River Dell Regional School District Physics Curriculum

Transcription

1 2016 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal River Dell Middle School Mr. William Feldman Assistant Superintendent Curriculum and Instruction Science Committee Lori Dunn Edward Houston

2 TABLE OF CONTENTS Rationale: Page 3 Course Description Page 3 Course Outline Page 5 Unit 1: One Dimensional Kinematics Page 7 Unit 2: Dynamics Page 11 Unit 3: Linear Movement Page 16 Unit 4: Work and Energy Page 20 Unit 5 H: Electric Charge and Electric Field Page 24 Unit 5: Electric Current and Electric Circuits Page 28 Unit 6: Simple Harmonic Motion, Vibrations and Waves Page 32 Unit 7: Light and Optics Page 37 2

3 I. Rationale The PSI Physics course is comprised of the following concepts: Mechanics, 40%, Electricity and Circuits, 40%, Simple Harmonic Motion, Waves, Light and Optics, 20%. The sequence of topics has been designed to apply and reinforce mathematics which has been taught and learned as well as mathematics taught concurrently. Therefore, this first year high school science course reflects algebra skills but does not require trigonometry. This is accomplished by restricting this course to problems that can be simplified to onedimensional form. While vectors are introduced, they are only added and subtracted in one dimension at a time. This allows students to investigate many of the typical concepts presented in a physics course while keeping the mathematical rigor to an appropriate level. Connections are also developed between the analysis of motion and graphical analysis, collision problems and the solving of systems of equations, etc. Physics is offered in three levels designed to accommodate individual student s math competency. The standard level course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, electricity, and light. The Honors Physics level course is offered to students who have demonstrated an advanced proficiency in math and require less instruction on some of the more elementary mathematical concepts. This course presents these students with a broader range of topics and a greater level of mathematical rigor. The Conceptual Physics course is offered to the students who require more explicit instruction on the application of algebra based problem solving. This course offers a more conceptual approach, allowing students the opportunity to master the more essential skills and eliminating some of the more abstract subject matters. Students who have successfully completed Physics or Honors Physics courses may elect to move onto Advanced Physics, SUPA Physics, and/or AP Physics C. II. Course Description This course is offered in three levels based on the student s proficiency in math. Physics Conceptual Course Description This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, and light. This course differs from the standard level course in that it offers a more qualitative and less mathematical approach. Co-requisite: Algebra I Survey 3

4 Physics Course Description This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional kinematics and dynamics, energy, electricity, and light. Algebra skills taught in Algebra I are used extensively, although practical applications are emphasized. Laboratory exercises and experiences accompany all areas of study. Physics Honors Course Description Co- requisite: Algebra I This course is a study of select topics of Physics accessible to the typical freshman in the areas of one dimensional Kinematics and dynamics, energy, electricity, and light. This course differs from the standard level course in both content and mathematical rigor. Laboratory exercises and experiences accompany all areas of study. Co- requisite: Honors Geometry/Geometry 4

5 III. Course Outline 1. One- Dimensional Kinematics a. Fundamental and derived units of measurement b. Motion in one dimension c. One dimensional vectors vs. scalars d. Displacement vs. Distance e. Velocity vs. Speed f. Acceleration g. Using the four kinematics equations to solve problems: * a. x = xo +vot + ½ at 2 b. v = v o + at c. v 2 = vo 2 + 2a x d. vavg = (v + vo)/2 h. Free fall motion i. Graphical interpretation of motion 2. Dynamics a. Forces b. Newton s Laws c. Free body Diagrams d. Gravity near the earth s surface and g e. Mass versus weight (W = mg) f. Use ΣF = ma and free body diagrams to solve problems in one dimension g. Surface Forces: Normal Force and Friction h. Static and Kinetic Friction 3. Linear Momentum* a. Momentum (p = mv) b. Impulse (I = F t = p) c. Momentum and its relation to force (F = p/ t) d. Conservation of momentum ( p = p ) e. Collision and Impulse Problems f. Perfectly inelastic collisions in one dimension (m = m1 + m2) g. Inelastic collisions in one dimension 4. Work and Energy a. Work done by a constant force (W = Fdparallel) b. Kinetic Energy (KE = ½ mv 2 ) c. Gravitational Potential Energy (GPE = mgh) d. Conservation of Energy (Eo + W = E) e. Conservative and non-conservative forces f. Elastic collisions in one dimension** g. Bar diagrams h. Problem solving with the Principle of Conservation of Energy. 5

