Title Type Document Authors Subject Course Physics and Technology Essential Map Grade(s) 12 Location Curriculum Writing History Notes Attachments Laura Hyde, Jane Feret Science Physics and Technology Roxbury High School PHYSICS AND TECHNOLOGY Grade 12 5Credits PREREQUISITE: Chemistry B, Geometry B or C and teacher recommendation. This course is a conceptual, hands-on approach to Physics with an emphasis on problem based learning. Students will develop an understanding of and apply the steps of project design. The course is designed for students who would like a practical experience in design by brainstorming a problem, exploring possible solutions, selecting an approach, developing a design proposal, constructing a model or prototype, and testing and evaluating their model. The areas of study include motion, vectors, force, Newton's Laws, momentum, energy, torque, harmonics and optics and electricity. Page: 1 of 17
September/Week 1 September October November December January February March April May June 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Physics and Technology September/Week 2 - November/Week 12 Investigation of Forces and Equilibrium December/Week 13 - December/Week 16 Investigation of Rotational Motion February/Week 21 - February/Week 24 Investigation of Momentum, Work and Energy March/Week 25 - April/Week 32 Newton's Laws, Projectile Motion and Gravity May/Week 33 - June/Week 40 Linear Motion/Velocity/Acceleration Page: 2 of 17
Duration: September/Week 1 UNIT NAME: Physics and Technology Enduring Understandings Essential Questions Knowledge Skills Standards Science is a method of answering technological questions; technology is a method of solving practical problems. Science is a way of knowing, Technology is a way of doing. The knowledge and skills of science and technology are used together to make informed decisions and solve problems, Lab Safety measures are an important part of scientific investigation. Physics is about the nature of basic things such as motion, forces, energy, matter, heat, sound and light using the language of mathematics. Explain what physics is about and list two examples. Explain why mathematics is the language of science and provide and example. Outline the scientific methods provided in the Tower Building Activity. Differentiate between Science and Technology. Describe and example of each. List five important safety measures listed in the Roxbury High Schools Science Safety contract and express why lab safety is important. Distinction between science and technology, The definition of physics. Metric System Base Units, Prefixes, Problem Solving Strategis. Steps of the scientific method and it process. Lab Safety Measures and Skills Demonstrate lab safety concepts. Investigate the scientific method, measurement skills and explain the difference between science and technology by creating a paper tower to test forces. Work collaboratively in lab groups, design test, record data and draw conclusions about the forces held by the tower and diagram it's dimensions. Identify the scientific lab safety measures important in this physics course and point out where safety equipment is in the classroom and the workplace. 5.1-(Scientific Processes) All students will develop problemsolving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. (09-12) 5.1.A.3.-Engage in collaboration, peer review, and accurate reporting of findings. (09-12) 5.1.B.2.-Show that experimental results can lead to new questions and further 5.1.C.1.-Understand, evaluate and practice safe procedures for conducting science 5.2-(Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. (09-12) 5.3.B.1.-When performing mathematical operations with Page: 3 of 17
Plans: measured quantities, express answers to reflect the degree of precision and accuracy of the input data. (09-12)[State:New 5.4.A.1.-Know that scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems. (09-12) 5.4-(Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. (09-12) 5.7-(Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. (09-12) Page: 4 of 17
Duration: September/Week 2 - November/Week 12 UNIT NAME: Investigation of Forces and Equilibrium Enduring Understandings Essential Questions Knowledge Skills Standards A force is needed to change an object's state of motion. Forces are pushes or pulls and are used to construct towers, skyscrapers, arches, bridges and domes. An object in mechanical equilibrium is stable, without changes in motion. There are many forms of equilibrium. Equilibrium means balance. The Internet and World Wide Web provide a vast array of resources to publish scientific data and provide meaningful communication. Search engines, digital software and data bases enable students to establish a student website, which displays achievements and knowledge of student work in physics and provides an opportunity for sharing and collaborating in the learning process. The student digital portfolio provides a living document where the