AP Physics B - Freehold Regional High School District

FREEHOLD REGIONAL HIGH SCHOOL DISTRICTOFFICE OF CURRICULUM AND INSTRUCTIONScienceAP Physics BCOURSE DESCRIPTIONGrade Level: 10-12 Department: ScienceCourse Title: AP Physics Credits: 5.0Course Code: 042450Board of Education adoption date: August 22, 2011

Board of EducationMr. Heshy Moses, PresidentMrs. Jennifer Sutera, Vice PresidentMr. Carl AccettolaMr. William BrunoMrs. Elizabeth CanarioMrs. Kathie LavinMr. Ronald G. LawsonMr. Michael MessingerMs. Maryanne TomazicMr. Charles Sampson, SuperintendentMs. Donna M. Evangelista, Assistant Superintendent for Curriculumand InstructionCurriculum Writing CommitteeMr. Joseph SantonacitaMs. Erin SiebenmannSupervisorsMs. Kim FoxMs. Marybeth RuddyMs. Angelique GauthierMs. Stacie FerraraMs. Denise ScangaMr. Timothy O’Boyle

AP Physics B- IntroductionIntroductionCourse PhilosophyAdvanced Placement Physics B is qualitatively and quantitatively high level physics course. Fundamental Physics topics are revisited but covered ingreater depth and detail. Advanced level topics are also introduced and explored. Major conceptual areas to be covered include magnetism andelectromagnetic theory, atomic and nuclear physics, kinetic theory and thermodynamics, fluid statics and dynamics as well as an in depth review of thetopics covered in the Lab Physics or Honors Lab Physics courses.Concepts and skills are introduced, refined and reinforced by lectures, demonstrations, and laboratory experiences. Problem solving and technical readingare two of the outside activities required for the successful development of these topics. Computers as well as PASCO Equipment and specializedsoftware are emphasized for their value as research and investigative tools. Advanced Placement Physics B is intended for students of exceptional abilitywho are serious about broadening their understanding of the physical world. This course will provide excellent preparation for continued study of scienceat the college level, and will fully prepare students for the Advanced Placement Physics B Exam. Advanced Placement Physics conforms to the curriculumas suggested by The Advanced Placement Committee of the College Board. It is designed to be the equivalent of a non‐calculus based College LevelPhysics Course.Course DescriptionThe AP Physics B course will begin with observations of objects in motion. The focus will be on multiple representations of motion, the mechanics ofmoving objects and using the scientific method to solve real world problems. As the course progresses, we hope the students will gain an understandingthat the same basic principles and models govern the motion of all objects. They will gain this understanding through the use of various laboratoryactivities involving scenarios and examples that demonstrate these principles. We hope students will also gain a practical understanding of thegravitational force as a universal force and that energy takes many forms and is a property of many substances associated with heat, light, electricity,mechanical motion, sound, nuclei, and the nature chemicals. Students will explore the nature of waves and how their movement impacts us every dayand come to have an understanding that waves have energy and can transfer energy when they interact with matter. During the study of charges,magnetic properties, and electromagnetism, students will be exposed to electromagnetic forces and how they affect matter and energy. Students willhopefully also gain an understanding of the nature of light, its properties, basic optics and how light interacts with matter by transmission, absorption andscattering.Students’ understanding will be evaluated through methods such as pre‐ and post‐test analysis, lab activities, projects, mid‐term and final courseassessment.

Course Map and Proficiencies/PacingCourse MapRelevantStandards5.1 A‐D5.1 A‐DEnduringUnderstandingsThe scientific processof experimental designallows students todevelop ideas, testpossible explanations,critically analyze data,and communicate theoutcomes.Mathematics is a toolused to model objects,events, andrelationships in thenatural and designedworld.Essential QuestionsHow is the scientific processutilized to develop ideas andanswer scientific questions?What is the differencebetween a prediction and ahypothesis?How do you account forevidence that supports yourhypothesis?How do you account forevidence that conflictswith your hypothesis?How can quantitative dataand mathematics be used tohelp represent real worldphenomena?How can you manipulatedata to decipher quantitativerelationships?How is reliable data collectedand interpreted in anexperiment?AssessmentsDiagnostic Formative SummativePre‐testLab safety pre‐labBrainstorming topicsPre‐lab assessmentsResearch based surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)QuizzesDaily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events in PhysicsPortfolio of works in progressProgress reportsQuizzesDaily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressProgress reportsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Marking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)

Quizzes5.1 A‐D5.2 EThe same basicprinciples & modelscan describe themotion of all objects.How can an object’s motionand change in motion berepresented verbally,physically, graphically, andmathematically?For an object traveling in twodimensions, (i.e. a projectile)how can the object’s motionand change in motion berepresented verbally,physically, graphically, andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reportsQuizzes5.1 A‐D5.2 EExternal, unbalancedforces are required tochange a system’smotion.How are Newton’s Laws ofMotion applied to describethe motion of an object orsystem?What are the similarities anddifferences betweendifferent types of forces?How can the forces exertedon an object or system berepresented verbally,physically, graphically andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Progress reports

Quizzes5.1 A‐D5.2 EAn object that exerts aforce on a secondobject will have anequal and oppositeforce exerted on it bythe second object.How are Newton’s Laws ofMotion applied to describethe motion of an object orsystem?What are the similarities anddifferences betweendifferent types of forces?How can the forces exertedon an object or system berepresented verbally,physically, graphically andmathematically?What does it mean for anobject to be in translationalequilibrium?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressProgress reportsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Quizzes5.1 A‐D5.2 EFor an object thattravels at a constantspeed in a circle, a netexternal force must beexerted towards thecenter.What is necessary for anobject to travel in a circularpath?How can the orbits of theplanets of our solar systembe simplified?How does circular motionrelate to simple harmonicmotion?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reports

Quizzes5.1 A‐D5.2 EAn object intranslational androtational equilibriumhas a net force of zeroand a net torque ofzero.How can the torques exertedon an object or system berepresented physically andmathematically?What does it mean for anobject to be in rotationalequilibrium?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reportsQuizzes5.1 A‐D5.2 E5.4 AA gravitationalinteraction is auniversal force exertedbetween all objectswith mass.How does gravitational forcediffer from other forces?How does mass and distanceaffect the gravitational forceof object acting on anotherobject?What is the differencebetween mass and weight?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reports

Quizzes5.1 A‐D5.2 D‐E5.4 AFor a closed system ofobjects during acollision, momentumis conserved andenergy can betransferred.How can an object’smomentum be representedverbally, physically,graphically andmathematically?How is the momentum of anobject changed, and how canthis change be representedverbally, graphically andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reportsQuizzes5.1 A‐D5.2 C‐EMomentum is aphysical quantity thatonly moving objectshave.How can an object’smomentum be representedverbally, physically,graphically andmathematically?How is the momentum of anobject changed, and how canthis change be representedverbally, graphically andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reports

Quizzes5.1 A‐D5.2 C‐EEnergy is a system'sability to do or changesomething.How can the energy of anobject be representedverbally, physically,graphically andmathematically?How can the conservation ofenergy in a system berepresented verbally,physically, graphically andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reportsQuizzes5.1 A‐D5.2 C‐EWork is a transfer ofenergy into and out ofa system.How does work done by andon a system affect the totalenergy of the system?How can the conservation ofenergy in a system berepresented verbally,physically, graphically andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reports

Quizzes5.1 A‐D5.2 B‐EEnergy is conservedfor a closed system ofobjects.How can the conservation ofenergy in a system berepresented verbally,physically, graphically andmathematically?What are the characteristicsof a simple harmonicoscillator?What is the first law ofthermodynamics?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reportsQuizzes5.1 A‐D5.2 A‐EHeating (cooling) is atransfer of energy intoand out of a system.How does theheating/cooling processoccur?How does the heatingprocess affect by and on asystem affect the totalenergy of the system?How can the conservation ofenergy in a system berepresented verbally,physically, graphically andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Progress reports

Quizzes5.1 A‐D5.2 A‐EThe kinetic theorymodel can be used todescribe therelationship betweengas particles, pressure,temperature, andvolume.How do you representpressure, volume andtemperature of a number ofgas particles verbally,physically, graphically andmathematically?How do you determine theefficiency of a closed system?How are pressure andtemperature understood onthe microscopic level andmacroscopic level?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reportsQuizzes5.1 A‐D5.2 C,D,EThe frequency of awave is determined bythe source, the speedis determined by themedium it propagatesthrough.How can the model of asimple harmonic oscillator berelated to the model of awave?How are mechanical wavescreated?How do mechanical wavespropagate through amedium?How does wavelength relateto speed and frequency?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reports

Quizzes5.1 A‐D5.2 C,D,EElectromagnetic waveshave a dual nature,they can beconsidered to be botha wave and a particle.How do mechanical wavesdiffer from electromagneticwaves?What experimentsdemonstrate the particle andwave nature of light?How have previous modelsand understanding of lightcontributed to the currentmodel of light?How can the characteristicsof light be representedverbally, physically,graphically, andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Progress reports5.1 A‐D5.2 CThe same basicprinciples and modelsgovern the behavior ofwaves when theyinteract with matterand with other wavesHow are the properties ofwaves affected when wavesinteract?What is the relationshipbetween the physicalquantities and perceivedqualities of sound?How do the physicalquantities and perceivedqualities of sound changedepending on the relativemotions of the source andthe observer?How can the characteristicsof an image produced by anoptical device be representedverbally, graphically andmathematically?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)QuizzesDaily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressProgress reportsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)

5.1 A‐D5.2 D, EA charged bodyproduces an electricfield that mediates theinteractions betweenthe body and othercharges.How can charged particles,the electric fields theyproduce and the interactionbetween those fields berepresented verbally,graphically andmathematically?How is the structure andproperties of matterdetermined by the strengthof electrical charges andelectric field they produce?What is the relationshipbetween electrical fieldforces and the energy ofcharged particles movingwithin the electric field?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)QuizzesDaily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressProgress reportsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Quizzes5.1 A‐D5.2 D, EElectrical circuitsprovide a mechanismof transferringelectrical energyHow does electric potentialcause the movement ofelectrons in an electriccircuit?How do basic circuitcomponents produce heat,light and sound fromelectrical energy?How does the arrangementof basic circuit components inseries and parallel affect thefunction of thosecomponents?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Progress reports

Quizzes5.1 A‐D5.2 D, EMagnetic fields areproduced bypermanent magnetsand electric currents,which mediateinteractions betweenmagnetic materialsand moving charges.How can magnets and themagnetic field they producebe represented verbally,graphically andmathematically?How can the relationshipbetween electric currentsand magnetic fields berepresented physically,graphically andmathematically?What conditions are requiredin order to induce an electriccurrent from a magneticfield, and vice versa?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsPortfolio of works in progressMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Progress reportsQuizzes5.1 A‐D5.2 A‐ESmall amounts ofmatter can beconverted to energyduring nuclearinteractions.What is the differencebetween fission and fusion?How do the concepts ofenergy, work, andmomentum relate to nuclearinteractions?Pre‐testBrainstorming topicsPre‐lab assessmentsResearch Based Surveys(FCI, FMCI, ECCE, FMCE,CSEM, CSE, CSM, MBT,etc.)Anticipatory sets (openingquestions and activities)Daily checks forunderstandingUsing interactive whiteboards for instant feedbackJournaling and reflectivewritingLesson closure questionsDaily homework assessmentCurrent events inPhysicsMarking periodprojectQuestions on specifictopicsPost unit testLab reportsResearch BasedSurveys (FCI, FMCI,ECCE, FMCE, CSEM,CSE, CSM, MBT, etc.)Portfolio of works in progressProgress reports

Proficiencies and PacingUnit TitleAll Units: Science SkillsUnit 1: KinematicsUnit 2: ForcesUnit Understanding(s) and Goal(s)The scientific process of experimental design allows students to develop ideas, test possibleexplanations, critically analyze data, and communicate the outcomes.Mathematics is a tool used to model objects, events, and relationships in the natural and designed worldTechnology is an application of scientific knowledge used to meet human needs and solve humanproblemsAt the conclusion of this unit students will be able to:1. Students will develop problem‐solving, decision‐making and inquiry skills and will understand howpeople, discoveries and events have contributed to the advancement of science and technology.The same basic principles & models govern the motion of all objects.At the conclusion of this unit students will be able to:1. Students will be able to describe and interpret motion using multiple representations.External, unbalanced forces are required to change a system’s motion.Forces exerted between objects are interactions between those objects, where each object exerts aforce during the interaction.Systems in equilibrium experience a zero net force and have constant velocity in an inertial referenceframe so that in order to change an object's motion, an unbalanced and external force(s) must beexerted on the object.When an object exerts a force on another object, the second object will exert a force that is equal inmagnitude and opposite in direction on the first object.Accelerating systems are directly proportional to the net force exerted on a system and inverselyproportional to the mass of the system.At the conclusion of this unit students will be able to:1. Students will understand Newton's Laws and apply them to predict how a system's motion will beaffected by forces.RecommendedDurationThroughout year2‐3 weeks2‐3 weeks

Unit 3: TwoDimensional MotionUnit 4: Circular Motion& Universal Law ofGravitationUnit 5: MomentumUnit 6: Work & EnergyThe same basic principles & models govern the motion of all objects, when considering multipledimensions.All physical quantities will behave either as a vector or scalar quantity.At the conclusion of this unit students will be able to:1. Students will be able to apply kinematics and Newton's Laws to objects moving in two dimensions andunderstand how they affect a systems' motion in two dimensions.The same basic principles & models govern the motion of all objects when considering multipledimensions.For an object to move in circular motion with constant velocity, the net force and acceleration must bedirected towards the center of the circle and perpendicular to the circular path.Gravitational force is a universal force of attraction between masses and this force is proportional to theproduct of the masses and inversely proportional to the distance squared.At the conclusion of this unit students will be able to:1. Students will understand that a net external force must be directed toward the center of a circularpath to keep an object traveling in circular motion.2. Students will understand that all objects with mass exert forces on other object with mass andsometimes these forces can cause an object to travel in a circular path.In order to for an object to undergo a change in momentum, an unbalanced and external force(s) mustbe exerted on the object over a period of time.Momentum is conserved in a closed system.At the conclusion of this unit students will be able to:1. Students will understand that momentum is conserved in a closed system.Energy takes many forms; these forms can be grouped into types of energy that are associated with themotion of mass (kinetic energy), and the energy associated with the position of an object in a field(potential energy).Energy is a property of many substances and is associated with heat, light, electricity, mechanicalmotion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.The total mass‐energy is conserved in a closed system.At the conclusion of this unit students will be able to:1. Students will understand that energy is conserved within a system.1 week2 weeks2 weeks2 weeks

Unit 7: Torque &EquilibriumUnit 8: Fluid DynamicsUnit 9:ThermodynamicsUnit 10: ElectrostaticsUnit 11: Electric FieldsAn object in rotational equilibrium has a net torque of zero and has no angular acceleration.Torque is the product of a force exerted perpendicularly to an object at some distance from a pivotpoint.At the conclusion of this unit students will be able to:1. Students will understand that a net external torque is required for an object to change its rotationalmotion.External, unbalanced forces are required to change a system’s motion.Energy is conserved for a closed system of objects.At the conclusion of this unit students will be able to:1. Students will understand how forces affect the motion of fluids.Energy is a system's ability to do or change something.Work is a transfer of energy into and out of a system.Energy is conserved for a closed system of objects.Heating and cooling are a transfer of energy into and out of a system.The kinetic theory model can be used to describe the relationship between gas particles, pressure,temperature, and volume.At the conclusion of this unit students will be able to:1. Students will understand what matter is and how forces and energy affect the properties and internalmotion of a system.A charged body produces an electric field that mediates the interactions between the body and othercharges.Energy is conserved for a closed system of objects.External, unbalanced forces are required to change a system’s motion.At the conclusion of this unit students will be able to:1. Students will understand electromagnetic forces and how they affect matter and energy.A charged body produces an electric field that mediates the interactions between the body and othercharges.Energy is conserved for a closed system of objects.External, unbalanced forces are required to change a system’s motion.At the conclusion of this unit students will be able to:1. Students will understand that the presence of electric fields affect the space around an object ofcharge by exerting forces on objects of charge located within the field.1 week2 week2‐3 weeks2 weeks2 weeks

Unit 12: CircuitsUnit 13: Capacitors &RC CircuitsUnit 14:ElectromagnetismUnit 15: SimpleHarmonic MotionUnit 16: MechanicalWavesElectrical circuits provide a mechanism of transferring electrical energy.A charged body produces an electric field that mediates the interactions between the body and othercharges.Energy is conserved for a closed system of objects.At the conclusion of this unit students will be able to:1. Students will understand the function of circuit components and how current, voltage and resistanceare related.Electrical circuits provide a mechanism of transferring electrical energy.A charged body produces an electric field that mediates the interactions between the body and othercharges.Energy is conserved for a closed system of objects.At the conclusion of this unit students will be able to:1. Students will understand the function of capacitors and resistors within a circuit.Magnetic fields are produced by permanent magnets and electric currents, which mediate interactionsbetween magnetic materials and moving charges.At the conclusion of this unit students will be able to:1. Students will gain an understanding of electromagnetic forces and how they affect matter and energy.Simple harmonic motion is a transform of energy within a system such as an oscillating spring orpendulum.At the conclusion of this unit students will be able to:1. Students will understand the characteristics and properties of systems in simple harmonic motion.Waves, including sound and seismic waves, waves on water, and light waves, have energy and cantransfer energy when they interact with matter.Sound is a transfer of energy through a medium in the form of a compression wave.Mechanical waves require a medium in order to propagate.At the conclusion of this unit students will be able to:1. Students will understand the characteristics and properties of wave motion and mechanical waves,including sound.1‐2 weeks1 week2‐3 weeks1 week2‐3 weeks

Unit 17: LightLight behaves as an electromagnetic wave or a particle depending on the observer.At the conclusion of this unit students will be able to:1. Students will understand the nature of light and its characteristics and properties.Light interacts with matter by transmission (including refraction), absorption, or scattering (includingreflection).1‐2 weeksUnit 18: GeometricOpticsTo see an object, light from that object‐ emitted or scattered from it‐ must enter the eye.Optical devices are materials that transmit or reflect light to produce images of the object from whichthe light comes.1‐2 weeksUnit 19: AtomicPhysicsUnit 20: NuclearPhysicsAt the conclusion of this unit students will be able to:1. Students will understand how light interacts with different materials (optical devices) and how imagesare produced.Small amounts of matter can be converted to energy during nuclear interactions.For a closed system of objects during a collision, momentum is conserved and energy can betransferred.Work is a transfer of energy into and out of a system.At the conclusion of this unit students will be able to:1. Students will understand the wave‐particle duality of photons and other high energy particles.Small amounts of matter can be converted to energy during nuclear interactions.For a closed system of objects during a collision, momentum is conserved and energy can betransferred.Work is a transfer of energy into and out of a system.At the conclusion of this unit students will be able to:1. Students will understand that there are nuclear forces at the subatomic level and how thesesubatomic particles interact with these forces.1‐2 weeks1 week

Laboratory ListUnit 1: KinematicsOne Dimensional Car Lab (1 hrs)Objectives:a. to develop a set of equations which can predict the position and velocity of a battery powered toy car.b. to learn how to derive information from the slope.One Dimensional Freefall (2 hrs)Objectives:a. to develop a set of equations which can predict the position, velocity and acceleration of a free falling object.b. to learn how to derive information from the slope of and area under a graph.c. to learn how to apply error analysis, instrumental uncertaintyUnit 2: ForcesForces at Equilibrium (1 hr)Objectives:a. to demonstrate that force is a vector quantity.b. to show that when a system is at equilibrium that opposite forces must be equal.Derivation of Newton’s Second Law (2 hr)Objectives: a. to examine what happens as the acceleration as the mass of an object changes under a constant net external forceb. to examine what happens to an isolated system as the mass is held constant while the magnitude of the net external force changes.Frictional Force (1 hr)Objectives:a. To learn how to determine the coefficient of friction between two surfaces.b. To determine what characteristics affect the frictional force between two surfaces.