6 5H. Electric Charge and Electric Field** a. Electric charge and its conservation b. Interactions of charges c. Induced charges; the electroscope d. Coulomb s Law (F = kq1q2/r 2 ) e. Electric field (E = kq/r 2 ) f. Superposition of forces g. Superposition of electric fields h. Calculation of net force and/or field due to multiple charges 5. Electric Currents and DC Circuits* a. The electric battery b. Electric current (I = q/ t) c. Ohm s Law (I = V/R) d. Resistivity R = L/A e. Joule s Law and Electric Power (P=V 2 /R = IV = I 2 R) f. Resistors in series (Rseries = R1 + R2 +...) g. Adding resistors in parallel (1/Rparallel = 1/R1 + 1/R2 +...) h. Equivalent Circuit resistance 6. Simple Harmonic Motion; Vibrations; and Waves a. Period and frequency b. Mass-spring systems c. The simple pendulum d. Wave Motion e. Wavelength, frequency and wave velocity f. Interference g. Refraction h. Diffraction i. Standing Waves 7. Light and Optics a. The Wave Nature of Light b. Visible Spectrum c. Reflection and Refraction d. Mirrors, Lenses and Images e. The Electromagnetic Spectrum f. Interference, Diffraction and Polarization g. Photons *-not included in PSI Physics Conceptual **-for PSI Physics Honors only 6

7 BY THE END OF NINTH GRADE PHYSICS Unit One: One Dimensional Kinematics STATE STANDARD HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that changing a magnetic field can produce an electric current HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem RST Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem RST Cite specific textual evidence to support analysis of science and technical texts RST Integrate and evaluate multiple sources of information presented in diverse formats and media RST Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information WHST Write informative/explanatory texts WHST Conduct short as well as more sustained research projects to answer a question or solve a problem WHST.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively WHST Draw evidence from informational text to support analysis, reflection, and research 7

8 S.L Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN. Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems HSA. CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axis with labels and scales HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence A.1 Demonstrate knowledge of a real world problem using digital tools A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory A.4 Graph and calculate data with a spread sheet and present a summary of the results E.1 Effectively use a variety of search tools and filters in professional public F.1 databases to find information to solve real world problems Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems. 8

9 O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS Kinematics provides us with the language and the mathematical tools to describe the motion of an object as a function of position and time, without regard to the causes of motion. ENDURING UNDERSTANDINGS Physics can predict the motion of a body. ESSENTIAL QUESTIONS 1. In what ways can physics predict the motion of a body? 2. What are the characteristics of freely falling motion? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? 6. How does feedback stabilize or destabilize a system? 7. What empirical evidence distinguishes between cause and effect? 8. How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? 9. Why do some things change or remain stable? 10. How are advances in science and technology interrelated? 11. What are the patterns that emerge at the different scales at which a system is studied? MODULE ASSESSMENT Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use appropriate metric units for given measurements identify aspects of motion such as position, time, velocity and acceleration distinguish between vector and scalar quantities define distance, displacement, speed, velocity, and acceleration differentiate between uniform and variable motion express an object s speed and acceleration using various units of measurement understand the motion of an object undergoing free fall 9

10 SKILLS Students will be able to... convert between units of time and distance develop models of motion use steps for solving physics problems solve problems using kinematic equations conduct experiments involving motion collect and display experimental data construct and interpret graphs using distance, time, and velocity for uniform and variable motion plan and carry out investigations to answer questions and test solutions analyze data using tools, technologies, and models in order to make valid and reliable scientific claims or determine an optimal design solution use mathematical representation of phenomena to describe explanations apply scientific ideas to solve a design problem taking into account possible unanticipated effects communicate scientific and technical information in multiple formats develop and use a model based on evidence to illustrate the relationship between systems and components of systems plan and conduct an investigation individually and collaboratively to produce data to serve as the basis of evidence, and in the design: decide on types, how much, and the accuracy of the data needed to produce reliable measurements design, evaluate, and/or refine a solution to a complex, real world problem RESOURCES Algebra Based Physics, NCTL: Physics: A First Course: 10