student can collaborate, reflect, share and publish his/her physics work. How does knowledge of forces apply to the construction of towers, bridges, arches and domes? Why is equilibrium essential for construction and technolgy. What are the steps required to estabish a student digital physics and technology portfolio? How should my portfolio design reflect students' knowledge and skills in physics and technology? What digital technology tools will I use to create and maintain my site? Key terms: force,compression, tension, torsion, equilibrium. Construction and Project Safety Skills Problem Solving: Force Vector Analysis Digital technology techniques for student portfolios. Digital images, documents, musics and project work are reflected within the student's digitial portfolio. A variety of educational software tools are available to the students including but not limited to: Prezi, Animoto, Edmodo, ClassJump, Google Docs and Images, Playstory, Wiki, Tumblr, Flicker, etc. Identify key terms and concepts for forces and equilibrium. Demonstrate force and equilibrium concepts. Conduct labs to demonstrate forces and equilibrium. Record data and interpret graphs to analyze results. Create projects which utilize the concepts forces and equilibrium. Computer Skills including: keyboarding, searching, file management, digital software skills in creating a website, downloading and storing images and music. Use of Wifi to input and access data. Publish lab results on student digital portfolio. Recognize and describe how concepts of forces and equilibrium are used in daily living and the workplace. 5.1-(Scientific Processes) All students will develop problemsolving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. (05, 06) 5.1.A.1.-Evaluate the strengths and weaknesses of data, claims, and arguments (05, 06) 5.1.A.3.-Recognize that curiosity, skepticism, openmindedness, and honesty are attributes of scientists. (05, 06) 5.1.B.-Inquiry and Problem Solving (05, 06)[State:New 5.1.B.2.-Design and conduct investigations incorporating the use of a control. (05, 06) 5.1.B.3.-Collect, organize, and interpret the data that result from experiments. (05, 06) 5.1.C.2.-Understand and practice safety procedures for conducting science investigations. (05, 06) 5.2-(Science and Society) All Page: 5 of 17
students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. (05, 06) 5.2.A.1.-Recognize that scientific theories: develop over time; depend on the contributions of many people; and reflect the social and political climate of their time. (05, 06) 5.2.A.2.-Know that scientists are men and women of many cultures who often work together to solve scientific and technological problems. (05, 06) 5.2.B.1.-Describe the impact of major events and people in the history of science and technology, in conjunction with other world events. (05, 06) 5.3.A.1.-Express quantities using appropriate number formats, such as: decimals; percents; and scientific notation (05, 06) 5.3.B.1.-Perform mathematical computations using labeled quantities and express answers in correctly derived units (05, 06) 5.3.D.1.-Represent and describe mathematical relationships among variables using: graphs; and tables. (05, Page: 6 of 17
Plans: 06) 5.3.D.3.-Construct and use a graph of experimental data to draw a line of best fit and identify a linear relationship between variables when appropriate. (05, 06)[State:New 5.3.D.4.-Use computer spreadsheets, graphing and database applications to assist in quantitative analysis of data. (05, 06) 5.4.A.-Science and Technology (05, 06) 5.4.C.-Technological Design (05, 06) 5.4.C.1.-Select a technological problem and describe the criteria and constraints that are addressed in solving the problem. (05, 06)[State:New 5.4.C.2.-Identify the basic components of a technological system: input; process; output; and feedback. (05, 06) 5.7-(Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. (05, 06) Page: 7 of 17
Duration: December/Week 13 - December/Week 16 UNIT NAME: Investigation of Rotational Motion Enduring Understandings Essential Questions Knowledge Skills Standards Rotational interia depends on the distance of the mass from the axis of rotation. Torque is a force that produces rotation. The center of mass is the point where the center of the mass is concentrated. An object will remain upright if its center of mass is above the area of support. Factors affect rotational equilibrium. Centripetal force keeps an object in ciruclar motion. Rotation is when an object turns about an internal axis like the Earth's rotation. Revolution is when an object turns about an external axis as when the Earth revolves about the Sun. How does torque differ from force? How do clockwise and counterclockwise torques compare when a system is balanced? Why is the center of a baseball bat not at its midpoint? Using the ideas of torque and the center of gravity, explain why a ball rolls down a hill. Distinguish between a rotation and a revolution. When you whirl a can at