2. Linear Forces 3. Rotational Motion 4. Forces in fluids. 2. Sound Waves 3. Light Waves

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1 Scope And Sequence Timeframe Unit Instructional Topics 6 Week(s) 6 Week(s) 6 Week(s) Ongoing Course The emphasis is on the role physics plays in everyday life, thus helping the student to better understand the scientific issues affecting our country and the world. Students will be able to make more informed and reasoned decisions on crucial scientific issues. Some of the topics studied are force and motion, conservation of momentum and energy, and the wave nature of matter with applications to sound, light, and electricity. Course Rationale The goal of Physics is for students to gain an understanding of the composition and behavior of the natural world through the interactions of matter and energy. Students make important connections between physics and their everyday lives through meaningful activities and lab experiences. 1. All forces share certain common characteristics. 2. The transformation and utilization of energy plays a critical role in maintaining modern civilization. 3. Momentum is transferred within a system without loss. 4. Waves can transfer energy and momentum and serve as a model for other phenomena. Board Approval Date 6/26/2014 Force and Motion Conservation of Momentum and Energy Wave Motion Unit: Force and Motion English Language Arts within and Technology Content Forces and Motion, both Linear and Rotational. 1. Linear Motion 2. Linear Forces 3. Rotational Motion 4. Forces in fluids 1. Impulse and Conservation of Momentum 2. Work and Forms of energy 1. Mechanical Waves 2. Sound Waves 3. Light Waves Course Details 1. English Language Arts within and Technology Content Duration: 6 Week(s) All objects and systems in nature move relative to each other. Forces either maintain or cause changes in this motion. Newton's Laws can be used to describe motion both in a straight line and around a fixed point of rotation. Fluids play an important role in the propagation of force in mechanical and organic systems. 1. How can uniform and accelerated linear motion be described and analyzed? 2. What is force and how does it cause a change in motion? 3. How can Newton's laws be utilized to describe an objects' motion? 4. How do forces acting centripetally effect the motion of an object. 5. How can uniform rotational motion be described and analyzed? 6. How can fluids be used to transmit forces? Example Assessment Items Given a motion sensor and lab cart then the student will be able to determine when the motion is uniform or accelerated by interpreting the output of the sensor. Given a diagram of an object the student will be able to determine the forces acting and the resulting motion of the object. Given a series of weights and appropriate apparatus the student will be able to predict and determine the weight of an unknown. Given a description of a rotating object the the student will be able describe the factors that affect its motion. Given a description of a hydraulic system then the student will determine the final outcome. Topic: Linear Motion Duration: 6 Day(s) Uniform and Accelerated Linear Motion The student will be able to evaluate the motion of objects The student will analyze the motion of an object and determine whether it is uniform or accelerated. Page 1

2 The student will apply simple calculations to describe and predict the change in position of a given object. The student will be able to analyze position, velocity, and acceleration vs time graphs for objects undergoing uniform acceleration Topic: Duration: 12 Day(s) Linear Forces Forces cause changes in uniform linear motion The student will recognize the relationship between application of force and a change in motion. The student will identify types of forces. The student will apply Newton's Laws when describing an objects motion. The student will recognize the difference between scalar and vector quantities. The student will describe the effect of gravity on the motion of an object, specifically free-fall acceleration. The student will evaluate the effect on motion when a force acts at a right angle to the motion. (i.e. centripetal motion) Topic: Duration: 6 Day(s) Rotational Motion Uniform and Accelerated rotational motion; Torques cause uniform rotational motion to change The student will analyze forces that cause objects to rotate. The student will apply the concept of torque when observing objects rotating. Topic: Duration: 6 Day(s) Forces in fluids Fluids transmit forces The student will evaluate forces transmitted within a fluid system; i.e. hydraulics, buoyancy The student will illustrate how the properties of a fluid affect application of force to an object. Unit: Conservation of Momentum and Energy Duration: 6 Week(s) Page 2