11 STATE STANDARD HS-PS2-1 HS-PS2-2 HS-PS2-3 HS-PS2-4 BY THE END OF NINTH GRADE PHYSICS Unit Two: Dynamics Analyze data to support a claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision Use mathematical representations of Newton s Laws of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system HS-ESS2-1 Develop a model to illustrate how Earth s internal and surface processes operate at different temporal and spatial scales to form continental and ocean-floor features RST Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem RST Cite specific textual evidence to support analysis of science and technical texts RST Integrate and evaluate multiple sources of information presented in diverse formats and media RST Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information WHST Write informative/explanatory texts 11

12 WHST Conduct short as well as more sustained research projects to answer a question or solve a problem WHST.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively WHST Draw evidence from informational text to support analysis, reflection, and research S.L Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN. Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 HSN.Q.A.3 Define appropriate quantities for the purpose of descriptive modeling Choose a level of accuracy appropriate to limitations on measurement when reporting quantities HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems HSA. CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axis with labels and scales HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 CRP2 CRP4 CRP5 CRP6 CRP7 CRP9 CRP11 CRP A A A E F.1 Act as a responsible and contributing citizen and employee Apply appropriate academic and technical skills Communicate clearly and effectively and with reason Consider the environmental, social and economic impacts of decisions Demonstrate creativity and innovation Employ valid and reliable research strategies Model integrity, ethical leadership and effective management Use technology to enhance productivity Work productively in teams while using cultural global competence Demonstrate knowledge of a real world problem using digital tools Use and/or develop a simulation that provides an environment to solve a real world problem or theory Graph and calculate data with a spread sheet and present a summary of the results Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision 12

13 O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).4 Demonstrate the ability to use Newton s laws of motion to analyze static and dynamic systems with and without the presence of external forces O.(1).5 Explain relevant physical properties of materials used in engineering and technology O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS Dynamics is the study of the causes of motion specifically, the study of Newton s three laws, which succinctly summarizes dynamics. ENDURING UNDERSTANDINGS Force changes the motion of a body. ESSENTIAL QUESTIONS 1. What is a force and in what ways can it affect motion? 2. Why do thrown objects fall to Earth s surface rather than travel through space forever? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? 6. How does feedback stabilize or destabilize a system? 7. What empirical evidence distinguishes between cause and effect? 8. How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? 9. Why do some things change or remain stable? 10. How are advances in science and technology interrelated? 11. What are the patterns that emerge at the different scales at which a system is studied? 12. How do Newtonian gravitational laws govern orbital motion? 13. How is the appearance of land and sea-floor features a result of constructive forces and destructive mechanisms? 13

14 MODULE ASSESSMENT Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use appropriate metric units for given measurements define force understand that gravity is an attractive force between two masses differentiate between mass and weight distinguish among free fall, non-free fall and terminal velocity of falling objects understand that force is the cause of acceleration identify forces acting on a body that contribute to or hinder its motion describe Newton s First Law of Motion using inertia identify the criteria of balanced and unbalanced forces distinguish among net, applied and oppositional forces describe Newton s Second Law of Motion with respect to an unbalanced force apply vector resolution to a force acting perpendicularly identify characteristics of friction and normal force describe Newton s Third Law of Motion SKILLS Students will be able to... use steps for solving physics problems draw free body diagrams solve problems using mass, acceleration and force, including gravity conduct experiments relating to force and motion collect and display experiment data develop models of motion and force analyze data using tools, technologies, and models in order to make valid and reliable scientific claims or determine an optimal design solution use mathematical representation of phenomena to describe explanations apply scientific ideas to solve a design problem taking into account possible unanticipated effects communicate scientific and technical information in multiple formats develop and use a model based on evidence to illustrate the relationship between systems and components of systems plan and conduct an investigation individually and collaboratively to produce data to serve as the basis of evidence, and in the design: decide on types, how much, and the accuracy of the data needed to produce reliable measurements design, evaluate, and/or refine a solution to a complex, real world problem RESOURCES Based Physics, NCTL: 14