the end of a string in a circular path, what is the direction of the force that acts on the can? Does an inward force or an outward force act on the clothes during the spin of the automatic washer? Key terms for rotational motion, torque and circular motion. Objects of the same shape but different sizes accelerate equally wehn rolled down an incline. To make an object turn or rotate, apply a torque. when balanced torques act on an object, there is no change in rotation. The center of mass of an object is the point located at the objects avereage positon of mass. For everyday objects, the center of gravity is the same as the center of mass. Stability is the ability to remain balanced. Two types of circular motion are rotation and revolution. Tangential speed depends on the rotational speed and the distance for the axis of rotation. Centripetal force on an object depends on the object's tangential speed, it's mass and the radius of its's circualar path. The "centrifugal force effect" is Identify key terms and concepts for rotational motion, torque and circular motion. Demonstrate rotational motion, torque and circular motion concepts. Conduct labs to demonstrate rotational motion, torque and ciruclar motion. Record data and interpret graphs to analyze results. Create projects which utilizes the concepts of rotational motion, equilibrium and torque. Publish learning activities and lab results on student digital portfolio. Recognize and describe how concepts of rotational equilibrium, torque and circular motion are used in daily living and the workplace. Publish learning activities and lab results on student digital portfolio. 5.1-(Scientific Processes) All students will develop problemsolving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. (09-12) 5.1.A.-Habits of Mind (09-12) 5.1.A.1.-When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit. (09-12)[State:New 5.1.A.3.-Engage in collaboration, peer review, and accurate reporting of findings. (09-12) 5.1.B.-Inquiry and Problem Solving (09-12)[State:New 5.1.B.2.-Show that experimental results can lead to new questions and further 5.1.C.1.-Understand, evaluate and practice safe procedures for conducting science 5.2.A.-Cutlural Contributions Page: 8 of 17
attributed not to any real force but to inertia. The tendency of a body to follow a straight-line path. (09-12) 5.2.B.-Historical Perspectives (09-12) 5.2.B.2.-Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge (09-12)[State:New 5.2.B.3.-Describe the historical origin of important scientific developments such as atomic theory, genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques. (09-12)[State:New 5.3.A.-Numerical Operations (09-12) 5.3.B.1.-When performing mathematical operations with measured quantities, express answers to reflect the degree of precision and accuracy of the input data. (09-12)[State:New 5.3.C.1.-Apply mathematical models that describe physical phenomena to predict real world events. (09-12)[State:New 5.4-(Nature and Process of Technology) All students will understand the interrelationships between science and technology and Page: 9 of 17
Plans: develop a conceptual understanding of the nature and process of technology. (09-12) 5.4.A.1.-Know that scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems. (09-12) 5.4.C.-Technological Design (09-12) 5.7-(Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. (09-12) 5.7.A.-Motion and Forces (09-12) 5.7.A.2.-Explain that whenever one object exerts a force on another, an equal and opposite force is exerted on the first object. (09-12)[State:New Page: 10 of 17
Duration: February/Week 21 - February/Week 24 UNIT NAME: Investigation of Momentum, Work and Energy Enduring Understandings Essential Questions Knowledge Skills Standards Work is a measure of how much force is used to move an object a certain distance. Potential energy is energy of position and kinetic energy is the energy of motion. The law of conservation of energy is the relationship between both. By momentum, we mean inertia in motion. A moving object can have a large momentum if it has a large mass, velocity or both. Energy and momenta can change from one form or another without a net loss or gain. Energy is neither created nor destroyed. Why is it possible to exert a smaller force over a larger distance when doing the same amount of work? How do handicap ramps use the make work feel easier by required less force to lift the same vertical distance? What factors affect an object's momentum? In terms of impulse and momemtum, why are air bags in cars a good idea? Work is the ability to change the position of an object by applying work in the same direction as the motion. A moving object can have a large momentum if it has a large mass, a high speed or both. The change in momentum depends on the force that acts and then lenght of time it acts. Impulse is the relationship between force and time. The law of conservation of momentum states that in the absence of an external force, the