Unit 3: Two Dimensional MotionTwo Dimensional Freefall (2 hr)Objectives:a. to demonstrate that displacement, velocity and acceleration are vector quantities.b. to determine the relationship the range and height of a projectile fired at any arbitrary angle.c. to determine the angle at which a projectile will achieve maximum range and maximum heightd. to predict the location of a horizontally fired objectUnit 4: Circular Motion and Universal Law of GravitationCentripetal Acceleration (1 hrs)Objectives:a. to determine the relationships between the centripetal force acting on an object and the three independent variables; mass, velocity and radius.b. to demonstrate the importance of running a controlled experiment allowing only a single variable in a lab to vary at a time.Derivation of Gravitational Constant g (1/2 hr)Objectives:a. to experimentally determine the gravitational constant g using force diagrams and massesb. to learn how to apply error analysis, instrumental uncertaintyUnit 5: MomentumMomentum Conservation (1 hr)Objectives:a. to show that in a closed system, a system in which there are no outside forces, the total vector momentum remains constant.b. to compare elastic collisions, inelastic collisions and explosions.Unit 6: Work & EnergyHooke’s Law & conservation of energy (2 hr)Objective:a. to develop and verify Hooke's Law for springs The amount that a spring stretches or compresses is directly proportional to the magnitude of theapplied force.b. to demonstrate the Law of Energy Conservation The total mechanical energy in a closed system [a system where there are no unaccounted foroutside forces] remains constant, although the energy can change from one form to another as a spring is fired from a ring stand to a height above theground.

Unit 7: TorqueTorque & Equilibrium (1 hr)Objectives:a. To show that the torque acting on system can be calculated by taking the product of the perpendicular distance between the point of application ofan applied force and the magnitude of that force.b. To demonstrate that for a system to be completely at equilibrium opposite torques, as well as opposite forces, must be equal.Unit 8: FluidsBernoulli’s principleObjective: Utilizing Bernoulli’s principle and projectile motion take a canister with holes in the bottom determine the location where the water will hitthe floor.Buoyancy ForcesObjective: Experimentally determine Archimedes principle.Unit 9: ThermodynamicsObjective: Students will determine the time it takes the for a heat bring a system to equilibriumUnit 10: ElectrostaticsThe Charge Model (3 hrs)Objectives: to develop the charge model through a series of small experiments by viarubbing (and not rubbing) various objects (i.e. PVC pipe, glass rods, fur, wool, etc.) togetherand making observations as these objects are brought near each other. From theseobservations students reason about what is going on a microscopic level

Unit 11: FieldsElectric Field and Electric Potential Field (2 hrs)Objective:a. determine the electric potential as a function of distance from a point [spherical]source.b. determine the direction of greatest change in potential near a point [spherical] source.c. calculate the electric field strength as a function of distance from a point [spherical]source.d. Relate the electric field strength to the greatest rate of change of the potential.Unit 12: CircuitsDC Electric Circuits (9 hrs)Objectives:a. To differentiate the potential difference generated by an electrochemical cell relatedto the number of cells connected in series to those connected in parallelb. To demonstrate how a voltmeter is connected in an electrical circuitc. To demonstrate how an ammeter be used in an electrical circuit.d. To examine how current changes through electrical junctions inside an electricalcircuit, parallel and series parts.e. To determine the relationship among the potential differences across each light bulband the potential difference across the battery in a series circuit and in a parallelcircuitf. How is the current flow through a circuit related to the voltage applied and theresistance of the circuit element? (Ohm’s Law)g. How is the total resistance of resistors used in series and in parallel related to theseparate resistances?h. To determine the internal resistance of a battery.i. How is the resistance of a wire related to the length of the wire, to the cross section(The cross section of a wire is the circular area exposed when the wire is cutcleanly.) and to the temperature of the wire, and the resistivity of a material.j. To measure the power delivered to the load in a circuit, and determine the conditionswill maximum power be delivered and under what conditions will the delivery of thatpower be most efficient.k. To develop the relationship between the heat delivered by an electrical circuit, theamount of current supplied, the voltage supplied and the time? (Joule’s Law)

Unit 13: Capacitors / RC circuitsCapacitors & Capacitance (2 hrs)Objective:a. Measure the capacitance of a parallel plate capacitor.b. To determine the capacitance of two capacitors in parallel.c. To determine the capacitance of two capacitors in seriesUnit 14: Electromagnetism1. Magnetic Field Strength (1hr)Objective: to measure the strength of a magnetic field as a function of distance from acurrent carrying wire through the use of a Hall Effect device.2. Magnetic Deflection (1 hr)Objective:a. to measure the effect of a uniform magnetic field on a moving beam of chargedparticles and to show the magnetic force on a moving charged particle is given bythe cross product of the magnetic field and velocity times the magnitude of the charge3. Magnetic Force on a current carrying wire (1 hr)Objective:a. To determine the direction and the magnitude of the magnetic force exerted on acurrent carrying wire while sitting in a uniform magnetic field.4. Magnetic Force between Current Carrying wires (1 hr)Objectives:a. to determine the relationship between the magnetic field near a current carrying wireand the distance from that wire (i.e. to verify the BiotSavart Law and/or Ampere’s Law).b. to measure both the magnitude and direction of the magnetic force between twocurrent carrying wires.Unit 15: Simple Harmonic MotionSimple Harmonic Motion (2 hrs)Objectives:a. to develop the concept of simple harmonic motion through the use of the simplependulum and a simple mass spring systemb. to determine which characteristics [arc length L, length l and mass m] affect theperiod of a simple pendulum and how they affect this period.c. to develop a set of equations which will predict the position, velocity and accelerationof a simple pendulum as a function of time.d. to measure the decay constant of a simple pendulum and use it to predict theamplitude of a simple pendulum as a function of time.e. to demonstrate the role of hypothesis

Unit 16: Mechanical WavesObjective: determine speed of sound in a closed end pipeUnit 17: Physical Optics / LightObjective:a. Determine the wavelength of laser utilizing a double slit diffraction then compare it to the actual wavelength.b. Determine the index of refraction of an unknown materialUnit 18: Geometric OpticsObjective: Determine the location of a real imageUnit 19: Atomic & Nuclear PhysicsObjective:a. Observational experiment using the Models of the Hydrogen Atom to examine the various models of the atom as they have evolvedb. Observational experiment using the Photoelectric effect simulation to examine stopping potential to the frequency.

Basic SkillsBasic SkillsEnduring Understandings:The scientific process of experimental design allows students to develop ideas, test possible explanations, critically analyze data, and communicate theoutcomes.Mathematics is a tool used to model objects, events, and relationships in the natural and designed worldTechnology is an application of scientific knowledge used to meet human needs and solve human problemsEssential Questions:What is Physics and how does it relate to other sciences and the real world?Why is the safe and proper use of technology important?How is the scientific process utilized to develop ideas and answer scientific questions?What is the difference between a prediction and a hypothesis?How do you account for evidence that supports your hypothesis? How do you account for evidence that conflicts with your hypothesis?How can quantitative data and mathematics be used to help represent real world phenomena?How can you manipulate data to decipher quantitative relationships?How is reliable data collected and interpreted in an experiment?Unit Goals:Students will develop problem‐solving, decision‐making and inquiry skills and will understand how people, discoveries and events have contributed toadvancement of science and technology.Recommended Duration: Throughout the academic year‐ dispersed through the first two marking periods and reinforced in the second half of the year.

Guiding/TopicalQuestionsWhat practices andhabits will insuresafety in the classroomand laboratory?How is the scientificmethod used toanswer questions andto solve problems?How can results bebest justified andexplained to others?Why is communicationamong the scientificcommunity essentialfor presentingfindings?What constitutes validevidence and when doyou know you haveenough and the rightkind of evidence?What is precision,accuracy and error anduncertainty analysis?Content/Themes/Skills Resources and Materials Suggested Strategies SuggestedAssessmentsDemonstrate selfmanagementskills; such aswork ethic, dependability,promptness, the ability to setshort and long terms goals,work cooperatively, use timeefficiently and develop selfevaluationskills.Locate, develop, summarize,organize, synthesize andevaluate information.Use scientific inquiry to askscientifically‐orientedquestions, collect evidence,form explanations, connectexplanations to scientificknowledge and theory, andcommunicate and justifyexplanationsDevelop critical thinking,decision‐making, problemsolvingskills and dataanalysis skills.Determine if results arejustifiable based onpredictions and assumptionsDifferentiate betweenprecision and accuracyApply uncertainty and erroranalysis to results.Lab safety contractSafety signs and posters posted around the roomPre‐labsTeacher and student editions of text approved by thedistrictScientific/graphing calculatorsMath book for algebraic and calculus reference andexamplesLab equipmentData collection and analysis hardware and softwareInteractive white boardsAccess to computers and internet for sources such as:Videos (internet, DVD and VHS)Data collected from experiments where outcome ispredictableBulls eye and bean bagsMeasuring tools and equipment such as rulers, metersticks, clocks, stopwatches, scales.Teacher model andstudent practiceTeacher lectureRead through safetyproceduresThoughtexperimentsPerform labactivitiesSmall groupdiscussionsClass discussionsReports andpresentation offindingsGo through processfor different topics(Teacher Model,student practice)Evaluate measuringinstruments andresultsEvaluate datacollected and resultsInclude and interpretmeaning of errorbars on graphs andpercent error anduncertainty reportsLab safety quizPre‐lab SafetychecksPerformance oflab activitiesproperlyLab reports(presentations orwrite up)Quiz‐Recognizingprecision,accuracy, errorand uncertainty indataReport analysis oferror anduncertaintywithin lab reports

What are the basicunits of measurementand the variousprefixes used in thescientific communityand why is it importantthat a common systemis used?How does scientificknowledge advanceand build uponprevious discoveriesusing the scientificmethod of problemsolving andtechnology?What is theimportance of historyin understandingscientific theories andthe advancement ofscience?What is Physics?What is the role ofphysics in the worldaround us?Use metric system (kg‐m‐s)Recognize metric prefixmeaningsConvert to base unitsDevelop an understanding ofthe role that Physics servesas a foundation for manycareer opportunities inscience and technology.Properly and safely usetechnology and scientificequipment to collect andanalyze data to help formscientific testable scientifichypotheses.Understand that thedevelopment of ideas isessential for buildingscientific knowledge.Relate Physics to everydaylife experiences andphenomenaMetric poster/chart or handoutConversion sheets and practice worksheetsText or supplemental materialsExample of when different measurements have leadto errors (Mars Rover)Biographies on relevant physicists andmathematiciansText or supplemental materialsScientific journals or articlesOnline sourcesDifferent types of technology‐ older and newerapparatusTextbook or supplemental materialReal world examplesOnline sourcesPractice withconverting,identifying, andusing scientificnotation, significantfigures, and properrounding techniquesClass discussionStorytelling ofphysicists lives andworksDemonstrations oftechnology changesover timeIntegrate real lifeexperiences andphenomena intoproblems andquestions such assports, movies,driving, music, etc.Class discussionIntegrate otherdisciplines intoPhysics problemsand questionsPre‐test math andscience skillsHomeworkpracticeClosure &ReflectionsTest questions(dispersed in Unittests throughoutthe year)Survey‐ What isPhysicsReal worldproblems

2010 College‐ and Career‐ReadinessStandards and K‐12 English LanguageArts2010 College‐ and Career‐ReadinessStandards and K‐12 English LanguageArtsGrades 11‐12 Literacy inScience and Technical SubjectsGrades 11‐12 Literacy inScience and Technical SubjectsLA.11‐12.RSTLA.11‐12.WHST2008 Mathematics Grade 12 MA.12.4.1 All students will develop number sense and will perform standard numericaloperations and estimations on all types of numbers in a variety of ways.2008 Mathematics Grade 12 MA.12.4.2 All students will develop spatial sense and the ability to use geometric properties,relationships, and measurement to model, describe and analyze phenomena.2008 Mathematics Grade 12 MA.12.4.3 All students will represent and analyze relationships among variable quantities andsolve problems involving patterns, functions, and algebraic concepts and processes.2008 Mathematics Grade 12 MA.12.4.5 All students will use mathematical processes of problem solving, communication,connections, reasoning, representations, and technology to solve problems andcommunicate mathematical ideas.2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐buildingenterprise that continually extends, refines, and revises knowledge. The four SciencePractices strands encompass the knowledge and reasoning skills that students mustacquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.A Students understand core concepts and principles of science and use measurementand observation tools to assist in categorizing, representing, and interpreting thenatural and designed world.2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.B Students master the conceptual, mathematical, physical, and computational tools thatneed to be applied when constructing and evaluating claims.2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.C Scientific knowledge builds on itself over time.2009 Science Grades: 9‐12 SCI.9‐12.5.1.12.D The growth of scientific knowledge involves critique and communication, which aresocial practices that are governed by a core set of values and norms.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, andmotion, are powerful conceptual tools for making sense of phenomena in physical,living, and Earth systems science.2009 Technology Grades: 9‐12 TEC.9‐12.8.1.12 All students will use digital tools to access, manage, evaluate, and synthesizeinformation in order to solve problems individually and collaboratively and to createand communicate knowledge.2009 Technology Grades: 9‐12 TEC.9‐12.8.2.12 All students will develop an understanding of the nature and impact of technology,engineering, technological design, and the designed world, as they relate to theindividual, global society, and the environment.2009 21st Century Life and Careers Grades: 9‐12 WORK.9‐12.9.1.12 All students will demonstrate the creative, critical thinking, collaboration, andproblem‐solving skills needed to function successfully as both global citizens andworkers in diverse ethnic and organizational cultures.ReadingWriting

DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learnersProvide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentations to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding motionUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 01- KinematicsUnit 1: One Dimensional KinematicsEnduring Understandings:The same basic principles & models govern the motion of all objects.Essential Questions:How can a system's motion and change in motion be described?How can a system's motion be represented with words, physically, graphically and mathematically?Unit Goals:Students will be able to describe and interpret motion using multiple representations.Recommended Duration: 2‐3 weeksGuiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsPre‐tests/diagnosticsHow do we apply thescientific method inPhysics?Reinforce andcontinuously usescientific method andcritical thinking processesMake predictions, designand perform experimentsto test models developedTeacher and student editions of text approved by thedistrictSupplemental materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo A DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus reference andexamplesLab equipmentData collection and analysis hardware and softwareInteractive white boardsAccess to Computers and internet for sourcesVideos (internet, DVD and VHS)Interactive white boardsGroup and individual work(Think Pair Share)Class discussion withteacher guidanceReading and outliningtext/notesTeacher modeling andstudent practiceLab activitiesLab activities andreports (Performance,Presentations, Write Ups)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Why do Ibelieve it?", "ABC cards","How does this relate to...?","What still remainsunclear?"HomeworkReviewJournaling (reflections andself evaluations)AP exam sample problemsTest

What role does areference frame play indetermining the motionof an object?Determine if an object ismoving and explainanswerVideos (Reference Frames)Time elapse photosObserve objects in videosand determine how it ispossible for the object toappear moving in onescene but stationary inanother sceneObservations of teacherand students moving invarious scenariosDescribe changes in timeelapse photosHomework‐ Practicedescribing reference framesQuiz‐ Describe the referenceframe that would make anobject appear as moving andanother reference framethat would allow the objectto be stationaryCollect data regarding theposition and time of anobject in motionHow can motion bedescribed and depicted?What different types ofmotion are there?Collect data from movingobjects and analyzeinformation in the formof graphs and tablesFind patterns in data anduse these patterns todevelop models andexplanationsConstant motion cars, rolling bowling balls, tickertapetimer, stopwatches or clocks, motion sensors, markersor beanbags, graph paper, computers and data analysissoftwareUse data to make graphs ofposition vs. timeDescribe relationship usingtrend lines for dataObserve direction ofmotion and describereference frameDraw and interpret graphsof objects (moving atconstant rate)Calculate slope of the trendlineUse multiplerepresentations: Dotdiagrams and graphsWhat is meant bymagnitude and directionwhen describingmotion?What is meant by vectorand scalar quantity?What is the differencebetween vector andscalar quantitiesRecognize theimportance of vectorsand scalars indetermining an object'smotionDraw and add vectors tofind the resultant ormissing componentDifferentiate betweenresultant and vectorcomponentsGraph paper, rulers, and protractors.Text book or supplementary books with samplesCity/town mapsUse multiplerepresentations: Motiondiagrams and scaleddiagramsUse maps to finddisplacement, distance,and path lengthsDefine termsQuiz‐ Identify physicalquantities as vectors orscalarsHomework‐ Practice

Define key termsregarding the motion ofan objectWhat are displacement,velocity, andacceleration?What is the differencebetween instantaneousand average velocities?How can an object'smotion be represented?How do displacement,time interval, velocityand acceleration relateto each other?How do you analyze therelationship of velocityto acceleration?How do you interpretinstantaneous/averagevelocity and accelerationgraphically?How do you depictconstant and changingvelocity graphically?How are slope and areaapplied to graphicalrepresentations ofmotion?Draw motion diagrams torepresent a givenscenarioInterpret displacement,velocity and accelerationvs. time graphsApply the mathematicaland graphicalrelationships betweenposition, time, velocityand accelerationApply the mathematicalconcepts of slope andarea between the curveand time axis to analyzedisplacement, velocityand acceleration for aposition vs. time, velocityvs. time and accelerationvs. time graphsText book or supplementary book with examples andproblemsFan carts, friction cars, motion sensors, tickertapetimers, stopwatch, clock, markers or beanbags, graphpaper, computers and data analysis softwareUse multiplerepresentations: MotionDiagrams and GraphsDerive mathematicalexpressions for velocityusing position and timeCollect data regarding theposition and time of anobject in motionUse data to make graphs ofposition and velocity vs.timeDescribe relationship usingtrend lines for dataDerive mathematicalexpressions foraccelerationUse multiplerepresentations: Motiondiagrams and graphsQuiz‐ Draw and interpretmotion diagrams and graphsthat represent constant andchanging motionQuiz‐ Position,displacement, velocity,speed, acceleration, clockreading, timeGroup presentation‐Constant vs. ChangingVelocity

How are horizontalmotion and verticalmotion different? Howare they similar?How does the pull of theEarth and air resistanceaffect the accelerationof falling objects?How do studentsrepresent and analyze asystem of two movingobjects, for constantvelocity andacceleration?2010 College‐ and Career‐Readiness Standards and K‐12 English Language Arts2010 College‐ and Career‐Readiness Standards and K‐12 English Language ArtsCompare and contrasthorizontal motion andmotion of a freely fallingobjectApply the mathematicaland graphicalrelationships betweenposition, time, velocityand acceleration to a twobodied systemDerive mathematicalexpressions for velocity,acceleration anddisplacementGrades 11‐12 Literacy in Scienceand Technical SubjectsGrades 11‐12 Literacy in Scienceand Technical SubjectsDifferent shaped objects, tickertape timer, motionsensors, graph paper, computers and data analysissoftware.Textbook or supplemental book with examples orproblemsLA.11‐12.RSTLA.11‐12.WHSTReadingWritingCollect data of freely fallingobjects and graph data tofind relationshipsCompare graphs with thegraphs of objects inconstant motion and withchanging motionUse multiplerepresentations: Motiondiagrams, graphsDetermine what factorsaffect the motion of afreely falling objectDerive expressions forpredicting distance of anaccelerating object withtime and without time as avariableLab report‐ FreefallPredict and test the meetingof two moving objects(passing cars or hikers)2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by itsaverage speed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion, andaccount for differences that may exist between calculated and measured values.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational).

DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding motionUse of professional computer programs such as Microsoft Excel, PowerPoint, and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 02- ForcesUnit 2: ForcesEnduring Understandings:External, unbalanced forces are required to change a system’s motion.Forces exerted between objects are interactions between those objects, where each object exerts a force during the interaction.Systems in equilibrium experience a zero net force and have constant velocity in an inertial reference frame so that in order to change an object's motion,an unbalanced and external force(s) must be exerted on the object.When an object exerts a force on another object, the second object will exert a force that is equal in magnitude and opposite in direction on the firstobject.Accelerating systems are directly proportional to the net force exerted on a system and inversely proportional to the mass of the system.Essential Questions:What are Newton's Laws of Motion and how do they affect a system's motion?What are the different types of forces? How are they different? How are they the same?How can the forces exerted on a system be represented physically, graphically, mathematically and with words?Unit Goals:Students will understand Newton's Laws and apply them to predict how a system's motion will be affected by forces.Recommended Duration: 2‐3 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested StrategiesSuggestedAssessmentsPre‐tests/diagnosticsHow do we applythe scientificmethod in Physics?Reinforce and continuously usescientific method and criticalthinking processesMake predictions, design andperform experiments to testmodels developedTeacher and student editions of text approved bythe districtSupplemental Materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo a DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus referenceand examplesLab equipmentData collection and analysis hardware andsoftwareWhiteboardsAccess to Computers and internet for sourcesVideos (internet, DVD and VHS)Interactive white boardsGroup and individual work (ThinkPair Share)Class discussion with teacherguidanceReading and outlining text/notesTeacher modeling and studentpracticeLab activitiesLab activities andreports (Performance,Presentations, Write Ups)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Why doI believe it?", "ABC cards”,“How does this relateto...?", "What still remainsunclear?"HomeworkReviewJournaling (reflections andself evaluations)AP Exam sample problemsHow can youphysically/pictoriallyrepresent the forcesexerted on asystem?How are balancedand unbalancedforces represented?How do youdetermine the netforce on an object?Identify a system and externalobjects that interact with itDifferentiate between types ofinteractions and how to labeland draw them in physicalrepresentationsUse vectors to represent thevector quantity of forceDraw force and motiondiagrams to represent a givenscenarioIdentify situations ofequilibrium and when they arenotOnline applet: Phet.colorado.edu (vectors)Graphing paper, rulers and protractorsWhite boardsTextbook or supplemental material with examplesand problems.CalculatorsDrop different weighted objectsinto students’ hands and havestudents describe what theyexperienceUse online applets of vectors toshow direction and approximatedmagnitudes for physical quantities(motion diagrams‐ change invelocity, acceleration and force)Observations of objects beingpushed and pulledUse online applets of vectors toshow direction and approximatedmagnitudes for physical quantities(motion diagrams‐ change invelocity, acceleration and force)TestQuiz on force diagramsand physicalrepresentations ofinteractions of a systemHomework on forcediagramsPractice AP problemsClosures and reflections

How does Newton'sFirst law relate toconstant motion?How can therelationshipbetween mass, netforce, andacceleration berepresentedmathematically?What is the causeand effectrelationshipbetween net force,mass andacceleration asdescribed inNewton's SecondLaw?What is Newton'sThird Law?How can any side ofa tug of war win ifNewton's 3rd Law istrue?What is thedifference betweena field force and acontact force?What isgravitationalinteraction andwhat object exertsthe gravitationalforce in everydaylife?How can it becalculated?Determine the mathematicalrelationship between the massof an object, the forces exertedon it and the acceleration of theobjectDetermine net force on anobject in motion and at rest andpredict the magnitude anddirection of accelerationIdentify force pairs andunderstand that these pairs andunderstand that these pairs aretwo separate objects exertingforces on each other withpotentially different net forcemagnitude and directionIdentify different types offorces and their effects onmotionDetermine what object exerts aforce on a falling objectIdentify the objects involved ingravitational interactions withthe EarthDefine and differentiatebetween mass and weightLab Equipment such as spring scales, bathroomscales, carts with mass, pulleys, and string.Computers, data collection hardware (motion andforce sensors) and softwareGraphing programs, graph paper, calculatorsInteractive white boardsLab equipment such as spring scales, forcesensors, skateboards or chairs with wheelsTextbook or supplemental material with examplesand problemsVisual mapping and charts for organizationTextbook or supplemental material with examplesand problemsReal world experience, objects to drop and hang,spring scalesCalculatorGraph paper/programCollect data on the change invelocity of a constant and variablemass cart being pulled by constantand changing forces, analyze dataand report findingsDerive mathematical expressionfor the relationship between thedifferent variablesCollect data from two sensors, onepushing and one receiving thepush, pull and when both push orpullTug of war between members ofthe class or videoTeacher LectureClass discussionList types of interactions andmatch with field or contact typeFormulate expression for the forcethe Earth exerts on different masshanging objects when suspendfrom a spring scale or set on abathroom scaleQuiz (qualitative) onNewton's 1st law ofmotionLab Report on therelationships found duringlab activitiesPractice AP problemsQuiz on Newton's 2nd Lawof motionWhiteboard presentationsfor 3rd LawClosure‐Think about it andexplain: How can a horseattached to a cart evermove anywhere?Quiz‐ Differentiatebetween types ofinteractionsHomework ongravitational force andcalculation of object'sweight

What are the typesof friction?Why does frictionoccur?What is the role ofinertial and noninertialreferenceframes inapplications ofNewton's Laws?How can Newton'sLaws, forcediagrams, andmotion diagrams beutilized to representvarious applications,such as, but notlimited to, inclines,elevators, etc?How do studentsrepresent andanalyze a system oftwo or moreobjects, forconstant velocityand acceleration?Identify the factors (coefficientof friction and the normalforce) that affect the frictionalinteractionsRecognize Newton's Laws donot apply to objects in anaccelerated reference frameSolve for different variables forobjects in motion usingNewton's Laws of MotionLab equipment such as blocks, spring scales,different textured surfaces, and incline planes.Microscopic view (pictures) of different surfacesCalculatorsVideo of different scenarios in different referenceframesExamples of real world scenariosSchool elevator, large spring scale and hangingmass, bathroom scale and student volunteer.Atwood machines, incline planes, pulleys, massesPull blocks across differentsurfaces using force sensor orsensitive spring scale and collectdata like force required to startblock moving and to keep movingFind angle at which a shoe orother object will slip down aninclined planeUse normal and frictional forces tocalculate coefficient of frictionLecture/teacher modeling of noninertialand inertial referenceframesObserve and describe interactionin different scenariosDraw force diagrams foraccelerating objectsClass discussionExamine systems in differentreference frames and concludewhich reference frames obeyNewton's LawsCollect data of scale readingchange when inside an elevatorPredict acceleration for a twobody system: example an AtwoodMachineAnalyze problems using inclinedplanesClosure‐ Describe a worldwithout friction. When is itok to assume it's negligibleand when is it not?Homework on coefficientof friction practiceQuiz: Explain why thereare different coefficientsof frictionClosure‐ReflectionHomework‐ Describesystems in inertial andnon‐inertial referenceframesQuiz on differencebetween inertial and noninertialreference framesInteractive white boardpresentations of findingsPractice problems

What is the role of a"point particle","massless string"and a "frictionlesspulley"?Recognize that "masslessstrings" and "frictionlesspulleys" connect objectswithout external consequencesTextbook or supplemental material with examplesand problemsLecture and class discussionEvaluate assumptions duringproblem solving processProper use of assumptionsand models in problemsand activities2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage Arts2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and Technical SubjectsGrades 11‐12 Literacy inScience and Technical SubjectsLA.11‐12.RSTLA.11‐12.WHST2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledgeand reasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, arepowerful conceptual tools for making sense of phenomena in physical, living, and Earth systemsscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by itsaverage speed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion,and account for differences that may exist between calculated and measured values.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational).2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.3 Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, andinversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of theforce.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resultingacceleration.ReadingWritingDifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphsUse of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding Newton's Laws and there affect on a system's motionUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 03- Two Dimensional MotionUnit 3: Two Dimensional MotionEnduring Understandings:The same basic principles & models govern the motion of all objects, when considering multiple dimensions.All physical quantities will behave either as a vector or scalar quantity.Essential Questions:How can a system's motion and change in motion be described?How can a system's motion be represented in words, physically, graphically and mathematically?Unit Goals:Students will be able to apply kinematics and Newton's Laws to objects moving in two dimensions and understand how they affect a systems' motion intwo dimensions.Recommended Duration: 1 week

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested StrategiesSuggestedAssessmentsPre‐tests/diagnosticsHow do we applythe scientificmethod inPhysics?Reinforce and continuouslyuse scientific method andcritical thinking processesMake predictions and designand perform experiments totest the models developedTeacher and student editions of text approved by thedistrictSupplemental Materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo a DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus reference andexamplesLab equipmentData collection and analysis hardware and softwareInteractive white boardsAccess to computers and internet for sourcesInteractive white boardsGroup and individual work (ThinkPair Share)Class discussion with teacherguidanceReading and outlining text/notesTeacher modeling and studentpracticeLab activitiesLab activities andReports (Performance,Presentations, Write Ups)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Why doI believe it?", "ABC cards","How does this relateto...?", "What still remainsunclear?"HomeworkReviewJournaling (reflections andself evaluations)Videos (internet, DVD and VHS)AP exam sample problemsWhat is projectilemotion and inideal conditions,what are thehorizontal andvertical motions ofa projectile?Recognize that projectilemotion includes acceleration inthe vertical direction andconstant velocity in thehorizontal directionBall, ballistics cart with trackApparatus for dropping and projecting ballsimultaneouslyVideo of object in projectile motion (projected ontowhiteboard)Observe object in vertical motion,horizontal motion and thencombine for projectile motionUse different reference frames todetermine what type of motionthe object has to differentobserversMark positions during object'stime of flightUse multiple representations likemotion diagrams to analyzemotionTestQuiz‐ Identify objectsundergoing projectilemotion

Why is the shapeof the trajectoryof an object inprojectilemotionparabolic?What variablesaffect the range,altitude and timeof flight?Draw horizontal and verticalmotion diagrams for anobject in projectile motionDraw the force and motiondiagrams of an object inprojectile motion and use itto explain the motiondiagramsApply vectors to projectilemotion to demonstrateparabolic shape anddetermining resultantvelocitiesIdentify the variables thataffect range, time of flightand altitudeDraw and label the range,trajectory and altitude of anobject in projectile motionApply previously derivedkinematics equations tomultidimensional motionCalculate different variablespertaining to projectilemotionTextbook and supplemental materialsVideo of object in motionOnline appletLab equipment such as: projectile launchers andaccessories, motion sensors, computerhardware and software for data collection andanalysis.CalculatorsCombine horizontal andvertical motion diagrams intoone vector (tip to tail) diagramTeacher lecture and classdiscussionUse of applet to changeavailable variables and observeand collect data to findrelationships betweenvariablesDraw path of projectile andlabel locations of predictablevariables for ideal situationsTest findings with actualprojectile launchersTeacher model/studentpractice with problemsQuiz‐ Parts of theProjectile's PathProper use of termsLab PerformanceAssessment (ProjectileLaunchers‐ Calculateangle and initial velocityto launch projectile agiven range.)Problem solving

2010 College‐ and Career‐ReadinessStandards and K‐12 English LanguageArts2010 College‐ and Career‐ReadinessStandards and K‐12 English LanguageArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐It takes energy to change the motion of objects. The energy change is understood in terms of forces.12.5.2.12.E2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.aThe motion of an object can be described by its position and velocity as functions of time and by its averagespeed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1Compare the calculated and measured speed, average speed, and acceleration of an object in motion, andaccount for differences that may exist between calculated and measured values.2009 Science Grades: 9‐12 SCI.9‐Objects undergo different kinds of motion (translational, rotational, and vibrational).12.5.2.12.E.b2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.2Compare the translational and rotational motions of a thrown object and potential applications of thisunderstanding.2009 Science Grades: 9‐12 SCI.9‐The motion of an object changes only when a net force is applied.12.5.2.12.E.c2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.dThe magnitude of acceleration of an object depends directly on the strength of the net force, and inverselyon the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4Measure and describe the relationship between the force acting on an object and the resulting acceleration.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding motion, specifically projectile motionUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 04- Circular Motion & Universal Law of GravitationUnit 4: Circular Motion & Universal Law of GravitationEnduring Understandings:The same basic principles & models govern the motion of all objects when considering multiple dimensions.For an object to move in circular motion with constant velocity, the net force and acceleration must be directed towards the center of the circle andperpendicular to the circular path.Gravitational force is a universal force of attraction between masses and this force is proportional to the product of the masses and inversely proportionalto the distance squared.Essential Questions:What is necessary for an object to travel in a circular path and to maintain that path?How is the velocity and change in velocity used to predict the path of an object in circular motion?How is gravitational force defined and conceptualized?What is Newton's Universal Law of Gravitation?What is the difference between gravitational force and field?How is the gravitational field determined in the space around and through an object with mass?How are mass and weight different?Unit Goals:Students will understand that a net external force must be directed toward the center of a circular path to keep and object traveling in circular motion.Students will understand that all objects with mass exert forces on other objects with mass and sometimes this force will cause an object to travel in acircular path.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsPre‐tests/diagnosticsHow do we applythe scientificmethod inPhysics?Reinforce andcontinuously use scientificmethod and criticalthinking processesMake predictions, designand perform experimentsto test models developedTeacher and student editions of text approved by thedistrictSupplemental Materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo a DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus reference andexamplesLab equipmentData collection and analysis hardware and softwareInteractive white boardAccess to Computers and internet for sourcesVideos (internet, DVD and VHS)Interactive white boardGroup and individual work (ThinkPair Share)Class discussion with teacherguidanceReading and outlining text/notesTeacher modeling and studentpracticeLab activitiesLab activities and reports(Performance,Presentations, Write Ups)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Why do Ibelieve it?", "ABC cards","How does this relateto...?", "What still remainsunclear?"HomeworkReviewJournaling (reflections andself‐evaluations)AP Exam sample problemsWhat is necessaryfor an object tomaintain circularmotion?What is thedirection of thenet force andacceleration on anobject that is incircular motion?Recognize an object'smotion as circular motionGive and explain circularmotion and the forces thatallow objects to maintainthat motionUse components todetermine the net forcethat keep an object incircular motionDetermine factors thataffect the object's circularpathTextbook or supplemental materialBall, rubber mallet, ring with removable section andsmall ball (or videos of scenarios)Online sources for applets, problems, simulations andvideos:PhETActivPhysicsStudents try to move a sphericalobject (like a bowling ball) in acircular path using only a rubbermalletClass discussionPredict motion of a ball movingaround the inside of a ring if apiece of the ring is removedDerive mathematical expressionusing known variable to solve forunknown variablesPractice using math expressionsTestsClosure & reflectionsQuiz‐ Circular motion(horizontal plane)ProblemsCheck for proper use ofterms and explanationsduring lessons

