit containing a single battery and single resistor using Ohm s Law (V=IR) use Kirchhoff s Law s for the following: o recognize the value of resistors in a series o recognize that the current in a series circuit is the same through all components o recognize the value of resistors in a parallel circuit o determine the current in parallel paths with equal value resistors draw/read basic circuits using combinations of resistors in series and parallel calculate the Voltage across a resistor using Ohm s Law (V=IR) calculate the Power dissipated in a circuit using P=IV and P=I 2 R Magnetism HONORS 1. explain the relationship between moving charges and magnetic fields a. calculate the magnitude of the magnetic force on a moving charge 2. explain the relationship between changing electric fields and magnetic fields a. apply the right-hand rule to determine the direction of a magnetic field with respect of current b. use Ampere s law to show how magnetic field strength decreases with distance 3. describe electromagnetic waves in terms of oscillating electric and magnetic fields HONORS SC.912.P Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies. SC.912.P Explore the theory of electromagnetism by explaining electromagnetic waves in terms of oscillating electric and magnetic fields. End of Unit 6 Page 2

26 4 th 9 weeks Resources Topics Waves Electricity Videos Teacher Hints There are a variety of Wave videos found in the Physics Waves Folder on Canvas. 1. Faraday s Cage - The Electric Field inside of a Conductor is zero. 2. Charges reside on the outside surface of a Conductor. Common Science Literacy Connection Common SLC 4 Faraday s Cage Show video then complete writing prompt. Common Labs (CL) and Activities CL 4 Using Resonance to calculate the Speed of Sound Common Lab Information is housed in the Physics Common Lab Folder on Canvas. Common SLC information found in the Physics Common SLC Folder on Canvas. Page 26

27 Physics Academic Language Guide Weeks Unit Academic Language 1-3 Introduction to Physics Accuracy Accuracy Analysis Atomic Theory Bias Contraction Control variables Dependent variable Electromagnetism Evidence Experimental error Frame of reference Gravity Independent variable Inference Interpretation Known value Laws Meniscus Multiple trials Non-science Observation Peer review Precision Pseudoscience Relative velocity Reliability Science Strong Nuclear Theory Time Dilation Uncertainty Vacuum Validity Weak Nuclear 4-9 Kinematics Acceleration Components Direction Displacement Distance Elapsed Time Frame of reference Free fall Horizontal Linear Magnitude Origin Parabolic Position Projectile Range Resultant Scalar Speed Tangent to path Trajectory Vector Velocity Vertical Newton s Laws Angular momentum Applied force Axis of rotation Buoyancy Collisions Conservation Constant velocity Distribution of mass Elastic Collision Equilibrium Escape velocity Free body diagram Free fall Friction Gravity Impulse Inelastic Collision Inertia Inverse square Mass Momentum Net force Normal force Orbit Recoil Rotational speed System Tension Weight Page 27

28 20-28 Energy, Work, and Power Closed Conduction Conserved Convection Energy Entropy Friction Gas Heat reservoir Heat sink Isolated Joules Kinetic Kinetic energy Liquid Molecules Open Plasma Potential Power Projectile motion Qualitative Quantitative Radiation Solid Specific heat Temperature Thermal equilibrium Transfer Work Waves Absorption Amplitude Antinode Blue shift Concave Constructive Converging lens Convex Crest Destructive Diffraction Dispersion Diverging lens Doppler effect Energy Fixed, free Focal point Frequency Fundamental Interference Light ray Longitudinal Medium Microscope Mirror Node Object Parabolic mirror Period Phase Plane mirror Propagation Real image Red shift Reflection Refraction Resonance Spectra Standing wave Surface waves Telescope Thin lens Torsional waves Total internal Reflection Transmission Transverse Trough Virtual image Wavelength 3-37 Electricity Ampere-Maxwell Law Charge Circuit Conductor Current Electric field Electric field lines Electric Potential Faraday Law Insulator Lorentz force Magnet Ohm s Law Oscillating Parallel Point charge Potential difference Power Resistance Schematic Series Test charge Voltage Page 28

29 LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. LAFS.910.RST.2. Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 by the end of grade 10, read and comprehend science / technical texts in the grades 9 10 text complexity band independently and proficiently. MAFS.912.A-CED.1.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S-IC.2.6 Evaluate reports based on data. Grades 9-10 ELA Florida Standards Grades 9-12 Math Florida Standards (select courses) LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MAFS.912.N-VM.1.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N-VM.1.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N-VM.1.3 Solve problems involving velocity that can be represented as vectors. Page 29