momentum of a system remains unchanged. Energy can be potential or kinetic and is conserved. Identify key terms and concepts for law of conservation of momentum, work and energy. Student Demonstrations of work.energy and momentum concepts with student. Conduct labs to demonstrate law of conservation of momentum, work and energy. Record data and interpret graphs to analyze results. Create projects which utilize the concepts of law of conservation of momentum, work and energy Calculate work,energy and momentum equations using problem solving techniques. View video clips of work/energy/ momentum Publish lab results on student digital portfolio. Recognize and describe how law of conservation of momentum, work and energy are used in daily living and the 5.1-(Scientific Processes) All students will develop problemsolving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. (09-12) 5.1.A.-Habits of Mind (09-12) 5.1.A.3.-Engage in collaboration, peer review, and accurate reporting of findings. (09-12) 5.1.B.-Inquiry and Problem Solving (09-12)[State:New 5.1.B.2.-Show that experimental results can lead to new questions and further 5.2.A.-Cutlural Contributions (09-12) 5.2.B.-Historical Perspectives (09-12) 5.2.B.2.-Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge (09-12)[State:New Page: 11 of 17
Plans: workplace.. 5.3.A.-Numerical Operations (09-12) 5.3.B.-Geometry and Measurement (09-12) 5.3.C.-Patterns and Algebra (09-12) 5.3.D.-Data Analysis and Probability (09-12)[State:New 5.4.A.1.-Know that scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems. (09-12) 5.4.B.1.-Assess the impacts of introducing a new technology in terms of alternative solutions, costs, tradeoffs, risks, benefits and environmental impact. (09-12) 5.4.C.-Technological Design (09-12) 5.7-(Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. (09-12) Page: 12 of 17
Duration: March/Week 25 - April/Week 32 UNIT NAME: Newton's Laws, Projectile Motion and Gravity Enduring Understandings Essential Questions Knowledge Skills Standards Projectile motion can be described by the breaking up it's motion into two separate parts, moving across and moving down. Everything pulls on everything else. Gravity is what holds tea in a cup and what makes bubbles rise. When things such as leaves, rain and objects falls it is do to gravity. Our bodies are designed to function in a "1g" environment. Newton's three laws govern motion. Newton's first law of motion (Inertia) is defined as a body at rest tends to stay at rest while a body in motion tends to stay in motion. Mass is the measure of Inertia. Scientists have contributed to the investigation and study of motion. Objects of different masses are launched at different velocities in our lab. Create a data table for lab results and rank data by maximum height, range of motion. How does the force of gravity depend on the distance between the two objects? How does gravity play a role in our daily lives? Explain how free fall is caused by gravity and identify terminal velocity. Explain how Newton's theory of gravity confirmed the Copernican theory of how the solar system moves. Describe the relationship between mass and inertia. Conduct a lab which investigates Inertia. Create a project which demonstrates Inertia. Rank a variety of different material by their ability to resist motion. List Newton's three laws. Objects that are launched by projectile motion have two components that are completely independent of each other, the horizontal and vertical components. Problem Solving Skills for two dimensional motion demonstrate quantitative expression of projectile motion. Graphing allows for visual interpretation of projectile motion and gravity. Newton discovered that the Law of Universal Gravitation states that gravity decreases according to the inverse square law. Newton's first law of motion is Inertia. Aristotle was a Greek scientist that divided motion into two types: natural motion and violent motion. Copernicus proposed that the Earth moved about the Sun. Galileo investigated gravity and motion and developed the telescope and other discoveries. Identify key terms and concepts for Newton's laws, projectile motion and gravity. Demonstrate Newton's laws, projectile motion and gravityconcepts. Conduct labs to demonstrate projectile motion and gravityconcepts. Create projects which utilize the concepts of Newton's laws, projectile motion and gravity. Publish learning and lab results on student digital portfolio. Recognize and describe how concepts of forces and equilibrium are used in daily living and the workplace. 5.1-(Scientific Processes) All students will develop problemsolving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. (09-12) 5.1.A.1.-When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit. (09-12)[State:New 5.1.A.3.-Engage in collaboration, peer review, and accurate reporting of findings. (09-12) 5.1.A.4.-Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise. (09-12) 5.1.B.1.-Select and use appropriate instrumentation to design and conduct 5.1.C.-Safety (09-12)[State:New 5.2.A.1.-Recognize the role of the scientific community in responding to changing social and political conditions and how Page: 13 of 17