What is thedifferencebetween theconcepts ofcentripetal andcentrifugal force?What is thedifferencebetweenhorizontal andvertical circularmotions?What is theUniversal Law ofGravitation andwhat physicalvariables does itdepend on?Differentiate betweencentripetal and centrifugalmotionRealize that there is noobject exerting a forcedirected away from thecenter of the circleDifferentiate betweencircular paths that are inthe horizontal plane andthose in the vertical planeDetermine what factors(like gravitational force)affect the plane in whichthe circular motion takesplaceRelate gravity (gravitationalforce) to Newton's 3rd LawDetermine the variablesthat affect the gravitationalforce when using ULOGRecognize that thegravitational force is anattractive force is strongestin macro situationsBucket with string attached, waterVideos/simulations of amusement park rides andother real world examplesWhirligig apparatus, spring scale, pendulum bob (orhanging mass) attached to stringGraphing programs/paperCalculatorsTextbook or supplemental materialsHenry Cavendish and torsion balance informationTeacher swings bucket filled withwater in vertical circle (and/orhorizontal circle above head)Students observe and try toexplain why water does not fallout of bucketClass discussionDraw force diagrams and motiondiagrams for water inside bucketStudents move arms in widevertical circle at side of their bodyand describe experience. Studentstry to explain feeling and drawforce diagram for handLab Activity‐ The Whirligig.Students predict and test thecentripetal acceleration of anobject attached to a string andmoves in circular motion while itis also attached to acounterweightDraw force diagrams for an objectmoving in a vertical circle andcalculate the tension in the stringat different points in its path.Class discussion about Newton's 3rdlaw and the pull between Earth andan appleCompare the accelerations and themasses of the two objectsGraph and find relationshipsbetween gravitational force anddistance between objects and graphforce and product of massCalculate the weight of an object atthese different locationsClosure‐ What does theconcept of centrifugal forceactually represent?Amusement park physicsproblems‐ Ferris wheels,gravitrons, teacups,scrambler, looping starshipPresentation of whirligigfindingsQuiz‐ Circular motion(vertical plane)Homework & practiceClosure‐ Calculate thegravitational force betweenstudents and explain whywe do not see the effects ofthis gravitational forceHomework & practiceQuiz‐ ULOG

What is agravitational fieldand what are thefactors that affectthe field strength?Why do weconsideracceleration dueto thegravitational pullof the Earth to beconstant when inactuality it is not?Differentiate betweengravitational force, theresulting acceleration of anobject, and the mechanismthat causes the attraction,the fieldUse Einstein's analogy ofthe alteration of spacetimeto explain how twoobjects can interactwithout touching eachotherCalculate the gravitationalfield strength at differentpoints/locations aroundthe Earth and on otherPlanetsIdentify when accelerationdue to gravity can beconsidered constant andwhen it is notRecognize thatgravitational force can bethe cause for an object'scircular pathStretch fabric in frame (to hold taut), spheres ofdifferent masses (like marbles, ball bearings, golf ball,ping pong ball, etc.)Elegant Universe video hour 1 part 2 & 3What's the Matter with Gravity videoPhET simulation‐ FieldsTextbook or supplemental materialInteractive white boardCalculatorsData mass and radius of different planets as well asEarthUse stretchy cloth and differentmass objects sitting on the fabricto demonstrate the warping ofspace‐timeUsing weight, Newton's 2nd lawand ULOG, solve for gravitationalstrength at different locationsWatch videos of explanations offields and effects caused by fieldswith visualizationsClass discussionCalculate gravitational fieldstrength vector for differentscenarios and locationsDerive expression to solve for theacceleration due to thegravitational pull of an objectusing ULOG and compare to thegravitational field strength at thesame locationCalculate the acceleration of anobject at different locations abovethe Earth's surface usinggravitational field strength andULOGClosure & reflectionsQuiz‐ Calculating thegravitational field strengthPractice problemsHomework & practiceProblem solvingQuiz‐ Acceleration of anobject due to gravitationalforce.What are Kepler'sthree planetarylaws and who willthey be used(includingassumptions) topredict planetarymotion?Apply Universal Law ofGravitation and Circularmotion to determineKepler's 3rd LawApproximate planetarymotion to circular motionaround the SunPrefabricated data (or actual data) of planetary orbitsCalculatorsGraphing programs/paperTextbook or supplemental materialTeacher Lecture (history ofKepler's laws and the trouble withobtaining Tycho's data)Plot data on graph and add trendline. Find slope to get relationshipbetween radius of orbit andperiod of orbit. Check withderivation using circular motionand ULOG math expressionsClass discussion of findingsPredict and test for Earth andmoonClosure‐ What assumptionsdo we make when usingKepler's Laws?Quiz‐ Kepler's 3rd LawHomework & practice

2010 College‐ and Career‐Readiness Standards and K‐12 English Language Arts2010 College‐ and Career‐Readiness Standards and K‐12 English Language ArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledgeand reasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by itsaverage speed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion,and account for differences that may exist between calculated and measured values.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational).2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, andinversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of theforce.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resultingacceleration.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing andreporting conclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding Universal Law of Gravitation and circular motionUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 05- MomentumUnit 5: MomentumEnduring Understandings:In order to for an object to undergo a change in momentum, an unbalanced and external force(s) must be exerted on the object over a period of time.Momentum is conserved in a closed system.Essential Questions:What is the momentum of an object?What is meant by conservation of momentum?What is the difference between impulse and momentum?Unit Goals:Students will understand that momentum is conserved within the system.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsHow do we applythe scientificmethod in Physics?Reinforce and continuouslyuse scientific method andcritical thinking processesMake predictions, designand perform experimentsto test models developedTeacher and student editions of text approved bythe districtSupplemental Materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo a DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus referenceand examplesLab equipmentData collection and analysis hardware andsoftwareInteractive white boardAccess to Computers and internet for sourcesVideos (internet, DVD and VHS)Interactive white boardGroup and individual work (ThinkPair Share)Class discussion with teacherguidanceReading and outlining text/notesTeacher modeling and studentpracticeLab activitiesTeacher lecturePre‐tests/diagnosticsLab activities and reports(Performance, Presentations,Write Ups)QuizzesChecks for proper use of termsand ideasClosures ("What have I learnedtoday?", "Why do I believe it?","ABC cards", "How does thisrelate to...?", "What still remainsunclear?"HomeworkReviewJournaling (reflections and selfevaluations)AP exam sample problemsTestWhat is themomentum of anobject, whatfactors does itdepend on andhow can it becalculated?Define what momentum isand be able to calculate itfor various situationsRecognize that momentumis a physical quantity thatonly moving objects haveCompare and contrast anobject's momentum andinertiaTextbook or supplemental materialCalculatorsReview possible preconceptionsof "impetus" and redirect tophysical quantity of momentumClass discussionTeacher model & student practiceRank momentum of objectsQuiz‐ Qualitative andQuantitative MomentumHomework‐ Practice withdetermining momentum

How is Newton's3rd and 2nd Lawrelated tointeracting (ex.collisions,explosions)objects?What are thedifferent types ofcollisions?Is energy alwaysconserved incollisions?What causes achange inmomentum?What is the role ofimpulse and howdoes it differ frommomentum?How can youexpress Newton's2nd Law as afunction of time?How can impulseand momentum becalculated to solvefor the unknownvariable?Recognize that changes inmomentum stem fromforces exerted betweenobjects over periods oftimeDifferentiate between thetypes of collisions based onconservation ofmomentum and energyand explain the resultantvelocitiesDefine impulse as thecause of a system's changein momentum and identifya net external force as thecause for a change inmotionExpress Newton's law as afunction of timeGraphically determineimpulse on a force andtime graphMathematically determineimpulse, force, time,momentum and velocityTextbook or supplemental materialsCalculatorsVideos for frame by frame analysisHover/Kick Disks, nearly frictionless charts withdifferent types of bumpersOnline simulations regarding collisions andexplosionsTextbook or supplemental materialReal world examples (ex. egg toss, runawaytoboggan, change of baseball's direction when hitby bat)Textbook or supplemental materialCalculatorGraph paper or premade graphs and dataTeacher lectureClass discussionTeacher model & student practiceAnalyze motion of object'sinteracting‐ objects colliding withstationary objects and movingobjects, glancing and head on,elastic and inelasticTeacher lectureClass discussionRelate to real world scenariosUse Newton's 2nd Law andkinematics equation for constantacceleration to derive expressionfor impulse. Compare expressionfor that of a change inmomentum based on a change invelocityReport of findings for qualitativeanalysis of collisions andexplosionsClosure & reflectionPractice problemsQuiz‐ Types of CollisionsQuiz‐ impulse vs. momentumClosure‐ What is impulse andwhat is its relationship tomomentum?CSI type problem, useinformation to figure outunknowns/real world problemQuiz‐ Impulse problem solvingObservations of happy and sad ballsas they interact with a stationarywood block.What is the law ofconservation ofmomentum andhow does it applyto differentcollisions?Recognize that momentumis conserved in a closedsystem‐the totalmomentum before theevent is equal to the totalmomentum after the eventHappy and sad balls and block of wood, motionsensors, frame by frame analysisFermi lab D‐Zero Detector slides, protractor, rulers,graphing paperPictures/posters of CERN and Fermi labs andinformation about laboratories and their workTextbook or supplemental materialCalculatorPredict by calculating momentum andvelocities from known/measurablevariables. Test predictions with frameby frame analysis or motion sensors.Teacher lectureInform students of current works incollision chambers for high energyparticle accelerators and collidersUse actual data from Fermi labs tocollect the mass of a neutrino byapplying conservation of momentumand vector analysisLab reportHomework & practice problemsQuiz‐ Conservation ofmomentumProblems

How canconservation ofmomentum berepresented?Demonstrate knowledge ofthe law of conservation inmultiple representationsincluding, but not limitedto, mathematical, pictorialand graphicalTextbook or supplemental materialsGraph paperTeacher model & student practiceDemonstrate use of conservationbar chartsClosure‐ Create story from givenbar chartsHomework‐ Bar charts andmathematical representations ofa scenario.2010 College‐ and Career‐Readiness Standards Grades 11‐12 Literacy in LA.11‐12.RST Readingand K‐12 English Language ArtsScience and Technical Subjects2010 College‐ and Career‐Readiness Standards Grades 11‐12 Literacy in LA.11‐12.WHST Writingand K‐12 English Language ArtsScience and Technical Subjects2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise thatcontinually extends, refines, and revises knowledge. The four Science Practices strandsencompass the knowledge and reasoning skills that students must acquire to be proficient inscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, arepowerful conceptual tools for making sense of phenomena in physical, living, and Earth systemsscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.DThe conservation of energy can be demonstrated by keeping track of familiar forms of energy asthey are transferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.EIt takes energy to change the motion of objects. The energy change is understood in terms offorces.2009 Science Grades: 9‐12 SCI.9‐Energy may be transferred from one object to another during collisions.12.5.2.12.D.d2009 Science Grades: 9‐12 SCI.9‐Measure quantitatively the energy transferred between objects during a collision.12.5.2.12.D.42009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.aThe motion of an object can be described by its position and velocity as functions of time and byits average speed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1Compare the calculated and measured speed, average speed, and acceleration of an object inmotion, and account for differences that may exist between calculated and measured values.2009 Science Grades: 9‐12 SCI.9‐The motion of an object changes only when a net force is applied.12.5.2.12.E.c2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.dThe magnitude of acceleration of an object depends directly on the strength of the net force, andinversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature ofthe force.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4Measure and describe the relationship between the force acting on an object and the resultingacceleration.

DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding momentumUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 06- Work & EnergyUnit 6: Work & EnergyEnduring Understandings:Energy takes many forms; these forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and the energyassociated with the position of an object in a field (potential energy).Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energyis transferred in many ways.The total mass‐energy is conserved in a closed system.Essential Questions:What is the relationship between work and energy?What is the law of conservation of energy and what does it mean?How can conservation of energy in a system be represented physically and mathematically?Unit Goals:Students will understand that energy and momentum are conserved within a system.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsPre‐tests/diagnosticsHow do we applythe scientificmethod in Physics?Reinforce and continuouslyuse scientific method andcritical thinking processesMake predictions, designand perform experiments totest models developedTeacher and student editions of textapproved by the districtSupplemental Materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo a DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculusreference and examplesLab equipmentData collection and analysis hardware andsoftwareInteractive white boardsAccess to Computers and internet forsourcesVideos (internet, DVD and VHS)Interactive white boardsGroup and individual work(Think Pair Share)Class discussion with teacherguidanceReading and outliningtext/notesTeacher modeling and studentpracticeLab activitiesLab activities andreports (Performance,Presentations, WriteUps)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Whydo I believe it?", "ABCcards", "How does thisrelate to...?", "What stillremains unclear?"HomeworkReviewJournaling (reflectionsand self evaluations)AP exam sampleproblemsClass discussionTestWhat is a systemand what is theimportance ofidentifying theobjects in a givensystem and its initialand final energystates?Identify the system and itsinitial and final statesTextbook or supplemental material withexamples of scenariosInteractive white boardsDraw physical representations(like diagrams or pictures) ofscenario and circle theobject(s) in the system. Drawbefore (initial state) and afterpictures (final state).List object(s) in the systemand identify objects thatinteract with the system butare externalClosure‐ Choosing asystemHomework & practiceDesign your ownscenarioPractice problems

What is work andhow is it related toenergy?What transfersenergy in and out of asystem?How is workrepresentedgraphically,mathematically andphysically?What is therelationship betweenkinetic and potentialenergy?What are differenttypes of potentialenergy?What are thedifferent forms ofenergy?Calculate work anddistinguish when it is beingdone on and system asopposed to when it is beingdone by a systemRelate the definition of workin a scientific setting anddifferentiate it from nonscientificconnotationsExamine work as a scalarproduct between theexternal forces exerted on asystem and the displacementit was exerted overGraphically determine workon a force and displacementgraphDerive expressions forgravitational potentialenergy, kinetic energy, andspring potential energyDemonstrate knowledge ofthe relationship betweenkinetic and potential energyusing mathematical, pictorialand graphicalrepresentationsDifferentiate the forms ofenergy and give real lifeexamples of eachMaterials like clay or sand (for leavingindentations), objects of different mass (butsimilar shape and size), scale, meter sticksGraph programs/paperCalculatorsTextbook or supplemental materialInteractive white boardsMotion sensors, objects for dropping,computer software for collecting andanalyzing dataCalculatorTextbook or supplemental materialInteractive white boardsHold object (of measurablemass) at some height aboveclay ball or container of sand.Drop objects from a givenheight and make observations.Repeat by changing height orby changing mass of object.Compare impressions on clay orindent in sandClass discussionWhite boarding ideas as tofactors that affect ability tochange clay or sand's shapeDefine ability to change clay orsand's shape as workChange object(s) within thesystem and describe scenarioand if work is being done on (+)or done by (‐) the systemCalculate work done bymultiplying the force that isperpendicular to displacementof the system. Make graphsfrom data and checkcalculationsUse change in velocity tocalculate work done and deriveexpression for Work‐Kineticrelationship. Measure mass andvelocity to calculate kineticenergyUse change in velocity tocalculate work done and deriveexpression for Work‐PotentialrelationshipMeasure height and weight tocalculate gravitational potentialenergy (near surface of Earth).Calculate for objects usingUniversal Law of GravitationSeparate types of energy intodifferent sections (motion vs.location)Closure & reflectionHomeworkPresentation of ideasCheck for proper use oftermsQuiz‐ Work: QualitativeQuiz‐ Work: QuantitativePractice problemsHomework & practiceQuiz‐ Kinetic EnergyQuiz‐ GravitationalPotential EnergyQuiz‐ Spring PotentialEnergy, etc.Problem solvingCheck for proper use oftermsPresent mathematicalexpression derivation

What is thedifference betweenan energytransformation andan energy transfer?What is thedifference betweena transfer of energyby a constant forceand a varying force?When doconservation lawsapply to changingsystems?How does energyconservation relateto collisions?What is power andhow is it calculated?Differentiate betweenenergy transformations andenergy transference anddemonstrate thisknowledge with real worldapplicationsApply the law ofconservation of energy todescribe changing systemsUnderstand the workenergytheoremExplain the law ofconservation of energy andhow energy is conservedonly in a closed systemRepresent conservation ofenergy using diagrams,graphics, and mathematicalequationsCalculate power recognizethat it is a change in energyor work within a given timeframe.Textbook or supplemental materialOnline videos of Rube Goldberg machinesRube Goldberg cartoonsVideos/applets/demonstrations withevents where the force in constant andwhen varied.Motion sensors, object to lift and drop,computer and analysis softwareWhiteboardGraph paperStairs, students, calculator, meter stick ormeasuring tape, stopwatch/timer.WhiteboardUse Rube Goldberg machinesto identify different types ofenergy within the system andhow one transforms toanotherChange system so that eachpart of machine in individualand identify the energytransferredApply work to scenario andidentify whether energy isbeing transferred into systemor out of systemUse math, graphs anddemonstrations to predict andtest what should happen withamount of energy in a systemwhen force exerted isconstant and when it is variedduring eventTeacher model & studentpractice of energy bar charts.Identify object(s) in system,external object(s) interacting,initial and final states and theapproximate amount ofdifferent types of energy duringeach stateStudents calculate amount ofwork to lift an object to specificheight. Drop object throughsensor at known distancebelow. Predict speed of objectas it passes through the sensorusing conservation law and testusing data from motion sensorCollect data for walking upsteps. Calculate power andcompare and contrast power ofdifferent students. Answerquestions regarding power,force, time and "strength" ofstudentsDerive expression for powerregarding average velocity andaverage forceGroup project‐ Designand build your ownRube Goldberg machineLab reportClosure‐ Applyconservation of energyto collisions covered inmomentum unitHomework‐ Energy BarChartsClosure‐ Power rating ofstudents‐ Rank the classPractice problemsQuiz‐ Power

2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage Arts2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and Technical SubjectsGrades 11‐12 Literacy inScience and Technical SubjectsLA.11‐12.RSTLA.11‐12.WHST2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise thatcontinually extends, refines, and revises knowledge. The four Science Practices strandsencompass the knowledge and reasoning skills that students must acquire to be proficient inscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, arepowerful conceptual tools for making sense of phenomena in physical, living, and Earth systemsscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, isuseful in coming to the understanding that, for the most part, the natural world can be explainedand is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.DThe conservation of energy can be demonstrated by keeping track of familiar forms of energy asthey are transferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms offorces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.aThe potential energy of an object on Earth's surface is increased when the object's position ischanged from one closer to Earth's surface to one farther from Earth's surface.2009 Science Grades: 9‐12 SCI.9‐Model the relationship between the height of an object and its potential energy.12.5.2.12.D.12009 Science Grades: 9‐12 SCI.9‐Energy may be transferred from one object to another during collisions.12.5.2.12.D.d2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.4Measure quantitatively the energy transferred between objects during a collision.ReadingWritingDifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding work, energy and powerUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 07- Torque & EquilibriumUnit 7: Torque and EquilibriumEnduring Understandings:An object in rotational equilibrium has a net torque of zero and has no angular acceleration.Torque is the product of a force exerted perpendicularly to an object at some distance from a pivot point.Essential Questions:What is the relationship between angular acceleration, torque, and momentum of inertia?What factors affect moment of inertia for different objects?What is the relationship between torque, force and distance from a pivot point?Unit Goals:Students will understand that a net external torque is required for an object to change its rotational motion.Recommended Duration: 1 week