3 This unit relates work, power, and transfer of energy. It will emphasize conservation and transformation of energy. The concepts of momentum conservation and impulse are explored through a series of hands on experiences and problem solving. Topics 1. Energy exists in many forms but is always measured with the same units. 2. The energy of a system is conserved. 3. Energy is transformed when work is done on or by an object. 4. The linear and angular momentum of a system is conserved. 1. How are work and power related to everyday activities? 2. How is energy transformed within and among systems? 3. Why is the transformation of energy so important to modern society? 4. How is momentum conserved within a system? 5. How is angular momentum conserved within a system? Example Assessment Items Given an everyday activity the student will determine the work done and power generated. Given a system then the student will identify the forms of energy within it. Given a scenario on energy production then the student will research the possible alternatives. Given a description of an interaction in a sport then the student will analyze the transfer of momentum. Topic: Impulse and Conservation of Momentum Duration: 10 Day(s) Conservation of Linear momentum. Linear addition of vectors required. Impulse is defined as the instrument of change needed for momentum change. Newtons 3rd Law describes the interactions between objects. The concepts of momentum conservation and impulse are explored through a series of hands on experiences and problem solving. The student will evaluate the momentum of an object. The student will apply Newton's 3rd Law to describe the transfer of momentum. The student will demonstrate that momentum is conserved in a given scenario. Topic: Duration: 20 Day(s) Work and Forms of energy Students will be able to distigush between the every day description and the physics description of work. Students will work to understand as many forms of energy as possible and track the transformations that take place. The student will recognize that work is the application of a net force over a change in position. The student will illustrate that when work is done energy is transformed. The student will understand that power is the rate at which energy is transformed. The student will be able to track a series of energy transformations from source to application Page 3

4 The student will use the concept of efficiency to predict the outcome of an energy tranformation, especially using machines. Unit: Wave Motion Duration: 6 Week(s) Wave Motion is common among many seemingly unrelated phenomena. This unit concentrates on common applications of Sound and Light. 1. Waves are a traveling disturbance that transfer energy and momentum. 2. Resonance is a common phenomena that affects many mechanical systems. 3. Electromagnetic waves exist in a spectrum of wavelengths and frequencies that dictate their use. 4. The direction of light waves is changed when they encounter mirrors and lenses. 1. How do you interact with waves in your life? 2. How is sound produced? 3. How does sound interact with our environment? 4. How does light behave as a wave and transfer energy? 5. Why do we see an image in a mirror? 6. How do lenses work? Example Assessment Items Given various lenses of different focal length then the student will predict the size and location of an image. Given choice from a variety of materials then the student will construct an instrument that produces a variety of musical sounds and describe how the sounds might be changed. Topic: Mechanical Waves Duration: 2 Day(s) The factors that affect mechanical waves are explored and are used as a model for explaining sound. The student will be able to apply Hooke's Law in describing the motion of a mass on a spring The student will be able to determine the relationship between wavelength, frequency, and speed of a wave The student will be able to compare and contrast longitudinal and transverse wave motion Topic: Duration: 8 Day(s) Sound Waves The production and transmission of sound through the environment will be explored through various media. This includes topics such as the Doppler effect, Decibel levels, interference, resonance and the creation of standing waves. The student will apply the wave equation to calculate wavelengths, frequencies, and speeds of various sound wave The student will describe the importance of interference in formation of standing waves The student will use the Doppler effect of sound to determine whether an object is moving toward or away relative to an observer The student will apply the concept of natural frequency to describe examples of resonance Topic: Duration: 10 Day(s) Light Waves Students explore visible light as a part of the electromagnetic spectrum. Through hands on activities students will investigate how the wave nature of light produces predictable images in mirrors and lenses. The student will apply the wave equation to calculate wavelengths, frequencies, and speeds of various light waves The student will be able to identify various parts of the electromagnetic spectrum The student will be able to describe the various amounts of energy delivered by various light waves The student will be able to investigate how the wave nature of light produces predictable images in mirrors and lenses Page 4

5 Unit: English Language Arts within and Technology Content Duration: Ongoing The following unit is aligned with Common Core and focused on the importance of reading and writing in the content areas. This unit is specifically focused on science and technology. Reading scientific pieces include various elements that are different than in other contents. Writing scientific pieces has various elements that are different than in other contents. How do reading scientific texts vary from other content areas? How to you express your idea and knowledge differently in scientific writings? Topic: English Language Arts within and Technology Content Duration: Ongoing The student will cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. The student will write arguments focused on discipline-specific content. - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. - Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from or supports the argument presented. The student will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - 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. - 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. - Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. - 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. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - 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). The student will write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. The student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The student will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The student will use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. The student will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. The student will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Page 5

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