Describe the sensation we know as weight. Explain the importance of the law of universal gravitation. What were the two classifications of motion according to Aristotle? What simple ways of interpeting astronomical observations did Copernicus advocate? Who was the first to consider inertia, Galileo or Newton? What is the tendancy of an object at rest when no forces are acted upon it? What is the standard measurement of mass? Suppose you place a ball in the middle of a wagon that is ar rest and abruptly pull it forward. Describe the motion of the ball relative to the ground and the wagon. When a junked car is crushed into a compact cube, does its mass change? Does its volume change? Does its weight change? Newton discovered three laws of motion. Newton's first law of motion (Inertia) is defined as a body at rest tends to stay at rest while a body in motion tends to stay in motion. scientific and technological achievement effect historical events. (09-12)[State:New 5.2.B.2.-Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge (09-12)[State:New 5.2.B.3.-Describe the historical origin of important scientific developments such as atomic theory, genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques. (09-12)[State:New 5.3.A.1.-Reinforce indicators from previous grade level. (09-12) 5.3.C.1.-Apply mathematical models that describe physical phenomena to predict real world events. (09-12)[State:New 5.4-(Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. (09-12) 5.4.A.1.-Know that scientific Page: 14 of 17
Plans: inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems. (09-12) 5.4.B.-Nature of Technology (09-12) 5.4.C.1.-Plan, develop, and implement a proposal to solve an authentic, technological problem. (09-12)[State:New 5.7-(Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. (09-12) 5.7.A.1.-Apply the mathematical relationship between the mass of an object, the net force exerted on it, and the resulting acceleration. (09-12)[State:New 5.7.A.2.-Explain that whenever one object exerts a force on another, an equal and opposite force is exerted on the first object. (09-12)[State:New Page: 15 of 17
Duration: May/Week 33 - June/Week 40 UNIT NAME: Linear Motion/Velocity/Acceleration Enduring Understandings Essential Questions Knowledge Skills Standards Linear motion involves displacement, velocity, time, and acceleration. You can describe the motion of an object by its position, speed, direction, and acceleration. Mousetrap cars and other moving devices use technical skills to create projects. Data collected from the testing of the cars displays relevant data to create and interpret motion graphs. Acceleration describes how quickly a velocity changes when net forces are acted upon an object. How does displacement differ from distance? How do position time graph from lab data explain and display scientific data? How would you create and build a mousetrap car to test velocity and acceleration? What produces acceleration? What is meant by free fall? Linear Motion Key Terms: displacement, velocity, acceleration, metric system. Distinction between types of motion, vectors and magnitudes. Newton's Laws of Motion Problem Solving Strategies Linear Motion Lab Skills and Project Building Construction and Engineering Skills. Position/Time graphing skills. Unbalanced forces acting on an object cause the object to accelerate. Identify key terms and concepts for linear motion. Demonstrate linear motion concepts. Conduct labs to demonstrate linear motion. Create a mouse-trap car and other projects which utilizes the concepts of linear motion, velocity, acceleration, speed and displacement. Test projects, record data, Create and interpret graphs to analyze results. Publish lab results on student digital portfolio. 5.1-(Scientific Processes) All students will develop problemsolving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. (09-12) 5.1.A.3.-Engage in collaboration, peer review, and accurate reporting of findings. (09-12) 5.1.A.1.-When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit. (09-12)[State:New 5.1.B.1.-Select and use appropriate instrumentation to design and conduct 5.1.B.2.-Show that experimental results can lead to new questions and further 5.1.C.1.-Understand, evaluate and practice safe procedures for conducting science 5.3.A.1.-Reinforce indicators Page: 16 of 17
Plans: from previous grade level. (09-12) 5.3.C.1.-Apply mathematical models that describe physical phenomena to predict real world events. (09-12)[State:New 5.4.A.1.-Know that scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems. (09-12) 5.4.C.1.-Plan, develop, and implement a proposal to solve an authentic, technological problem. (09-12)[State:New 5.7-(Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. (09-12) Page: 17 of 17