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsPre‐tests/diagnosticsHow do we applythe scientificmethod inPhysics?What factorsaffect themoment ofinertia for arotating object?How can themoment ofinertia be foundfor a rotatingobject?Reinforce andcontinuously usescientific method andcritical thinkingprocessesMake predictions, designand performexperiments to testmodels developedDetermine what factorsaffect the moment ofinertia for rotatingobjectsCalculate the moment ofinertia for differentobjectsTeacher and student editions of text approved by thedistrictSupplemental Materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo a DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus reference andexamplesLab equipmentData collection and analysis hardware and softwareInteractive white boardsAccess to Computers and internet for sourcesVideos (internet, DVD and VHS)Objects of different radii, mass and shape, incline plane,moment of inertia demo equipmentVideo of plastic bottle filled with water and another withthe same mass of snow (paer.rutges.edu)Interactive white boardsTextbook or supplemental materialCalculatorGoo TubeInteractive white boardGroup and individual work(Think Pair Share)Class discussion with teacherguidanceReading and outliningtext/notesTeacher modeling andstudent practiceLab activitiesRoll objects down an inclineplane keeping certainvariables in common butchanging others to observewhich objects reach thebottom firstClass discussionTeacher lectureDerive mathematicalexpressions for differentobject's moment of inertiaPractice solving problemsregardingLab activities andreports (Performance,Presentations, Write Ups)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Why do Ibelieve it?", "ABC cards","How does this relate to...?","What still remains unclear?"HomeworkReviewJournaling (reflections andself evaluations)AP exam sample problemsTestClosure‐ Compare andcontrast moment of inertiaand linear inertiaHomework & practiceQuiz‐ Moment of inertiaExplain anomalousobservation of a covered gootube as it rolls down anincline

What is torque?What is a pivotpoint?Define torque as a forceexerted perpendicularlyat some distance from apivot point (the point atwhich there is nomotion)Torque demo equipment (T shaped handle with hooksfor different placements of weights on the stem of theT), triple beam balance, scalesInteractive white boardsTextbook or supplemental materialStudents hold a handle andtry to keep it horizontal asobjects are attached atdifferent locations from thehandle. Students observe thelocations when keeping ithorizontal is most difficult.Use objects' mass andlocation from handle tocalculate torque.Class discussionPredict what will happenwhen objects of differentmass is placed on a balanceat a given location.Quiz‐ TorqueHomework & practiceClosure & reflectionLocate the pivot point ofdifferent rotating objects.Calculate torque andresulting angularaccelerationTeacher lectureTeacher model & studentpracticeHow can torqueand angularacceleration becalculated?When is asystem inequilibrium?Differentiate betweensystems in equilibriumand those that areaccelerating‐ an object inequilibrium will have nonet torque and noangular acceleration butcan still be rotating.Apply both rotationaland translational (linear)equilibrium to systemsMeter sticks, pivot stands, brackets for meter sticks,hanging objects, scaleCalculatorsTextbook or supplemental materialClass discussionFind the center of mass of ameter stick using torque anda pivot stand.Identify objects as inequilibrium or changingmotion for differentscenarios.Problem solvingLab reportQuiz‐ Torque and angularaccelerationHomework & practiceProject‐ Mobiles

2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage Arts2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHST2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise thatcontinually extends, refines, and revises knowledge. The four Science Practices strands encompassthe knowledge and reasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, arepowerful conceptual tools for making sense of phenomena in physical, living, and Earth systemsscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms offorces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational).2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, andinversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of theforce.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resultingacceleration.ReadingWritingDifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).

College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding motionUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 08- Fluid DynamicsFluid DynamicsEnduring Understandings:External, unbalanced forces are required to change a system’s motion.Energy is conserved for a closed system of objects.Essential Questions:How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?How are Newton’s Laws of Motion applied to describe the motion of an object or system?What are the similarities and differences between different types of forces?How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically?Unit Goals:Students will understand Bernoulli's principle as applied to fluids in motion.Students will understand Archimedes' principle as applied to submerged or partially submerged objects.Students will understand the effects of applying pressure to fluids.Students will understand how to describe what happens to fluids as they travel through pipes of various sizes.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsInteractive white boardpresentation of derivationand subsequent discussionData collection and analysisWhat is densityand how can it becalculated?Calculate the density of asubstanceExplain why liquids aregenerally less dense thansolidsExplain why solid water isless dense than liquidwaterVariety of lab equipment that may be usedthroughout the year. Including but not limited tometer sticks, timers, scales of various sorts, andglassware, rocks, pebbles, sand, water, foodcoloring, rubbing alcohol, ice, hotplates, balloons,perfume, (or Bunsen burners), thermometers,graduated cylindersTeacher and student editions of text approved bythe districtScientific/ graphing calculatorA math book for algebraic reference and exampleproblems and a chemistry book to referencethermodynamics and ideal gas law problemsInternet resourceObservation experiment:Students will measure by displacementthe volume and use a triple beambalance to measure the mass of anobject, plot a mass vs. volume graph anddetermine the meaning of the slopeMeasuring volumes using waterdisplacement method vs. l x w x hProblem solving session on densitiesQuizzes on making ongraphing, qualitative andquantitative analysis ondensityFormative assessmenttasks:Multiple representations ofdensity, graphically,qualitatively, visually andquantitativelyHomework (collected andreviewed)Check students’ use ofvocabulary andexplanations throughoutlessonsProblem solving and boardworkClosure‐ “What have Ilearned today and why do Ibelieve it?”Represent and Reason:Jeopardy questions,multiple representations,write your own physicsproblem

Interactive white boardpresentation of derivationWhat ispressure?Explain what pressure isVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales of various sorts,and glassware, rocks, pebbles, sand, water,food coloring, rubbing alcohol, ice, hotplates,balloons, perfume, (or Bunsen burners),thermometers, graduated cylindersTeacher and student editions of text approvedby the districtObservational experiments:Fill a water bottle with water and pokeholes in the sides observe how thewater exits the water bottleExamine a container of water with noholes, divide the liquid up into 4separate sections have students drawforce diagrams of the liquidsStudent discussion have studentsdiscuss how the water is being push bythe other "layers" of water and thecontainer (and the container pushingon the water) use this discussion toexplain why the water exits the holesthe way it didand subsequent discussionData collection andanalysisQuizzes on making ongraphing, qualitative andquantitative analysis onpressureFormative assessmenttasks:Multiple representationsof pressure, graphically,Scientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsInternet resourceTesting experiment:Insert a balloon attached to a lightspring in a bell jar vacuum, determinehow the air pushes on it and predictwhat will happen to the balloon afterthe air is evacuatedBed of nails demonstration forpressurequalitatively, visually andquantitativelyHomework (collected andreviewed)Check students’ use ofvocabulary andexplanations throughoutTeacher modeling/lecture: on thequantitatively and qualitative conceptsof pressure exerted by a fluidlessonsClosure‐ “What have Ilearned today and why doI believe it?”

What doespressure dependon?Relate pressure, forceexerted and surface area.Explain how pressure isexerted on a submergedobjectRelate pressure of asubmerged object to theheight and density of thefluid it is submerged inVariety of lab equipment that may be usedthroughout the year. Including but not limited tometer sticks, timers, scales of various sorts, andglassware, rocks, pebbles, sand, water, foodcoloring, rubbing alcohol, ice, hotplates, balloons,perfume, (or Bunsen burners), thermometers,graduated cylindersTeacher and student editions of text approved bythe districtScientific/ graphing calculatorA math book for algebraic reference and exampleproblems and a chemistry book to referencethermodynamics and ideal gas law problems.Internet resourceExamine a container of water with noholes, divide the liquid up into 4separate sections have students drawforce diagrams of the liquids.Observational Experiments:Fill a water bottle with water and pokeholes in the sides observe how the waterexits the water bottle. Studentdiscussion have students discuss howthe water is being push by the other"layers" of water and the container (andthe container pushing on the water) usethis discussion to explain why the waterexits the holes the way it did. Studentsmust take note of the magnitude of theforces exerted. The must recognize thatthe deeper in the fluid you go thegreater the force exerted on that sectionthus the greater the pressure.Teacher modeling/lecture: discuss howpressure is a function of submergeddistance in a fluid. Differentiatebetween gauge air pressure and actualpressureClass discussion ‐ examine a crosssectionalvolume of a submerged sectionof water. Draw a force diagram of thesubmerged section and relate the forcesexerted at the top to the forces exertedat the bottom. Also compare thesideways forces. Students will recognizethat the forces exerted by the fluid frombelow are greater than the forces fromabove, however it remains inequilibrium because the Earth is alsopulling down. Students will then draw aforce diagram for the water and writeout Newton's 2nd law. Applying theexpression for pressure students willderive an expression of pressure as afunction of height.Problem solving session and determiningthe pressure of various fluids.Interactive white boardpresentation of derivationand subsequent discussionData Collection and analysisQuizzes on making ongraphing, qualitative andquantitative analysis onpressureFormative assessmenttasks:Multiple representations ofpressure, graphically,qualitatively, visually andquantitatively.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary andexplanations throughoutlessonsClosure‐ “What have Ilearned today and why do Ibelieve it?”

How does a fluidexert an upwardforce on asubmerged orpartiallysubmergedobject?Describe the buoyantforceDescribe how a fluid canexert an upward netforce on a submergedobjectExplain why an object canfloat or sinkVariety of lab equipment that may be usedthroughout the yearIncluding but not limited to meter sticks, timers,scales of various sorts, and glassware, rocks,pebbles, sand, water, food coloring, rubbingalcohol, ice, hotplates, balloons, perfume, (orBunsen burners), thermometers, graduatedcylindersTeacher and student editions of text approved bythe districtScientific/ graphing calculatorA math book for algebraic reference and exampleproblems and a chemistry book to referencethermodynamics and ideal gas law problems.Internet resourceObservational experiments:Fill a water bottle with water and pokeholes in the sides observe how the waterexits the water bottle. Examine acontainer of water with no holes, dividethe liquid up into 4 separate sectionshave students draw force diagrams ofthe liquids.Student discussion have students discusshow the water is being push by theother "layers" of water and thecontainer (and the container pushing onthe water) use this discussion to explainwhy the water exits the holes the way itdid. Students must take note of themagnitude of the forces exerted. Themust recognize that the deeper in thefluid you go the greater the forceexerted on that section thus the greaterthe pressure.Teacher modeling/lecture: on how thefluid pushes on an object and howobjects can float or sinkClass discussion examine a crosssectionalvolume of a submerged sectionof water. Draw a force diagram of thesubmerged section and relate the forcesexerted at the top to the forces exertedat the bottom. Also compare thesideways forces. Students will recognizethat the forces exerted by the fluid frombelow are greater than the forces fromabove, however it remains inequilibrium because the Earth is alsopulling down. Students will then draw aforce diagram for the water and writeout Newton's 2nd law. Applying theexpression for pressure students willderive an expression of pressure as afunction of height.Class discussion on why an object canfloat or sinkProblem solving session on forcesexerted on submerged objects.Interactive white boardpresentation of derivationand subsequent discussionData collection and analysisQuizzes on making ongraphing, qualitative andquantitative analysis onbuoyancyFormative assessmenttasks:Multiple representations ofpressure, graphically,qualitatively, visually andquantitatively.Homework (collected andreviewed)Check students’ use ofvocabulary andexplanations throughoutlessonsClosure‐ “What have Ilearned today and why do Ibelieve it?”

What does theupward force ona on a submergedor partiallysubmergedobject dependon?What is fluid flowrate?Describe Archimedes'principleExplain the factors of thebuoyant forceExplain why an object cansink or floatExplain how partiallysubmerged objects floatExplain the assumptionsof the fluid modelRelate the change involume to the rate offlowExplain the meaning ofviscosity.Variety of lab equipment that may be usedthroughout the year. Including but not limited tometer sticks, timers, scales of various sorts, andglassware, rocks, pebbles, sand, water, foodcoloring, rubbing alcohol, ice, hotplates, balloons,perfume, (or Bunsen burners), thermometers,graduated cylindersTeacher and student editions of text approved bythe districtScientific/ graphing calculatorA math book for algebraic reference and exampleproblems and a chemistry book to referencethermodynamics and ideal gas law problems.Internet resourceVariety of lab equipment that may be usedthroughout the year. Including but not limited tometer sticks, timers, scales of various sorts, andglassware, rocks, pebbles, sand, water, foodcoloring, rubbing alcohol, ice, hotplates, balloons,perfume, (or Bunsen burners), thermometers,graduated cylindersTeacher and student editions of text approved bythe districtScientific/ graphing calculatorA math book for algebraic reference and exampleproblems and a chemistry book to referencethermodynamics and ideal gas law problems.Internet resourceObservational experiment:Submerge various masses in water andoil. Using the density of each water andoil, mass of the object submerged,density of the object submerged and thevolume of the submerged partdetermine what factors affect the forceexerted upwards on the objectClass discussion the buoyant forceexerted on an immersed object shouldequal the weight of the displaced fluidon the object (density of fluid multipliedby the volume)Teacher modeling/lecture on theHistorical background of Archimedes’principleDescribe the conditions necessary for anobject to floatProblem solving session on the buoyantforce exerted on objects.Observational experiment:Examine what happens to a fluid's speedas it changes from a smaller crosssectional area to a larger or vice versa(i.e. cover your hand over a faucet oropen a greater hole in a gallon of water)Bubble Tubes (Speed of an air bubble inliquids with different viscosities)Teacher modeling/lecture on the changein volume through two different crosssectional areas and how it affects thespeed of that fluid.Problem solving session on the motionof a fluid and cross sectional area.Interactive white boardpresentation of derivationand subsequent discussionData collection and analysisQuizzes on making ongraphing, qualitative andquantitative analysis onpressureFormative assessmenttasks:Multiple representations ofpressure, graphically,qualitatively, visually andquantitatively.Homework (collected andreviewed)Check students’ use ofvocabulary andexplanations throughoutlessonsClosure‐ “What have Ilearned today and why do Ibelieve it?”Interactive white boardpresentation of derivationand subsequent discussionQuizzes on making ongraphing, qualitative andquantitative analysis onfluid flow rateFormative assessmenttasks:Multiple representations ofpressure, graphically,qualitatively, visually andquantitatively.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary andexplanations throughoutlessonsClosure‐ “What have Ilearned today and why do Ibelieve it?”

What happens tothe pressureexerted on asurface when afluid movesacross thesurface?Describe how pressurechanges across thesurface in which it travelsoverVariety of lab equipment that may be usedthroughout the year. Including but not limited tometer sticks, timers, scales of various sorts, andglassware, rocks, pebbles, sand, water, foodcoloring, rubbing alcohol, ice, hotplates, balloons,perfume, (or Bunsen burners), thermometers,graduated cylindersTeacher and student editions of text approved bythe districtScientific/ graphing calculatorA math book for algebraic reference and exampleproblems and a chemistry book to referencethermodynamics and ideal gas law problems.Internet resourceObservational experimentsBlow over a piece of paper, observewhat happens to the paper. Place astraw in a glass of water, blow over thestraw opening and observe whathappens to the water in the straw. Blowbetween two empty aluminum cansobserve what happens to the two cans.Using a straw blow underneath a foldedindex card, observe what happens to thecard. In each case the students willobserve that the objects involved moveto the place where the air is moving.Class discussion students shouldrecognize what that for the moving fluidthe pressure decreases and the slowermoving fluid has higher pressure.Problem solving session on the how fluidflow pushes on the surface which ittravels over.Interactive white boardpresentation of derivationand subsequent discussionQuizzes on making ongraphing, qualitative andquantitative analysis onfluid moving across surfacesFormative AssessmentTasks:Multiple representations ofpressure, graphically,qualitatively, visually andquantitatively.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary andexplanations throughoutlessonsClosure‐ “What have Ilearned today and why do Ibelieve it?”White Board Presentationof derivation andsubsequent discussionWhat is therelationshipbetween fluidpressure,gravitationalenergy density,and kineticenergy density?Describe how energyconservation applies tofluidsApply Bernoulli'sprinciple to a movingliquidVariety of lab equipment that may be usedthroughout the year. Including but not limited tometer sticks, timers, scales of various sorts, andglassware, rocks, pebbles, sand, water, foodcoloring, rubbing alcohol, ice, hotplates, balloons,perfume, (or Bunsen burners), thermometers,graduated cylindersTeacher and student editions of text approved bythe districtScientific/ graphing calculatorA math book for algebraic reference and exampleproblems and a chemistry book to referencethermodynamics and ideal gas law problems.Internet resourceDerivation/teacher modeling use theconservation of energy and apply it to avolume of water that is travelingthrough a changing cross sectional area,height and speed/cross sectional arearemains constant as a fluid travels fromone place to the next.Class discussion on Bernoulli's equationand how it applies to a moving fluid.Problem solving sessions on applyingBernoulli's principleQuizzes on making ongraphing, qualitative andquantitative analysis onhow energy conservationapplies to fluid flow.Formative assessmenttasks:Multiple representations ofpressure, graphically,qualitatively, visually andquantitatively.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary andexplanations throughoutlessonsClosure‐ “What have Ilearned today and why do Ibelieve it?”

2010 College‐ and Career‐Readiness Standards and K‐12 English Language Arts2010 College‐ and Career‐Readiness Standards and K‐12 English Language ArtsGrades 11‐12 Literacy in Scienceand Technical SubjectsGrades 11‐12 Literacy in Scienceand Technical SubjectsLA.11‐12.RSTLA.11‐12.WHST2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledgeand reasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, arepowerful conceptual tools for making sense of phenomena in physical, living, and Earth systemsscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, andinversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of theforce.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resultingacceleration.ReadingWritingDifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).

