Physics 9A Syllabus. Desired Results
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1 Physics 9A Syllabus School Year: Fall 2015 Certificated Teacher: Desired Results Course Title (example: Geometry A and B): Click here to enter text. Credit: one semester (.5) two semesters (1.0) Prerequisites and/or recommended preparation (example: Completion of Algebra 1): There are no prerequisites for this class. It is recommended that the student has completed middle and elementary science courses. Estimate of hours per week engaged in learning activities: 5 hours of class work per week per 18 week semester Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student s online course. The online course is accessed via login and password assigned by student s school (web account) or ed directly to student upon enrollment, with the login website. Other resources required/resource Costs: There are no additional textbooks, materials, or resources required for this course. Click here to enter text. Course Description: This course is designed as an introductory course to Physics. The course covers energy, waves and energy transfer, and Newton s Laws of Motion and Force. Enduring Understandings for Course (Performance Objectives): What will students understand (about what big ideas) as a result of the course? Students learn fundamental concepts of energy, including the Law of Conservation of Energy that the total amount of energy in a closed system is constant. Other key concepts include gravitational potential and kinetic energy, how waves transfer energy, the nature of sound, and the electromagnetic spectrum. Students also learn to apply Newton s Laws of Motion and Gravity both conceptually and quantitatively. Students are able to calculate average speed, velocity, and acceleration. Students also develop an understanding of forces. These fundamental concepts enable students to understand the forces that govern the observable world. Course Learning Goals (including WA State Standards, Common Core Standards, National Standards): What is the key knowledge and skill needed to develop the desired understandings? Unit 1: Scientific Method focused? PowerStandards: SYSB Systems thinking. Systems thinking used to analyze complex situations. INQB Investigate. Plan and conduct appropriate scientific investigations to answer specific questions. INQC Conclusions must be logical, based on evidence. INQE Scientific
2 Investigation involves development of a theory or conceptual model. Complimentary Standards: INQA - Scientists generate and evaluate questions to investigate the natural world. Unit 2: Energy Types and Transformations focused? PowerStandards: SYSB - Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. PS3A - Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system remains the same. The concept of conservation of energy, applies to all physical and chemical changes Complimentary Standards: PS3B - Kinetic energy is the energy of motion. The kinetic energy of an object is defined by the equation: E k = ½ mv 2 PS3C - Gravitational potential energy is due to the separation of mutually attracting masses. Transformations can occur between gravitational potential energy and kinetic energy, but the total amount of energy remains constant. Unit 3: Waves and Energy focused? Power Standards: PS3A - Although energy can be transferred from one object to another and can be transformed from one form of energy to another form, the total energy in a closed system remains the same. The concept of conservation of energy, applies to all physical and chemical changes. Complimentary Standards: PS3D - Waves (including sound, seismic, light, and water waves) transfer energy when they interact with matter. Waves can have different wavelengths, frequencies, and amplitudes, and travel at different speeds. PS3E - Electromagnetic waves differ from physical waves because they do not require a medium and they all travel at the same speed in a vacuum. This is the maximum speed that any object or wave can travel. Forms of electromagnetic waves include X-rays, ultraviolet, visible light, infrared, and radio. Unit 4: Newton s Laws of Motion focused? PowerStandards: PS1C - An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion at constant velocity will continue at the same velocity unless acted on by an unbalanced force. (Newton s First Law of Motion, the Law of Inertia) PS1D - A net force will cause an object to accelerate or change direction. A less massive object will speed up more quickly than a more massive object subjected to the same force. (Newton s Second Law of Motion, F=ma) Complimentary Standards: PS1E - Whenever one object exerts a force on another object, a force of equal magnitude is exerted on the first object in the opposite direction. (Newton s Third Law of Motion) Unit: Click here to enter text. Unit: Click here to enter text. Unit: Click here to enter text.
