Science 9A Physics Syllabus.pdf - Spokane Public Schools

Science 9 – Physics Syllabus
Certificated Teacher: Date: 2012-13
Desired Results
Course Title/Grade Level: Science 9 Physics
Credit: _X_ one semester (.5) __ two semesters (1)
Estimate of hours per week engaged in learning activities
hours of class work per week.
Prerequisites and/or recommended preparation:
Successful completion of prior science and math courses.
Instructional materials:
All learning activity resources and folders are contained within the student online course. Online course is
accessed via login and password assigned by student’s school (web account) or emailed directly to student
upon enrollment, with the login website address. No additional textbook or materials.
• SASinSchool (provided by SVL)
• United Streaming (provided by SVL)
• Kitchen materials and equipment for simple labs
Course Overview:
This course is designed to prepare students for success in their future through the exploration of different
Science disciplines. Emphasis will be given to equip students with the skills and understandings required for
success on the WASL. At the same time this course will cover topics, hands on experiments and simulations in
Physics giving students a background that will assist them in future Science courses.
Enduring Understandings for Course:
Every process in the universe involves the transfer or transformation of energy. The amount of energy in the
universe is constant.
Washington State Power Standards:
Energy: PS3A - Although energy can be transferred from one object to another and can be transformed from
one form of energy to another form, the total energy in a closed system remains the same. The concept of
conservation of energy, applies to all physical and chemical changes.
INQB - Scientific progress requires the use of various methods appropriate for answering different kinds of
research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting,
analyzing, and displaying the data.
INQC - Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
SYSB - Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs
to be specified as clearly as possible.
Waves: PS3A - Although energy can be transferred from one object to another and can be transformed from
one form of energy to another form, the total energy in a closed system remains the same. The concept of
conservation of energy, applies to all physical and chemical changes.

INQB - Scientific progress requires the use of various methods appropriate for answering different kinds of
research questions, a thoughtful plan for gathering data needed to answer the question, and care in
collecting, analyzing, and displaying the data.
INQC - Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
SYSB - Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs
to be specified as clearly as possible.
Motion: PS1C - An object at rest will remain at rest unless acted on by an unbalanced force. An object in
motion at constant velocity will continue at the same velocity unless acted on by an unbalanced force.
(Newton’s First Law of Motion, the Law of Inertia)
INQB - Scientific progress requires the use of various methods appropriate for answering different kinds of
research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting,
analyzing, and displaying the data.
INQC - Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
SYSB - Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs
to be specified as clearly as possible.
Forces: PS1D – A net force will cause an object to accelerate or change direction. A less massive object will
speed up more quickly than a more massive object subjected to the same force. (Newton’s Second Law of
Motion, F=ma)
INQB - Scientific progress requires the use of various methods appropriate for answering different kinds of
research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting,
analyzing, and displaying the data.
INQC - Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
SYSB - Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs
to be specified as clearly as possible.
Work: PS3A - Although energy can be transferred from one object to another and can be transformed from
one form of energy to another form, the total energy in a closed system remains the same. The concept of
conservation of energy, applies to all physical and chemical changes.
INQB - Scientific progress requires the use of various methods appropriate for answering different kinds of
research questions, a thoughtful plan for gathering data needed to answer the question, and care in collecting,
analyzing, and displaying the data.
INQC - Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
SYSB - Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs
to be specified as clearly as possible.
APPC - Choosing the best solution involves comparing alternatives with respect to criteria and constraints,
then building and testing a model or other representation of the final design.
APPD - The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Grading Scale:
100-90 A
89-80 B
79-70 C
69-65 D
64-Below F
Students will know and be able to:
Understand sound waves, water waves, and light waves using wave properties, including amplitude,
wavelength, and speed. Understand wave behaviors, including reflection, refraction, transmission, and

absorption
Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e. heat
(thermal) energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical
energy).
Understand how components, structures, organizations, and interconnections describe systems.
Analyze how systems function, including the inputs, outputs, transfers, transformations, and feedback of a
system and its subsystems
Understand how various factors affect energy transfers and that energy can be transformed from one form of
energy to another
Develop the knowledge and skills necessary to do scientific inquiry.
Understand the nature of scientific inquiry
Understand the positions, relative speeds, and changes in speed of objects.
Understand how interactions within and among systems cause changes in matter and energy.
Understand factors that affect the strength and direction of forces.
Understand how balanced and unbalanced forces can change the motion of objects.
Evidence of Assessment
What evidence will be collected to determine whether or not the understandings have been developed, the
knowledge and skill attained, and the state standards met [Anchor the work in performance tasks that
involve application, supplemented as needed by prompted work, quizzes, observations, etc.]
Performance Tasks:
Project Based Learning Lessons
Interactive Web based learning
Hands on lab experiences
Discussion Boards
Academic Integrity:
It is the responsibility of the student to uphold the highest in academic integrity. Students in this course will
be expected to comply with the official Spokane District 81 Policy regarding Academic Integrity. It is the
assumption of the instructor that all work is done by the student.
District Computer/Network Usage:
Careful and ethical use of computing resources is the responsibility of every user. Students will be held to a
stand of accountability for how they use computers. The official District Acceptable Use Policy is found here
(PDF).
Other Evidence:
Formative Assessments
Summative Assessments
Make-up Exam Policy
Although most timelines for work in this course will be flexible, there will be deadlines for some items. When
an assignment or test is due by a certain time, there may be extenuating circumstances that will require an
extension. Such extensions must be requested in writing. Make-up exams and assignments need to be
arranged through communication between the student and teacher.