College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding motionUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 09- ThermodynamicsUnit 9: ThermodynamicsEnduring Understandings:Energy is a system's ability to do or change something.Work is a transfer of energy into and out of a system.Energy is conserved for a closed system of objects.Heating and cooling are a transfer of energy into and out of a system.The kinetic theory model can be used to describe the relationship between gas particles, pressure, temperature, and volume.Essential Questions:How can the energy of an object be represented verbally, physically, graphically and mathematically?How does work done by and on a system affect the total energy of the system?What is the first law of thermodynamics?How does the heating/cooling process occur?How does the heating process affect by and on a system affect the total energy of the system?How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically?How do you determine the efficiency of a closed system?How are pressure and temperature understood on the microscopic level and macroscopic level?Unit Goals:Explain the process of heating and cooling.Differentiate between thermal energy, heat and temperature.Relate pressure, volume and temperature in the ideal gas model.Apply conservation of energy to physical thermodynamic systems.Apply the laws of thermodynamics to physical systems.Explain the concept of entropy.Recommended Duration: 2‐3 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsKinetic Theory of ideal gas lab activities:Rubbing alcohol lab students watchrubbing alcohol disappear and devisepossible explanations as to why it may havedisappeared. Students then must test theirideas by designing experiments for eachpossible explanation.Formative assessment tasks:What is themodel for anideal gas?Understand and state theassumptions of thekinetic theory model ofan ideal gasApply the kinetic theorymodel of an ideal gas andquantitatively connectthe model to thepressure of an ideal gasin a containerVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales of various sorts,and glassware, rocks, pebbles, sand, water,food coloring, rubbing alcohol, ice, hotplates,balloons, perfume, (or Bunsen burners),thermometers, graduated cylindersTeacher and student editions of text approvedby the districtScientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblems.Internet resourcesThey will develop the idea that particles aresmall and randomly moving in alldirections.Testing experiments:Students will use the ideas developed topredict what will happen in the followingtesting experimentsGases: What will happen to perfumesprayed in front of room, using the ideaspreviously developed.Liquids: What will happen to a drop of foodcoloring in water, using the ideaspreviously developed.Use different temperature water to showhow rate of motion depends on energy(temperature)Lab write‐ups of possibleexplanations and conductedexperimentsWhite board presentation ofdata and subsequentdiscussionData collection and analysisQuizzes on making kinetictheory and ideal gasHomework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Lecture/Teacher Modeling on assumptionsfor the kinetic theory model of an ideal gas.Individual work, Think, Pair, ShareopportunitiesClass discussion on the significanceassumptions for the kinetic theory modelof an ideal gas.Problem solving and boardwork, Represent and Reason,Jeopardy questions, Writeyour own physics problemfor an ideal gas

What is pressure(microscopicallyandmacroscopically)?What is therelationshipbetweentemperature andthe averagekinetic energy ofa particle in anideal gas?Understand and explainhow pressure is exertedon a containerQuantitatively andqualitatively explainpressure on amacroscopic andmicroscopic levelFor an ideal gas,quantitatively andqualitatively relatetemperature and theaverage kinetic energy ofa particle in an ideal gasCompare and contrastthe idea of averagekinetic energy for aparticle in an ideal gasand temperatureVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales of various sorts,and glassware, rocks, pebbles, sand, water,food coloring, rubbing alcohol, ice, hotplates,balloons, vacuum, freezer, ice, (or Bunsenburners), thermometers, graduated cylindersTeacher and student editions of text approvedby the districtScientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblems.Teacher and student editions of text approvedby the districtScientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsObservational experiment: Take a balloonand predict what will happen to it when itis placed in a freezer, at higher altitude, in awarm setting and in a vacuum. Studentswill relate this to kinetic theory andpressure outside the balloonClass discussion on pressure and whatoccurs microscopically and how it isrepresented macroscopicallyDemonstrations: bed of nails, students seehow a bed nails can increase the surfacearea a force is exerted on object overQuantitative analysis of pressure problems,discussion of the unit pascals (N/m 2 )Derivation: examine a particle traveling ina cube shaped container making an elasticcollision with the wall. Students will usethe concepts of pressure, impulsemomentum, a pressure vs. temperaturegraph to derive an expression that relatesthe kinetic energy of one particle to thetemperature of the ideal gas.Lecture/teacher modeling on howtemperature and average kinetic energy ofa particle of ideal gas are related, KE =3/2kTIndividual work, Think, Pair, ShareopportunitiesClass discussion on the significance oftemperature being a measure of averagekinetic energy for a particle in an ideal gasInteractive white boardpresentation of derivationand subsequent discussionof observational experimentsQuizzes on making onqualitative and quantitativeanalysis on pressure.Formative assessment tasks:Multiple representations ofideal gas processes andpressure, qualitatively,visually and quantitatively.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary and explanationsthroughout lessonsClosure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Interactive white boardpresentation of derivationand subsequent discussionData collection and analysisQuizzes on making ongraphing, qualitative andquantitative analysis onpressure, average kineticenergy, and temperature.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary and explanationsthroughout lessonsClosure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”

What is therelationshipbetween thermalenergy,temperature, andthe number ofatoms in an idealgas?For an ideal gas,quantitatively andqualitatively relatetemperature and thethermal energy of anumber of particles in anideal gasCompare and contrastthe temperature andthermal energyTeacher and student editions of text approvedby the districtScientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsDerivation: examine a particle traveling ina cube shaped container making an elasticcollision with the wall. Students will usethe concepts of pressure, impulsemomentum, a pressure vs. temperaturegraph to derive an expression that relatesthe kinetic energy of one particle to thetemperature of the ideal gasStudents will utilize Avagadro's number todraw the connection between temperatureand thermal energy for a number of gasparticlesClass discussion on temperature, averagekinetic energy, Avagadro's number andthermal energy are relatedLecture/teacher modeling on relating thenumber of particles N, to the thermalenergy U int, U int = 3/2NkTIndividual work, Think, Pair, ShareopportunitiesClass discussion on the significance of thedifferences between thermal energy,kinetic energy and temperatureSmall group problem solving session usingthe thermodynamics expressions todetermine the temperature, kinetic energyof a particle and thermal energy for a givenideal gasInteractive white boardpresentation of derivationand subsequent discussionData collection and analysisQuizzes on making ongraphing, qualitative andquantitative analysis onpressure, average kineticenergy, temperature, andthermal energyFormative AssessmentTasks:Multiple representations ofideal gas processes,graphically, qualitatively,visually and quantitatively.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary and explanationsthroughout lessonsClosure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problemfor temperature, thermalenergy and average kineticenergy of an ideal gas

Derivation: examine a particle traveling ina cube shaped container making an elasticcollision with the wall. Students will usethe concepts of pressure, impulsemomentum, a pressure vs. temperaturegraph to derive an expression that relatesthe kinetic energy of one particle to thetemperature of the ideal gasStudents will utilize Avagadro's number todraw the connection between temperatureand thermal energy for a number of gasparticles. Students will then use themacroscopic versions to relate pressure,volume and temperatureFormative assessment tasks:Multiple representations ofideal gas processes,graphically, qualitatively,visually and quantitatively.Lab write‐ups of possibleexplanations and conductedexperimentsWhat is therelationshipbetweenpressure, volumeandtemperature?Quantitatively andqualitatively relate thepressure, volume andtemperature, for an idealgasQualitatively understandthe mechanism for howpressure andtemperature functionTeacher and student editions of text approvedby the districtScientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsQualitatively and quantitatively relate themotion of the particles, the average kineticenergy, temperature and thermal energytogether for a given thermodynamicsprocessApply this relationship quantitatively andgraphically to Pressure vs. Volume, Volumevs. Temperature, and Pressure vs.Temperature graphs.Class discussion on temperature, averagekinetic energy, Avagadro's number andthermal energy are relatedLecture/Teacher Modeling on derivingPV=nRT=NkTIndividual work, Think, Pair, ShareopportunitiesClass discussion on the how to derive theideal gas law from be the pressure of aparticle exerted on the side of a cubecontainer. Differentiating between themicroscopic world of each particle collidingwith the wall of the cube to themacroscopic world of measuring thecollective resultInteractive white boardpresentation of data andsubsequent discussionData collection and analysisQuizzes on making ongraphing, qualitative andquantitative analysis onpressure, volume,temperature, thermalenergy.Homework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problemfor pressure volume andtemperatureSmall group problem solving sessionapplying PV=nRT=NkT to ideal gasprocesses

What is theheating/coolingprocess?Recognize that theheating/cooling processis a transfer of energyinto or out of a systemUnderstand the processof heating/cooling on amicroscopic andmacroscopic levelApply theheating/cooling processto conservation of energyDifferentiate betweenheat, temperature andthermal energyVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales of various sorts,and glassware, water, food coloring,lemonade, ice, hotplates, balloons, or Bunsenburners), thermometers, graduated cylinders,test tubes and rubber stoppersTeacher and student editions of text approvedby the districtScientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsInternet resourceObservational experiment: cap a test tubewith a rubber stopper and place it over aBunsen burner until the cap shoots off,students will observe and attempt toexplain in terms of energy, specifically atransfer of energyUsing the explanation students will place acold cup of lemonade into a hot tub ofwater and describe what will occur usingenergies and temperaturesFrom these observational experimentsstudents will devise the idea of the heatingand cooling process as a transfer of energybetween systems that occurs at themicroscopic level with particles of onetemperature colliding with those ofanother temperatureLecture/teacher modeling on the processof heating and how it relates to energyIndividual work, Think, Pair, ShareopportunitiesClass discussion on the difference andsimilarities between the heating processand the work process. Discussion of theword "heat", how "heating/cooling" ismore appropriate in terms of language, andhow heating and thermal energy aredifferentSmall group problem solving sessionapplying the language of thermal energy,heating/cooling, and temperature aredifferent physical quantities that aredifferent measuresLab write‐ups of possibleexplanations and conductedexperimentsInteractive white boardpresentation of data andsubsequent discussion of theheating/cooling processData collection and analysisQualitative quizzes theheating/cooling process.Homework (collected,checked, gone over in class)Check students’ use ofvocabulary and explanationsthroughout lessonsClosure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problemfor the heating and coolingprocess

Formative assessment tasks:Multiple representations theStudents will represent various processeswith diagrams of the container of the idealgas. Students must recognize the containerpressure, volume and work,quantitatively, qualitatively,graphically and visuallyRecognize that a systemcan absorb or give upenergy by heating inorder for work to bedone on or by thesystem, and that workGraph paperTeacher and student editions of text approvedby the districtexpands and contracts according thepressures of the gas inside the container(typically the system) and outside thesystem (environment). From here they canapply the idea of work as a force exertedover a distance (the expansion orcontraction) of the container to identify ifthe gas inside did work or the environment,by simply identifying the system and theInteractive white boardpresentation of diagramsand subsequent discussionData collection and analysisQuizzes on making ongraphing, qualitative andquantitative analysis onWhat is the roleof work in thethermodynamicsprocess?done on or by a systemcan result in energytransfer by heatingCompute the amount ofwork done during athermodynamic processDetermine the workdone on a Pressure vs.Volume graphScientific/ graphing calculatorA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsexternal forces exerted on itLecture on the meaning of work "done by",work "done on" and sign notation with thefirst law of thermodynamics followed by aclass discussion of the importance ofhaving a well defined system to clarifylanguage that can be confusingApply the idea of work to a pressure vs.volume graph and have students identifyduring what processes work might be doneon or by the system. Students will thenapply the idea of area under a curve to findout the W = PΔVpressure, volume,temperature, thermalenergy, work andheating/coolingHomework (collected,checked, gone over in class)Check students’ use ofvocabulary and explanationsthroughout lessonsClosure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”

What is the firstlaw ofthermodynamicsand how does itrelate to energyconservation?Illustrate how the firstlaw of thermodynamics isa statement of energyconservationCalculate heat, work, andthe change in internalenergy by applying thefirst law ofthermodynamicsApply the first law ofthermodynamics todescribe cyclic processesTeacher and student editions of text approvedby the districtScientific/ graphing calculatorGraph paperA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblems.Relate work and heating/cooling to the lawof conservation of energy as a transfer ofenergy in between the system and thesurrounding environment. Apply the first Formative assessment tasks:law of thermodynamics to a series of Multiple representations ofsimple experiments where objects fall and ideal gas processes and thecollide with others, then apply to situations first law of thermodynamics,where students are examining an ideal gas graphically, qualitatively,visually and quantitatively.Using graphical representations studentwill relate the first law of thermodynamics Quizzes on applications ofto the graphsthe first law ofthermodynamics.Students will use multiple representations,qualitative, quantitative, visual, bar chart, Homework (collected,and graphical to relate each concept to checked, gone over in class)each otherCheck students’ use ofLecture/Teacher Modeling on the first law vocabulary and explanationsof thermodynamics W+Q=ΔU int and PV, VT throughout lessonsand PT diagramsClosure‐Individual work, Think, Pair, Share “What have I learned todayopportunitiesand why do I believe it?”;“How does this relate to...?”Class discussion on the how the first law ofthermodynamics relates to thermal energy, Problem solving and Boardtemperature, the ideal gas law,Work, Represent andheating/cooling and workReason, Jeopardy Questions,Write your own physicsSmall group problem solving session on the problem for the first law offirst law of thermodynamics relates to thermodynamicsthermal energy, temperature, the ideal gaslaw, heating/cooling and work

Relate work and heating/cooling to the lawof conservation of energy as a transfer ofenergy in between the system and thesurrounding environment. Apply the firstlaw of thermodynamics to a series ofsimple experiments where objects fall andcollide with others, then apply to situationswhere students are examining an ideal gasWhat is thedifferencebetweenvolumetric,isothermic, andadiabaticprocesses?Distinguish between isisovolumetric,isothermal, and adiabaticthermodynamicprocessesApply isovolumetric,isothermal, and adiabaticthermodynamicprocesses to plot onPressure vs. Volume,Volume vs. Temperatureand pressure vs.temperature graphsGraphically determinethe work done duringisovolumetric,isothermal, and adiabaticthermodynamicprocessesTeacher and student editions of text approvedby the districtScientific/ graphing calculatorGraph paperA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsUsing graphical representations studentwill relate the first law of thermodynamicto the graphsStudents will use multiple representations,qualitative, quantitative, visual, bar chart,and graphical to relate each concept toeach otherExamine an isobaric (const Pressure) to avariety of real world situations, discussion Pvs. V, P vs. T and V vs. T graphs along withfirst law of thermodynamicsExamine an isovolumetric (const Volume,W=0 ) to a variety of real world situations,discussion P vs. V, P vs. T and V vs. T graphsalong with first law of thermodynamicsExamine an adiabatic (Heating/Cooling Q =0) to a variety of real world situations,discussion P vs. V, P vs. T and V vs. T graphsalong with first law of thermodynamicsLecture/Teacher Modeling on the first lawof thermodynamics W+Q=ΔU int and PV, VTand PT diagrams and how they relate to theisobaric, isovolumetric and adiabaticprocessesIndividual work, Think, Pair, ShareopportunitiesClass discussion on each process isobaric,isovolumetric and adiabaticSmall group problem solving session on thefirst law of thermodynamics relates tothermal energy, temperature, the ideal gaslaw, heating/cooling and work and howthey relate to each process isobaric,isovolumetric and adiabaticFormative assessment tasks:Multiple representations ofideal gas processes and thefirst law of thermodynamicsto isobaric, isovolumetricand adiabatic processesQuizzes on applications ofthe first law ofthermodynamics to isobaric,isovolumetric and adiabaticprocessesHomework (collected,checked, gone over in class)Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problemfor isobaric, isovolumetricand adiabatic processes

Class discussion on interactions of objectsand their likelihood of being reversed. (i.e.a car crashing into a wall and two marblescolliding together) Certain interactions willdegrade the utility of energies involved in aWhat is thesecond law ofthermodynamics?Learn that there is ahierarchy for desirabletypes of energy in termsof their usefulness fordoing workQualitatively determinethe change in entropyRecognize why thesecond law ofthermodynamics requirestwo bodies at differenttemperatures for work tobe doneDistinguish betweenentropy changes withinsystems and the entropychange for the universeas a wholeTeacher and student editions of text approvedby the districtScientific/ graphing calculatorGraph paperA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemssystemIntroduce entropy as a concept of orderdisorderscale of energy organization.Discuss what happens to the as twodifferent systems of different temperaturemove toward thermal equilibrium,specifically what happens to each systemLecture/teacher modeling on theorganization of energy and its subsequentability to perform work that is usefulIndividual work, Think, Pair, ShareopportunitiesClass discussion on entropy, energyorganization and reversible/irreversibleprocessesCheck students’ use ofvocabulary and explanationsthroughout lessonsFormative assessment tasks:Multiple representationsEnergy‐transfer diagramsQuizzes on applications ofthe first and second law ofthermodynamics to entropyand efficiencyHomework (collected,checked, gone over in class)

Demonstration: used a model of an enginepiston to discussion the first and secondlaw of thermodynamics, along with anenergy‐transfer diagram and "warm" and"cold" reservoirsLecture: Use energy‐transfer diagrams torepresent the transfer of energy between"warm" and "cold" reservoirsEngine modelClass discussion: Relate energy‐transferdiagrams to the laws of thermodynamicsWhat is a heatengine and howdoes it work?Understand the conceptof a reservoir for a heatengineDifferentiate between ahot and cold reservoirRelate the engine to thelaws of thermodynamicsTeacher and student editions of text approvedby the districtScientific/ graphing calculatorGraph paperA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblemsStudents can break down the Carnot cycleusing multiple representations anddetermine the efficiencyLecture/Teacher Modeling on energytransferdiagrams and how they relate tothe laws of thermodynamics, thesignificance of hot‐cold reservoirs, abreakdown of the Carnot cycle and itsapplication to efficiencyIndividual work, Think, Pair, ShareopportunitiesFormative assessment tasks:Multiple representationsEnergy‐transfer diagramsQuizzes on applications ofthe first and second law ofthermodynamics to entropyand efficiencyHomework (collected,checked, gone over in class)Class discussion on the application ofenergy‐transfer diagrams, the significanceof temperature determining ideal efficiencyand energy used in computing actualefficiencySmall group problem solving session usingthe first law of thermodynamics andenergy‐transfer diagrams to computeactual efficiency and ideal efficiency