3 Unit: Click here to enter text. Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and assessments] Performance Tasks: Students will be expected to show understanding through performance tasks/activities, quizzes, observations, and assessments. Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Self-reflection, work samples, quizzes, discussion/observation Types of Learning Activities Indicate from the table below all applicable learning strategies that may be used in the course. Direct Instruction _Click here to enter text.x Structured Overview Mini presentation _ X _Drill & Practice Demonstrations Other (List) Indirect Instruction _X _Problem- based Case Studies X Inquiry _ X _Reflective Practice X Project X Paper _ X _Concept Mapping Other (List) Experiential Learning Virt. Field Trip X_ Experiments X_Simulations X_Games _Field Observ. _Role-playing _Model Bldg. _Surveys _Other (List) Independent Study _Essays _X_ Self-paced computer _Journals _Learning Logs _Reports _X Directed Study _ X _Research Projects Other (List) Interactive Instruction _X Discussion _Debates _Role Playing _Panels _Peer Partner Learning _Project team _Laboratory Groups _Think, Pair, Share _X Cooperative Learning _Tutorial Groups _Interviewing _Conferencing _Other (List)
4 Other:Click here to enter text. Learning Activities Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of performance tasks, activities and assessments by semester, unit, and weeks. These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report. 1 st Semester Physics 9A Learning Activities Unit: 1: Scientific Method Duration: 3 weeks Enduring Understandings: What will students understand (about what big ideas) as a result of the The scientific method and technology allow us to gather data, analyze results, and draw conclusions to solve problems. How are scientific tools used to properly to gather data? Can I create an accurate experiment on my own? Students plan an investigation, collect evidence, and make appropriate inferences. Students plan and conduct a scientific investigation choosing a method appropriate to the question being asked. Students draw conclusions supported by evidence from the investigation and consistent with the established scientific knowledge. Learning Activities: SM1Hypothesis Practice SM2 Identifying Variables SM3 Conclusion Practice SM4 Self Reflection SM5 Scientific Method Assessment Unit: 2 Energy Duration: 4 weeks Enduring Understandings: What will students understand (about what big ideas) as a result of the Energy cannot be created or destroyed, but can exist in different forms and undergo various transformations. What are some different forms of energy? How do you describe, predict, and represent energy transformations through a system? Students can describe a situation in which energy is transferred from one place to another and explain how energy is conserved. Students can describe a situation in which energy is transformed from one form to another and explain how energy is conserved. Students will be able to calculate the kinetic energy of an object given the object s mass and velocity. Students can give an example in which gravitational potential energy and kinetic
5 energy are changed from one to the other. Learning Activities: ET1 what is Energy ET2 Types of Energy ET3 Energy Skate Park ET4 SAS 1193 Mechanical Energy ET5 Energy PowerPoint Lesson ET6 Reflection ET7 Energy Assessment Unit: 3 Waves and Energy Duration: 4 weeks Enduring Understandings: What will students understand (about what big ideas) as a result of the Waves transfer energy and interact in predictable ways. Where do waves come from? How do you know that waves carry energy? Explain how knowledge of waves helps us understand our world better and improve the quality of our lives? Students can demonstrate how energy can be transmitted by sending waves along a spring or rope. Characterize physical waves by frequency, wavelength, amplitude, and speed. Students will be able to apply these properties to the pitch and volume of sound waves and to the wavelength and magnitude of water waves. Students can illustrate the electromagnetic spectrum with a labeled diagram, showing how regions of the spectrum differ regarding wavelength, frequency, and energy, and how they are used. Learning Activities: WE1 Making Waves WE2 Wave Speed Equations WE3 SAS Waves Journal 1200 WE4 Soundry Activity WE5 Understanding EM Waves WE6 Reflection WE7 Wave Assessment Unit: 4 Newton s Laws of Motion Duration: 7 Weeks Enduring Understandings: What will students understand (about what big ideas) as a result of the If forces acting on an object are balanced the object will not accelerate. If the sum of the forces acting on an object is zero, it will either not move or will remain moving at a steady speed. The mass of an object imbues it with inertia, a resistance to change in a state of motion, and a weight within a gravitational field. F=ma can be used to explain why all things fall at the same rate here on earth. How do Newton's Laws describe motion? What examples of Newton's Laws do you see in real world situations? Students can compare the motion of an object acted on by balanced forces with the motion of an object acted on by unbalanced forces. Students will be able to predict how objects of different masses will accelerate when subjected to the same force. Students can calculate the acceleration of an object, given the object s mass and the net force on the object, using Newton s Second Law of Motion (F=ma) Learning Activities:
6 NL1 Newton and Motion NL2 Moving Man #1 NL3 Position Time Graphs NL4 Position Time Quiz NL5 Newton s Laws NL6 SAS 1198 Linear Motion NL7 The Car Race NL8 Velocity Time Quiz NL9 Drawing Forces NL10 Understanding Force NL11 Newton s Second Law F=ma NL12 Phet Forces Activity NL13 Bill Nye Friction NL14 Reflection NL15 Forces Quiz
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