Types of Learning Activities
Learning Activities:
Learning activities will be provided in such a way to target all types of learners. Instruction will be given in a
variety of formats including readings, video, and powerpoint presentations. Students will have opportunities
to show their learning in many ways such as model building, research projects, lab activities, and discussion
boards. The nature of the course allows students to have flexibility in their learning.
Direct Instruction
__X__Structured
Overview
_X___Mini
presentation
__X__Drill &
Practice
____Demonstrations
____Other (List)
Indirect
Instruction
___X_Problembased
___Case Studies
___X_Inquiry
_X___Reflective
Practice
_X___Project
_X___Paper
__X__Concept
Mapping
____Other (List)
Experiential
Learning
____ Virt. Field
Trip
__X__Experiments
__X__Simulations
__X__Games
____Field Observ.
___Role-playing
_X___Model Bldg.
____Surveys
____Other (List)
Independent
Study
_X___Essays
__X_Self-paced
computer
____Journals
____Learning Logs
__X__Reports
__X__Directed
Study
__X__Research
Projects
____Other (List)
Interactive
Instruction
_X___Discussion
____Debates
___Role Playing
____Panels
____Peer Partner
Learning
____Project team
____Laboratory
Groups
__X__Think, Pair,
Share
Learning Activities:
____Cooperative
Learning
____Tutorial Groups
____Interviewing
__X__Conferencing
____Other (List)
1 st Semester Science 9 Physics
Week(s) Units Assignments
1 Intro Unit • 0.1 Introduction Blog
2-5
Unit 1 – Energy
In this unit you will learn to identify various types of
energy and describe a situation in which energy is
transferred from one place to another and explain how
energy is conserved. You will also be able to describe a
situation in which energy is transformed from one form
to another and explain how energy is conserved.
• 1.1 Energy Pre-quiz
• 1.2 Mentos and Soda
• 1.3 What is Energy
• 1.4 Energy Concept Map
• 1.5 Energy Source Research
Project
• 1.6 Bounce
• 1.7 Energy Game Show
• 1.8 Energy Assessment

6-8
9-11
12-14
Unit 2 – Sound and Electromagnetic Waves
In this unit you will learn about different types of waves
and how waves are mechanisms for transferring energy.
You will also learn about the characteristics of waves
and how to identify the frequency, wavelength,
amplitude, and speed of different types of waves. The
electromagnetic spectrum will also be studied. At the
completion of this unit you will be able to illustrate the
electromagnetic spectrum with a labeled diagram,
showing how regions of the spectrum differ regarding
wavelength, frequency, and energy, and how they are
used.
Unit 3 – Motion
In this unit you will learn to calculate average velocity of
a moving object, given the object’s change in position.
You will also be able to explain how two objects moving
at the same speed can have different velocities. With
this knowledge you will be able to compare motion of
an object acted on by balanced forces with the motion
of an object acted on by unbalanced forces.
Unit 4 – Forces
In this unit you will learn about how a net force will
cause an object to accelerate or change direction. A less
massive object will speed up more quickly than a more
massive object subjected to the same force. (Newton’s
Second Law of Motion, F=ma). You will also learn about
the types of forces as well as balanced and unbalanced
forces.
• 2.1 Waves Pre-quiz
• 2.2 Discussion Board
Assignment
• 2.3 SAS - Wave Properties
Interactivity #1200
• 2.4 The Wave Equation
• 2.5 The Soundry Activity
• 2.6 A Sound Assessment
• 2.7 NOVA Online: A Self-
Guided Tour of the
Electromagnetic Spectrum
• 2.8 Wave Assessment
• 3.1 Motion Pre-Quiz
• 3.2 Motion Video
• 3.3 Inertia Demo
• 3.4 Position Vs. Time
• 3.5 Physics 500
• 3.6 SAS Interactivity #1198
• 3.7 Bicycle vs. Teacher Race
• 3.8 Motion Assessment I
• 3.9 Motion Assessment II
• 4.1 Forces Pre-quiz
• 4.2 SAS Force Diagrams
Lesson #44
• 4.3 Force Interactions Lab
• 4.4 Newton’s Laws of
Motion Video
• 4.5 Force Diagrams
• 4.6 Force Assessment I
• 4.7 Force Assessment II
15-17
Unit 5 - Energy, Work, & Simple Machines
In this unit you will learn about Force and Energy and
how the total energy in a closed system is conserved.
You will also investigate how work is a measure of
energy transferred to a system. We will then investigate
the concept of simple machines.
• 5.1 Work Pre-Quiz
• 5.2 SAS Cookie Lesson #78
• 5.3 Making the Grade
Investigation
• 5.4 It’s Simple – SAS Lesson
#451
• 5.5 Levers Investigation
• 5.6 Review
• 5.7 Assessment
Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook.
References:
Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from http://www.ubdexchange.org/
Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum
Development.)