What isefficiency?What is entropy?Use the temperaturedifference between thereservoirs to determinethe maximum possibleefficiency for a heatengineUse the laws ofthermodynamics tocompute the actualefficiency of a heatengineLearn that there is ahierarchy for desirabletypes of energy in termsof their usefulness fordoing work.Relate the disorder of asystem to its ability to dowork or transfer energyby heating.Define and apply theconcept of entropyRelate entropy thereversible and nonreversibleprocesses.Identify systems withhigh and low entropy.Engine modelTeacher and student editions of text approvedby the districtScientific/ graphing calculatorGraph paperA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblems.Internet resourcesMatter and gasesGas Properties SimulationEngine modelTeacher and student editions of text approvedby the districtScientific/ graphing calculatorGraph paperA math book for algebraic reference andexample problems and a chemistry book toreference thermodynamics and ideal gas lawproblems.Demonstration: used a model of an enginepiston to discussion the first and secondlaw of thermodynamics, along with anenergy‐transfer diagram and "warm" and"cold" reservoirs.Lecture: Use energy‐transfer diagrams torepresent the transfer of energy between"warm" and "cold" reservoirs. Determiningactual and ideal efficiencyClass discussion: Relate energy‐transferdiagrams and the laws of thermodynamicsto efficiencyApplications: attempt to have studentsdetermine the efficiencies of actual enginesClass discussion on interactions of objectsand their likelihood of being reversed. (i.e.a car crashing into a wall and two marblescolliding together) Certain interactions willdegrade the utility of energies involved in asystem.Introduce entropy as a concept of orderdisorderscale of energy organization.Discuss what happens to the as twodifferent systems of different temperaturemove toward thermal equilibrium,specifically what happens to each system.Lecture/teacher modeling on theorganization of energy and its subsequentability to perform work that is useful.Individual work, Think, Pair, ShareopportunitiesClass discussion on entropy, energyorganization and reversible/irreversibleprocesses.Formative assessment tasks:Multiple representationsEnergy‐transfer diagramsQuizzes on applications ofthe first and second law ofthermodynamics to entropyand efficiencyHomework (collected,checked, gone over in class)Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problemfor energy transfer diagramsFormative assessment tasks:Multiple representationsEnergy‐transfer diagramsQuizzes on applications ofthe first and second law ofthermodynamics to entropyand efficiencyHomework (collected,checked, gone over in class

2010 College‐ and Career‐Readiness Standards and K‐12 English Language Arts2010 College‐ and Career‐Readiness Standards and K‐12 English Language ArtsGrades 11‐12 Literacy inScience and Technical SubjectsGrades 11‐12 Literacy inScience and Technical SubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful incoming to the understanding that, for the most part, the natural world can be explained and is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C.a Gas particles move independently and are far apart relative to each other. The behavior of gases can beexplained by the kinetic molecular theory. The kinetic molecular theory can be used to explain therelationship between pressure and volume, volume and temperature, pressure and temperature, and thenumber of particles in a gas sample. There is a natural tendency for a system to move in the direction ofdisorder or entropy.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C.b2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.d2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.4Heating increases the energy of the atoms composing elements and the molecules or ions composingcompounds. As the kinetic energy of the atoms, molecules, or ions increases, the temperature of the matterincreases. Heating a pure solid increases the vibrational energy of its atoms, molecules, or ions. When thevibrational energy of the molecules of a pure substance becomes great enough, the solid melts.Energy may be transferred from one object to another during collisions.Measure quantitatively the energy transferred between objects during a collision.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding ThermodynamicsUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 10- ElectrostaticsUnit 10: ElectrostaticsEnduring Understandings:A charged body produces an electric field that mediates the interactions between the body and other charges.Energy is conserved for a closed system of objects.External, unbalanced forces are required to change a system’s motion.Essential Questions:How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically?How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce?What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?How are Newton’s Laws of Motion applied to describe the motion of an object or system?What are the similarities and differences between different types of forces?How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically?Unit Goals:Apply the charge model for conductors and insulators.Differentiate between conductors and insulators.Apply Coulomb's Law to dynamics.Apply electrical potential energy to conservation of energy.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsObservation labs:Observations of materials (PVC, plastic, glass)rubbed with different materials (fur, silk, wool,foam) reacting with other materials rubbedwith similar materials, different materials andthe material used to rub. Students will recordFormative assessment tasks:their observations and note the attractingLab write‐ups of possibleVariety of lab equipment that may be usedobjects and repelling objectsexplanations and conductedthroughout the year. Including but notexperiments; interactive whitelimited to meter sticks, timers, scales ofCan also be done with transparent tape beingboard presentation of data andvarious sorts, rods of different materialspulled off other tape, being pulled off table,subsequent discussion; dataWhat are thedifferentUnderstand the basictypes of electricalinteractions or attractionand repulsion(wood, metal, plastic, glass, foam insulatingtubes), different fabrics (plastic, silk,wool/felt, fur), electroscopes, Wimshurstmachine, Van de Graaff generatorand their reactions to each otherStudents will discover that similar objectsrubbed with similar materials will repel anddifferent rubbed objects will attractcollection and analysisQuizzes on electrostaticrelationshipsinteractions thatcan occurbetween objectswith charge?Use words, pictures andmathematics torepresent chargesdistributed in conductors,insulators and duringinteractionsTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsLecture/teacher modeling on how there aretwo different types of electrical interactions,attraction and repulsion and that objects thatare similar will repel while objects that aredifferent will attractHistorical importance of charges (why we focuson positive charges) Benjamin Franklin andHomework (collected, checked,gone over in class)Closure‐“What have I learned today andwhy do I believe it?”; “Howdoes this relate to...?”electrostatic research and inventions don’thave to be called “negative” and “positive”Problem solving and boardwork, Represent and Reason,Individual work, think, pair, share opportunitiesJeopardy questions, write yourown physics problem forClass discussion on the results of theelectrostatic interactionsobservational labs deciphering the types ofinteractions that occur

Testing experiment: Are charges magneticpoles? Use rubbed objects to see if it attractsand repels the ends of magnets. Use magnetsto see if it attracts and repels other magnets.Variety of lab equipment that may beused throughout the year. Including butFollowed by a class discussion on the resultsof the experimentsFormative assessment tasks:How many typesof charges arethere and whatare thesubatomicparticles areassociated witheach charge?Understand the basicproperties of electriccharge and thesubatomic particlesassociated with themDifferentiate betweenprotons, neutrons andelectronsDispel the idea thatcharges are magnetic.not limited to meter sticks, timers, scalesof various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generator, bar magnetsTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsClass discussion on reasoning through theobservational labs made with the materials(PVC, plastic, glass) rubbed with differentmaterials (fur, silk, wool, foam) reacting withother materials rubbed with similarmaterials, different materials and thematerial used to rub. Students will use priorknowledge from chemistry about the atomand the subatomic particles to reason aboutthe types of charges involvedDiscuss models of atoms to figure out the“positive and negative” charged parts andthe micro and macroscopic views of objectswith charges and how the charge can movewithin the materialLab write‐ups of possibleexplanations and conductedexperiments; interactive whiteboard presentation of dataand subsequent discussion;data collection and analysisQuizzes on electrostaticrelationshipsHomework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy questions, write yourown physics problem forelectrostatic interactionsLecture/teacher modeling on thefundamental charges and their carriers

How is chargedtransferred?Understand thatrubbing certain objectscan create a separationof charge andinteractions with otherrubbed objectsThe mechanism oftransfer for charge isdone via rubbing ortouchingUse words, pictures andmathematics torepresent chargesdistributed inconductors, insulatorsand during interactionsVariety of lab equipment that may beused throughout the year. Including butnot limited to meter sticks, timers, scalesof various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generator.Teacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversions.Observation labs:Observations of materials (PVC, plastic, glass)rubbed with different materials (fur, silk,wool, foam) reacting with other materialsrubbed with similar materials, differentmaterials and the material used to rub.Students will record their observations andnote the attracting objects and repellingobjectsFollowed by a class discussion as to howthose object became "charged". Studentscollectively should develop a mechanism,such as rubbing or touching, that explain howcharged particles are transferred from oneobject to another. Students should accountfor the particles and actually transfer and theones that do not through prior knowledgeand reasoningObservational experimentBalloons & Static ElectricityStudents can check a box on the simulationthat allows the entire charged object to besee. They can rub the balloon on the shirtwhich demonstrates the mechanism forcharge transferLecture/teacher modeling on how torepresent an excess of charge before andafter two objects are rubbed togetherFormative assessment tasks:Lab write‐ups of possibleexplanations and conductedexperiments; interactive whiteboard presentation of dataand subsequent discussion;data collection and analysisQuizzes on the charge model,transfer of charge andelectrostatic interactionsHomework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy questions, write yourown physics problem forelectrostatic interactionsIndividual work, Think, Pair, Shareopportunities

Formative assessment tasks:Lab write‐ups of possibleexplanations and conductedWhat does itmean if anobject is neutralA neutral object has anequal number ofpositive and negativechargesA charged object hasan excess of one typeof charge relative tothe otherVariety of lab equipment that may beused throughout the year. Including butnot limited to meter sticks, timers,scales of various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generator, packing peanuts,soda can, plastic water bottle (bothempty).Class discussion on how to represent anexcess of charge or a balance of chargewithin an objectLecture/teacher modeling on visual andmathematical representation of charge andcharge transferexperiments; interactivewhite board presentation ofdata and subsequentdiscussion; data collectionand analysisQuizzes on the chargemodel, transfer of chargeand electrostatic interactionsHomework (collected,checked, reviewed in class)or charged?Use words, picturesand mathematics torepresent chargesdistributed inconductors, insulatorsand during interactionsTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsIndividual work, Think, Pair, ShareopportunitiesProblem solving sessions involving chargesand transfer of chargesClosure‐“What have Ilearned today and why do Ibelieve it?”; “How does thisrelate to...?”Problem Solving and BoardWork, Represent andReason, Jeopardy Questions,write your own physicsproblem for electrostaticinteractions

Observation labs:PVC is rubbed with different materials andboth objects are held closely to an un‐rubbedplastic water bottle and a soda can. In bothcases the water bottle and can are attractedto the PVC. However, the water bottle takessignificantly longer to react and doesn't moveas quickly to the PVC can as the soda candoes. Students will record their observationsand note the observations and must thendevise a mechanism as to how the chargesmove inside on object compare to another.What is aconductor andhow is thechargedistributiondifferent froman insulator?Differentiate betweenconductors andinsulatorsUse words, pictures andmathematics torepresent chargesdistributed inconductors, insulatorsand during interactionsVariety of lab equipment that may beused throughout the year. Including butnot limited to meter sticks, timers, scalesof various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generator, empty bottle ofwater and empty can of sodaTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsObservational experimentBalloons & Static electricityStudents can check a box on the simulationthat allows the entire charged object to besee. They can rub the balloon on the shirtwhich demonstrates the mechanism forcharge transfer, and then hold the balloon tothe wall. Students will observe the negativecharges pivoting around the positive chargesand can discuss why those charges only pivotand why they do not jump off the wall whenthe balloon is rubbed to it. This furtherdevelops the idea of an insulator as an objectthat prevents charge from being transferred.Testing experiment:Students will hold a charged PVC pipe up to apacking peanut tied to a light string thathangs down. The packing peanut is initiallyneutral. Students will predict using thecharge model and develop what happens.Students will repeat for a piece of aluminumfoilLecture/teacher modeling on the chargemodel and multiple representations of howthe charge model is applied to insulators andconductorsIndividual work, Think, Pair, ShareopportunitiesFormative assessment tasks:Lab write‐ups of possibleexplanations and conductedexperiments; interactive whiteboard presentation of dataand subsequent discussion;data collection and analysisQuizzes on the charge model,transfer of charge,electrostatic interactions,insulators and conductorsHomework (collected,checked, reviewed in class)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent and Reason,Jeopardy questions, write yourown physics problem forelectrostatic interactionsClass discussion on all the experimentsconducted and how they relate to the chargemodel, insulators and conductors.Problem solving sessions involving reasoningabout insulators and conductors and thecharge model, specifically how the ideas ofan insulator and conductor are developedand how they are applied.

Variety of lab equipment that may beObservational experimentsused throughout the year. Including butVarious experiments charging theWhat is anelectroscopeand how is itutilized?Distinguish betweencharging by contactand charging bypolarization/inductionUse words, picturesand mathematics torepresent chargesdistributed inconductors, insulatorsand during interactionsDistinguish betweencharging by contactand charging bypolarization/inductionnot limited to meter sticks, timers,scales of various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generatorTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionselectroscope where students must use thecharge model and multiple representationsto explain their observations of what isoccurring on a microscopic level. Studentswill then conduct a specific experimentwhere a charged PVC or foam tube is heldnear (but NOT touching) and theelectroscope is touched with one's finger,both are then removed then students mustexplain what happened. The experiment isthen repeated with latex gloves. Theymust rectify each experiment with thecharge model and explain what occurredusing various representationsLecture/teacher modeling on the parts ofan electroscope.Individual work, Think, Pair, ShareopportunitiesFormative assessment tasks:Lab write‐ups of possibleexplanations and conductedexperiments; interactivewhite board presentation ofdata and subsequentdiscussion; data collectionand analysisQuizzes on the charge modelapplied to the electroscopeHomework (collected,checked, reviewed in class)Closure‐“What have Ilearned today and why do Ibelieve it?”; “How does thisrelate to...?”Explain how chargingby induction worksClass discussion on how the charge modelapplied to the electroscope and how it canbe used to charge an object withoutactually touching a charged object to it(induction).Problem solving and boardwork, Represent and Reason,Jeopardy questions, writeyour own physics problemfor the charge model appliedto the electroscopeProblem solving sessions involving thecharge model and reasoning

Formative assessment tasks:Lab write‐ups of possibleexplanations and conductedexperiments; interactiveWhat factorsaffectelectrostaticinteractions?Identify the factors ofelectrical interactions,such as chargedobjects and thedistance betweenthemCompare with thegravitational force thatis attractive only,whereas electricalinteractions could beattractive or repulsiveCalculate electrostaticforce using Coulomb’slawVariety of lab equipment that may beused throughout the year. Including butnot limited to meter sticks, timers,scales of various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generatorTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsClass discussion on from the observationsmade in previous experiment students candiscuss what physical variable might affectelectrical interactions and how. They candevelop the idea that two objects withexcess charge a set distance away is thebasis for these interactions and that thecharges might be proportional to themagnitude of the interaction while thedistance is inversely proportional to themagnitude of the interactionLecture/teacher modeling on the physicalvariables that affect electrical interactionsIndividual work, Think, Pair, ShareopportunitiesProblem solving sessions involvingCoulombs law and proportional reasoning.white board presentation ofdata and subsequentdiscussion; data collectionand analysisQuizzes on Newton's secondlaw and electrostaticinteractionsHomework (collected,checked, reviewed in class)Closure‐“What have Ilearned today and why do Ibelieve it?”; “How does thisrelate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy questions, writeyour own physics problemfor electrostatic interactions

Observational experiment students willexamine a data table the excess of chargeon two objects, the distance between thetwo objects and the magnitude of the forceexerted between these objects. They mustHow is electricforce calculatedusingCoulomb’s Law?Identify the fourproperties associatedwith a conductor inelectrostaticequilibriumUse force diagramsand Newton's Secondlaw to analyze the netelectrostatic forceexerted on a chargedobjectApply thesuperposition principleto find the resultantforce on a charge andto find the position atwhich the net force ona charge is zeroVariety of lab equipment that may beused throughout the year. Including butnot limited to meter sticks, timers,scales of various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generatorTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsuse the data to develop specificproportionalities between the chargedQuizzes on the electrostaticobject and the force exerted betweeninteractions applied toobjects, and the inverse of the distanceNewton's Second lawbetween the two objects and the forceexertedHomework (collected,checked, reviewed in class)Lecture/teacher modeling on Coulomb'slaw and its application to Newton's Laws.Closure‐“What have IParallels between gravitational interactionslearned today and why do Iand electrical interactions must be drawnbelieve it?”; “How does thisGraphing the relationship between force, relate to...?”charge and distanceProblem solving and boardIndividual work, Think, Pair, Share work, Represent and Reason,opportunitiesJeopardy questions, writeyour own physics problemClass discussion on how Coulomb’s law isfor electrostatic interactionsapplied to Newton's Law, the inverseapplied to Newton's Secondsquare proportional reasoning, and theLawparallels between gravitational interactionsand electrical interactionsProblem solving sessions involving variousapplications of Newton's Law involvingelectrostatic interactions in one and twodimensions.