15 Physics: A First Course: 15

16 STATE STANDARD HS-PS2-1 HS-PS2-2 HS-PS2-3 HS-PS2-4 BY THE END OF NINTH GRADE PHYSICS Unit Three: Linear Momentum Analyze data to support a claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision Use mathematical representations of Newton s Laws of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem RST Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem RST Cite specific textual evidence to support analysis of science and technical texts RST Integrate and evaluate multiple sources of information presented in diverse formats and media RST Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information WHST Write informative/explanatory texts WHST Conduct short as well as more sustained research projects to answer a question or solve a problem WHST.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively WHST Draw evidence from informational text to support analysis, reflection, and research 16

17 S.L Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN. Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems HSA. CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axis with labels and scales HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence A.1 Demonstrate knowledge of a real world problem using digital tools A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory A.4 Graph and calculate data with a spread sheet and present a summary of the results E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems. 17

18 O.(1).5 Explain relevant physical properties of materials used in engineering and technology O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS Linear momentum is the product of the mass and velocity of an object. Linear momentum is a conserved quantity, meaning that if a closed system is not affected by external forces, its total linear momentum cannot change. ENDURING UNDERSTANDINGS The more momentum and object has the more difficult it is to change its motion. ESSENTIAL QUESTIONS 1. Why are faster moving objects harder to stop? 2. How does a force change the momentum of an object? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? 6. How does feedback stabilize or destabilize a system? 7. What empirical evidence distinguishes between cause and effect? 8. How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? 9. Why do some things change or remain stable? 10. How are advances in science and technology interrelated? 11. What are the patterns that emerge at the different scales at which a system is studied? MODULE ASSESSMENT Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use appropriate metric units for given measurements understand that forces can act over time (impulse) resulting in changes in momentum identify characteristics of motion with respect to momentum in a collision distinguish between elastic and inelastic collisions state the Law of Conservation of Momentum 18

19 SKILLS Students will be able to... use steps for solving physics problems solve problems using mass, velocity, momentum and conservation of momentum for inelastic collisions conduct experiments relating to momentum collect and display experiment data develop models of inelastic collisions analyze data using tools, technologies, and models in order to make valid and reliable scientific claims or determine an optimal design solution use mathematical representation of phenomena to describe explanations apply scientific ideas to solve a design problem taking into account possible unanticipated effects communicate scientific and technical information in multiple formats develop and use a model based on evidence to illustrate the relationship between systems and components of systems plan and conduct an investigation individually and collaboratively to produce data to serve as the basis of evidence, and in the design: decide on types, how much, and the accuracy of the data needed to produce reliable measurements design, evaluate, and/or refine a solution to a complex, real world problem RESOURCES Algebra Based Physics, NCTL: Physics: A First Course: 19

20 STATE STANDARD HS-PS3-1 HS-PS3-2 HS-PS3-3 HS-PS3-4 HS-PS4-2 BY THE END OF NINTH GRADE PHYSICS Unit Four: Work and Energy Create a computational model to calculate the change in energy of one component in a system when the change in energy of other components and energy flows in and out of the system are known Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy Plan and conduct an investigation to provide evidence that the transfer of thermal energy when to components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system Evaluate questions about the advantages of using digital transmission and storage of information HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem RST Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem RST Cite specific textual evidence to support analysis of science and technical texts RST Integrate and evaluate multiple sources of information presented in diverse formats and media RST Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information WHST Write informative/explanatory texts WHST Conduct short as well as more sustained research projects to answer a question or solve a problem 20

21 WHST.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively WHST Draw evidence from informational text to support analysis, reflection, and research S.L Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN. Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems HSA. CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axis with labels and scales HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence A.1 Demonstrate knowledge of a real world problem using digital tools A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory A.4 Graph and calculate data with a spread sheet and present a summary of the results E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems. 21

22 O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS Energy comes in many different forms and can be broadly characterized as kinetic energy, potential energy, and heat. Work is done on an object when energy is transferred to that object. Therefore, energy can be defined as the capacity for doing work. The rate at which work is done on an object, or by which energy is generated or absorbed, is known as power. ENDURING UNDERSTANDINGS Energy is the capacity for doing work. ESSENTIAL QUESTIONS 1. How is the energy of an object on a cliff related to its energy as it falls to the Earth? 2. If the object falling loses energy in its fall, to what does it owe the loss? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? 6. How does feedback stabilize or destabilize a system? 7. What empirical evidence distinguishes between cause and effect? 8. How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? 9. Why do some things change or remain stable? 10. How are advances in science and technology interrelated? 11. What are the patterns that emerge at the different scales at which a system is studied? MODULE ASSESSMENT Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use appropriate metric units for given measurements describe the features of potential energy 22

23 describe the features of kinetic energy define work understand the difference between conservative and non-conservative forces describe the Law of Conservation of Energy describe how friction causes energy loss describe power as energy expended per unit time list the six simple machines describe role of work, mechanical advantage and efficiency in the use of simple machines SKILLS Students will be able to... use steps for solving physics problems solve problems using work, force, and distance solve problems using kinetic, potential energy, and the Law of Conservation of Energy use bar diagrams as an aid for solving energy problems conduct experiments relating to work and energy collect and display experiment data analyze data using tools, technologies, and models in order to make valid and reliable scientific claims or determine an optimal design solution use mathematical representation of phenomena to describe explanations apply scientific ideas to solve a design problem taking into account possible unanticipated effects communicate scientific and technical information in multiple formats develop and use a model based on evidence to illustrate the relationship between systems and components of systems plan and conduct an investigation individually and collaboratively to produce data to serve as the basis of evidence, and in the design: decide on types, how much, and the accuracy of the data needed to produce reliable measurements design, evaluate, and/or refine a solution to a complex, real world problem RESOURCES Algebra Based Physics, NCTL: Physics: A First Course: 23

24 STATE STANDARD HS-PS2-5 HS-PS3-1 HS-PS3-5 BY THE END OF NINTH GRADE PHYSICS Unit Five H: Electric Charge and Electric Field** Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that changing a magnetic field can produce an electric current Create a computational model to calculate the change in energy of one component in a system when the change in energy of other components and energy flows in and out of the system are known Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem RST Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem RST Cite specific textual evidence to support analysis of science and technical texts RST Integrate and evaluate multiple sources of information presented in diverse formats and media RST Evaluate the hypothesis, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information WHST Write informative/explanatory texts WHST Conduct short as well as more sustained research projects to answer a question or solve a problem WHST.12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively WHST Draw evidence from informational text to support analysis, reflection, and research S.L Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest 24

25 MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN. Q.A.1 Use units as a way to understand problems and to guide the solutions HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems HSA. CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axis with labels and scales HAS.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph HSS-IS.A.1 Represent data with plots on the real number line CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence A.1 Demonstrate knowledge of a real world problem using digital tools A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory A.4 Graph and calculate data with a spread sheet and present a summary of the results E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision O.(1).1 Apply the concepts, processes, guiding principles, and standards of school mathematics to solve science, technology, engineering, and mathematics problems O.(1).2 Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve problems O.(1).3 Demonstrate the ability to select, apply, and convert systems of measurement to solve problems O.(1).6 Explain relationships among specific scientific theories, principles, and laws that apply to technology and engineering. 25

26 O.(1).8 Select and use a range of communications technologies, including word processing, spreadsheet, database, presentation, , and Internet applications, to locate and display information. BIG IDEAS/COMMON THREADS There are two kinds of charges: positive and negative. Like charges repel and unlike charges attract one another. Charge is conserved and quantized, meaning that charge comes in integer multiples of the elementary charge. ENDURING UNDERSTANDINGS Charges are the building blocks of electricity. ESSENTIAL QUESTIONS 1. What is the nature of electric charge? 2. How does electric charge account for the behavior of static electricity, current electricity? 3. How can models be used to simulate systems and interactions? 4. How does energy and matter flow into, out of, and within a system? 5. How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems? 6. How does feedback stabilize or destabilize a system? 7. What empirical evidence distinguishes between cause and effect? 8. How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale? 9. Why do some things change or remain stable? 10. How are advances in science and technology interrelated? 11. What are the patterns that emerge at the different scales at which a system is studied? MODULE ASSESSMENT Lab Experiments/Activities, Problem Solving Quizzes, Summative Unit Test LESSON OBJECTIVES Students will be able to... use appropriate metric units for given measurements state Coulomb s Law of Electrostatics describe how to charge bodies by friction and conduction identify the shape of an electric field around a charged body SKILLS Students will be able to... use steps for solving physics problems set up problems that calculate the electrostatic force of attraction and repulsion using Coulomb s Law 26