Class discussion on using energy bar chartsto discuss the changes in electricalpotential energy and kinetic energy of acharged cart‐charged metal sphereDefine electricalpotential energysystem. What will happen to the potentialof the system as is travels closer togetheror further apart. Students must considerboth scenarios of charges that are similarand charge that are differentFormative assessment tasks:apply energy bar charts toelectrical systemsQuizzes on electricalWhat is electricpotentialenergy?Compute the electricalpotential energy forvarious chargedistributions.Compare electricalpotential energy togravitational potentialenergyApply electricalpotential energy to theconservation of energyTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversions.Comparisons between universalgravitational interactions and electricalinteraction must be drawnLecture/teacher modeling on electricalpotential energy and how it fits withconservation of energy, the proportionalityof the product of the charges and theinverse proportionality of the distancebetween them to the electrical energy ofthe two objectIndividual work, Think, Pair, Shareopportunitiespotential energyHomework (collected,checked, reviewed in class)Closure‐“What have Ilearned today and why do Ibelieve it?”; “How does thisrelate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy questions, writeyour own physics problemfor electrostatic energyProblem solving sessions involvingsystemsconservation of energy and electricalpotential energy

Class discussion on different charges andWhat are thedifferencesbetween theelectricalpotentialenergy of asystemcontainingsimilar chargesto a systemwith oppositecharges?Examine theinteraction betweencharges of similarcharges that will repeleach otherExamine theinteractions betweencharges of oppositecharges that willattract each otherApply electricalpotential energy to theconservation of energyVariety of lab equipment that may beused throughout the year. Including butnot limited to meter sticks, timers,scales of various sorts, rods of differentmaterials (wood, metal, plastic, glass,foam insulating tubes), different fabrics(plastic, silk, wool/felt, fur),electroscopes, Wimshurst machine, Vande Graaff generatorTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsthe energies involved in that system. Fordifferent charges students must reasonthrough using work‐energy bar charts thatwhile the change in kinetic energy ispositive, the change in electrical potentialenergy must be negative. This will helpstudents understand why the negative isimportant mathematically, because inorder for energy to be conserved, whilethere is an increase in kinetic energy (withno work) there must be a decrease inelectrical potential energyLecture/teacher modeling on negativepotential energies and energy conservationIndividual work, Think, Pair, ShareopportunitiesFormative assessment tasks:apply energy bar charts toelectrical systemsQuizzes on electricalpotential energyHomework (collected,checked, reviewed in class)Closure‐“What have Ilearned today and why do Ibelieve it?”; “How does thisrelate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy questions, writeyour own physics problemProblem solving sessions involvingconservation of energy and electricalfor electrostatic energysystemspotential energy

2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage Arts2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy in Scienceand Technical SubjectsGrades 11‐12 Literacy in Scienceand Technical SubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continually extends,refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skillsthat students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptualtools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.AAll objects and substances in the natural world are composed of matter. Matter has two fundamental properties:matter takes up space, and matter has inertia.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.a2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.12009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.d2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B.a2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.12009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in thecase of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of forcethat is only evident at nuclear distances holds the particles of the nucleus together against the electrical repulsionbetween the protons.Use atomic models to predict the behaviors of atoms in interactions.In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively chargedelectrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes.An atom's electron configuration, particularly of the outermost electrons, determines how the atom interacts withother atoms. Chemical bonds are the interactions between atoms that hold them together in molecules or betweenoppositely charged ions.The motion of an object can be described by its position and velocity as functions of time and by its average speedand average acceleration during intervals of time.Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and accountfor differences that may exist between calculated and measured values.The motion of an object changes only when a net force is applied.The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on themass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.Measure and describe the relationship between the force acting on an object and the resulting acceleration.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding ElectrostaticsUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 11- FieldsUnit 11: FieldsEnduring Understandings:A charged body produces an electric field that mediates the interactions between the body and other charges.Energy is conserved for a closed system of objects.External, unbalanced forces are required to change a system’s motion.Essential Questions:How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically?How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce?What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?How are Newton’s Laws of Motion applied to describe the motion of an object or system?What are the similarities and differences between different types of forces?How can the forces exerted on an object or system be represented verbally, physically, graphically and mathematically?Unit Goals:Develop a field model for electrical fields and potential fields.Relate the field model to the charge model.Represent electrical and potential fields mathematically, graphically, qualitatively and physically.Relate the operational definition for electrical field to electrostatic forces.Relate the operational definition for potential fields to electric potential energy.Connect electric fields to potential fields.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsWhat is theoperationaldefinition for anelectrical field?Content/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsExplain the role of a testcharge and source chargeExplain the "at adistance" interactionDiscriminate betweentypes of interactionsbased on charges andhow these differ fromthose based upon massVariety of lab equipment that may be usedthroughout the year. Including but notlimited to meter sticks, timers, scales ofvarious sorts, rods of different materials(wood, metal, plastic, glass, foam insulatingtubes), different fabrics (plastic, silk,wool/felt, fur), electroscopes, Wimshurstmachine, Van de Graaff generatorTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsObservational experiments:Interactions with electroscopes,students must bring a chargedobject to an electroscope anddevelop a mechanism for howelectrical interactions workwithout objects touching. Thiscan be repeated for a number ofexperiments in the utilized inthe previous unitA class discussion must followabout how a charged object caninfluence the surroundingspace, such that it has a notableaffect on the charges withinthat space. During thisdiscussion students mustexamine how there is a sourceof this influence and the objectsaffected are in the region ofinfluenceStudents can then drawcomparisons from the meaningof g=F/m o and develop E = F/q ofor electrical interactionsBy examining an interactionbetween two charged particlesstudents can develop the ideathat a field must exist to foreach to exert a force withouttouching each otherLecture/teacher modeling onthe electric field, source charge,test chargeIndividual work, Think, Pair,Share opportunitiesFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electric fieldsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forelectric fieldsProblem solving sessionsinvolving calculating the electricfield at a point in space by oneor more source charges

How are electricalfieldsrepresented?Represent electrical fieldsvisually, graphically,mathematically and inwordsDraw and interpretelectric field linesCalculate the net electricfield at various locationsfrom a source or anumber of source objectsVariety of lab equipment that may be usedthroughout the year. Including but notlimited to meter sticks, timers, scales ofvarious sorts, rods of different materials(wood, metal, plastic, glass, foam insulatingtubes), different fabrics (plastic, silk,wool/felt, fur), electroscopes, Wimshurstmachine, Van de Graaff generatorTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsTeacher Modeling on drawing E‐field lines.Students must identify thesource and point is space wherethey want to determine theelectric field. The must place asmall positive test charge thenuse the operational definition todetermine the magnitude of theE‐field and draw an E‐fieldvector in the same direction asthe electrostatic force would beexerted on the small positivetest chargeClass discussion on how anumber of E‐field vectorschange into E‐field lines howthe lines are representations ofthe vectors in space. The linedensity denotes the magnitudeof the E‐field and the directionis tangent to the linesthemselvesIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving multiplerepresentations of E‐fields,mathematical, visual andgraphicalFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electric fieldsrepresentationsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forelectric fields and theirrepresentations

Formative AssessmentTasks:How can youcalculate theelectric forcesexerted on anobject in anelectric field?Represent electricalfields visually,graphically,mathematically and inwordsDraw and interpretelectric field linesCalculate the net electricfield at various locationsfrom a source or anumber of source objectsTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsLecture/teacher modeling onapplying the operationaldefinition to determine theforce exerted on a chargedobject in an E‐fieldIndividual work, Think, Pair,Share opportunitiesClass discussion on using theoperational definition of the E‐field to determine the forceexerted on the object, thenapplying it to Newton's LawsProblem solving sessionsinvolving the application offorces and fields to Newton'sLawsLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electric fieldsrepresentationsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem Solving and BoardWork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forelectric fields and theirrepresentations

How do youdetermine theelectric field for anumber ofelectrical charges?Represent electrical fieldsvisually, graphically,mathematically and inwords for various chargedistributionsDraw and interpretelectric field lines forvarious chargedistributionsCalculate the net electricfield at various locationsfrom a source or anumber of source objectsfor various chargedistributionsApply the charge modelwith electric fields linesto show how shieldingcan occurVariety of lab equipment that may be usedthroughout the year. Including but notlimited to meter sticks, timers, scales ofvarious sorts, rods of different materials(wood, metal, plastic, glass, foam insulatingtubes), different fabrics (plastic, silk,wool/felt, fur), electroscopes, Wimshurstmachine, Van de Graaff generator, chickenwire, Faraday cageTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsClass discussion on how anumber of E‐field vectors and E‐field lines are utilized forspecific charge distribution.Students will be given a varietyof situations where they mustdetermine the resulting electricfield by reasoning with E‐fieldvectors and lines for a specificcharge distributionStudents will be able to reasonthat a charged object held neara metal box or container willcreate a net E=0 inside whenreasoning with the chargemodel and field model togetherTesting Experiment: Studentscan use half of a soda canplaced over an electroscope totest their prediction. Use ametal can or chicken wire (anelectrostatic bucket) todemonstrate electrostaticshieldingIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving multiplerepresentations of E‐fields,mathematical, visual andgraphicalFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electric fieldsrepresentationsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forelectric fields and theirrepresentations

What is thedifferencebetween electricpotential energy,electric potentialelectrical potentialdifference, voltageand a change involtage?Distinguish betweenelectrical potential energy,voltage, and potentialdifferenceCompute the electricpotential for variouscharge distributionsDefine the electron voltand explain it as a unit ofenergyCompare electricalpotential lines to the linesof a topographical mapTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsTeacher modeling on determinethe electric potential field (Vfield)is used to show theinfluence of energy at a specificpoint in space due to a sourcecharge(s). The instructor candraw analogies to gravitationalpotential energy of an objectabove the Earth's surface todemonstrate levels of equalpotential energy between theobject and earth systemThe instructor and then modelhow the V‐field is derived forelectrically charged objects in aspecific system. Voltage is theunit that measures the V‐fieldThe class then discusses howplaces with equal electricalpotential can be representedand how they compare with thelines draw on a topographicalmapStudents should discuss anddifferentiate between potentialdifference, voltage andelectrical potential energyFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electric fieldsand potential fieldsrepresentationsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Individual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving multiplerepresentations of V‐fields,mathematical, visual andgraphicalProblem Solving and BoardWork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forelectric fields and potentialfields their representations

How is an electricpotential fieldrepresented andhow does it relateto an electricfield?Relate electrical potentialfields and electrical fieldstogether using multiplerepresentationsTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsClass discussion on drawing theE‐field and V‐field for variouscharge distributions.First to relate themmathematically, students willdraw a V vs. x graph and an E vs.x graph for a charged particle.Then they will writemathematical expression foreach and relate the twoequations to derive theexpression that relates the Vfield to the E fieldStudents will discuss howelectric potential fields shouldbe represented and apply thesituations to forces and energiesStudents should discuss anddifferentiate between potentialdifference, voltage andelectrical potential energyIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving multiplerepresentations of V‐fields,mathematical, visual andgraphical. Utilizing forces andenergiesFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electric fieldsand potential fieldsrepresentationsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem Solving and BoardWork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forelectric fields and potentialfields their representations

Formative assessmenttasks:How can youcalculate theelectric potentialenergy of acharged object?Distinguish betweenelectrical potentialenergy, voltage, andpotential differenceCompute the electricpotential and electricalpotential energy forvarious chargedistributionsTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsClass discussion on applying V‐fields to the conservation ofenergy and how chargestraveling through potentialfields change energy. Each ofthese scenarios will berepresented mathematically,visually, with a bar chart and inwordsIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving multiplerepresentations of V‐fields E‐fields, energy bar charts, andNewton's 2nd law,mathematical, visual andgraphical. Utilizing forces andenergiesLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electric fieldsand potential fieldsrepresentationsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forelectric fields and potentialfields their representations

2010 College‐ and Career‐ReadinessStandards and K‐12 English LanguageArts2010 College‐ and Career‐ReadinessStandards and K‐12 English LanguageArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHST2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledgeand reasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, arepowerful conceptual tools for making sense of phenomena in physical, living, and Earth systemsscience.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as theyare transferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.a The potential energy of an object on Earth's surface is increased when the object's position is changedfrom one closer to Earth's surface to one farther from Earth's surface.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.1 Model the relationship between the height of an object and its potential energy.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by itsaverage speed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion,and account for differences that may exist between calculated and measured values.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, andinversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of theforce.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resultingacceleration.ReadingWritingDifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of DataStudio (or similar programs) to collect data using motion sensors (like PASCO or Vernier) and analyze data.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online quizzes/use online resources like Quizlet.College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding fields and their affectsUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processes

Unit 12- CircuitsUnit 12: CircuitsEnduring Understandings:Electrical circuits provide a mechanism of transferring electrical energy.A charged body produces an electric field that mediates the interactions between the body and other charges.Energy is conserved for a closed system of objects.Essential Questions:How does electric potential cause the movement of electrons in an electric circuit?How do basic circuit components produce heat, light and sound from electrical energy?How does the arrangement of basic circuit components in series and parallel affect the function of those components?How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically andmathematically?How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce?What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?Unit Goals:Explain and apply the concepts of electrical current, voltage and resistance.Explain and apply Ohm's Law.Analyze circuits with resistors in parallel and series circuits.Understand and apply Kirchhoff's Rules to complex circuits.Determine the electrical power transferred through circuit elements.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsFormative assessmenttasks:What is thedifferencebetween voltageand change involtage (potentialdifference)?Differentiate betweenvoltage and potentialdifferenceUnderstand that the voltageon a battery is the potentialdifference between boththe positive and negativeside of the batteryName sources of potentialdifferencesVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires, neon lightTeacher and student editions of text approvedby the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsClass discussion on thedifference between thepotential difference at twospecific points in space andthe voltage which are theunits for potentialdifference. Discuss why ithas become everydaylanguage to refer to this as"voltage"Students must also develop awater analogy to a circuit.This analogy, students willassociate a water pumpanalogous with a batteryLecture/teacher modeling ona battery and its componentsIndividual work, Think, Pair,Share opportunitiesLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on voltage andpotential differenceHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving sessionsinvolving the circuit‐wateranalogyProblem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forvoltage and potentialdifference

What is electricalcurrent?Describe the basic propertiesof electric currentDifferentiate between directcurrent and alternatingcurrentSolve problems relatingcurrent, charge, and timeUnderstand that the ampereis an SI base unitVariety of lab equipment that may be usedthroughout the year. Including but not limited tometer sticks, timers, scales or various sorts, andglassware; especially, batteries (or source), wireswith clips, resistors (of different resistance),multi‐meters, circuit boards, light bulbs (mini orholiday lights), diodes, various types of wires:Nichrome wire, aluminum wire, copper wire,neon lightTeacher and student editions of text approved bythe districtScientific calculatorPossibly a math book for algebraic reference andexample problems for conversionsThrough a series ofObservational Labs, studentsdevelop the idea of current.Charge one electroscope witha foam tube and fur, then takea metal wire and touchanother electroscope, havestudents observe whathappens and draw specificconclusionsCharge one electroscope witha foam tube and fur, thentouch it with a neon light, havestudents observe the flash oflight, have students observewhat happens and drawspecific conclusions about theexperimentWimshurst generator and aneon light bulb, place the bulbin between the arms of thegenerator and spin thegenerator, observe whathappens, have studentsobserve what happens anddraw specific conclusionsabout the experimentStudents must also develop awater analogy to a circuit.With this analogy students willassociate the flow of waterwith the currentClass discussion on theaforementioned experimentsand how the idea of currentwas developedTeacher modeling/lecture oncurrent the concept of current,the rate of change of chargeover a time interval, its unitthe ampere, the history of ACand DC current (ThomasEdison vs. Westinghouse)Individual work, Think, Pair,Share opportunitiesProblem solving sessionscurrent and the water‐analogyfor currentFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on voltage andpotential difference andcurrentHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem forvoltage, potentialdifference and current

What are thefactors that affectresistance?Recognize and understandwhat factors affectresistance, wire's length,cross sectional area,resistivity of a materialIdentify the type ofrelationship between eachof these factors and thewire's resistanceIdentify the SI unit forresistance is an OhmVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, neon lightTeacher and student editions of text approvedby the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsObservation ExperimentResistivity Experiment:measure and compare theresistance of various lengthsand cross sections ofNichrome wire and varioussemiconductorsObserve wires of differentmaterials and length light uplight bulbs, to see how thephysical properties affect theresistivityClass discussion on theresults of the resistivityexperiments. Students mustalso develop a water analogyto a circuit. This analogystudents will associate thesize of the pipes with theresistivity and recall fluiddynamics to relate toelectrical current/resistanceLecture/Teacher Modeling onresistance and its factors andthe SI base unit OhmIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving resistances ofvarious types of electricalcomponentsFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on voltage,potential difference,current, and resistanceHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forvoltage, potentialdifference, current,resistance

Formative assessmenttasks:When is a circuitcomplete?Recognize that circuitelement for a direct currentcircuit must complete anentire conducting loopIdentify circuits as open orclosedVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, light bulbs (mini or holidaylights),Observational Experiments:Give students a battery, wireand light bulb and havestudents light up the lightbulbPlace a 9V battery on steelwool; students shouldobserve the steel wool burnClass discussion studentsshould discuss why a one waypath will not light the bulb,where the idea originatesand how there is a completeconducting loopTeacher modeling/lecture:For the battery, light bulb,wire experiment,show/diagram the completeconducting loop and showhow a light bulb (traditional)is put togetherIndividual work, think, pairshare opportunitiesLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on voltage,potential difference,current, resistance and aclosed loopHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forvoltage, potentialdifference, current,resistance

How can yourepresent a circuitand its elements?Recognize the symbols for abattery, resistor and wireand draw a complete closedcircuit with themInterpret and constructcircuit diagramsVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, light bulbs (mini or holidaylights)Drawing of circuits bothpictorially and schematicallyClass discussion on what eachsymbol meansLecture/Teacher Modeling oncircuit symbolsIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving circuit diagramsFormative assessmenttasks:Quizzes on physicalrepresentations of acircuitHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forcircuitsWhat isconventionalcurrent and howdoes it differ fromelectron flow?Interpret the actualdirection of chargedparticles in a circuitUnderstand the reason forconventionVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, light bulbs (mini or holidaylights)Observational lab or testingExperiment:Students can use the PhETsimulation to either observethe direction of the electronsor predict which way theyshould moveHistorical importance ofcurrent as positive chargemovement (instead ofnegative electron flow)Class discussion have studentdetermine the direction ofthe charged particles in aclosed circuit knowing thesigns of the battery terminalsFormative assessmenttasks:Quizzes on physicalrepresentations of acircuitHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forcircuits

What is Ohm’sLaw?Relate current andresistanceRelate voltage andresistanceCalculate resistance,current, and potentialdifference using thedefinition of resistanceDistinguish between Ohmicand non‐Ohmic materialsVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, neon light, ammeter, voltmeterTeacher and student editions of text approvedby the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsDiscovering Ohm’s Law:Student plot data “collectedby Georg Ohm” and findrelationships betweencurrent, resistance andvoltageTesting experiment:Students make predictionsusing Ohm’s Law and set upcircuit (applet or actual).Students measure thecurrent through wire fordifferent voltages andresistance and makeconclusions based on resultsApplication experiment:Students will be providedwith a variety of resistors andthey must determine whichones do not follow Ohm's lawand whyClass discussion on therelationship between voltageand resistance, and currentand resistance, the differencebetween an Ohmic and non‐Ohmic resistorsLecture/teacher modelingOhm's Law, the differencebetween Ohmic and non‐Ohmic resistorsIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsOhm's law and circuitdiagramsGraphing relationshipbetween current andresistance, current andvoltageFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on voltage,potential difference,current, resistance and aclosed loopHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forvoltage, potentialdifference, current,resistance

What is thedifferencebetweencomponents inparallel andcomponents inseries?Differentiate between netresistance for resistors inparallel and seriesDifferentiate betweenresulting current forresistors in parallel andseriesCalculate the equivalentresistance for a circuit ofresistors in series, and findthe current in and potentialdifference across eachresistor in the circuitCalculate the equivalentresistance for a circuit ofresistors in parallel, and findthe current in and potentialdifference across eachresistor in the circuitApply Ohm’s law todetermine the potentialdifference and currentthrough resistors in seriesand parallelVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, neon light, ammeter, voltmeterTeacher and student editions of text approvedby the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsObservational experiments:Series, students will line uptwo light bulbs in series andmeasure the current andvoltage across each electricalelement in the configuration,and a light bulb and repeatup to 5 light bulbs. Studentswill then repeat for circuits inparallelStudents will mine the dataand look for patterns forseries and parallelClass discussion on how thewater analogy applies toelectrical components inseries and parallel, studentsmust also discuss how thecurrent and voltage areaffected with configurationsin parallel and seriesGraphing relationshipbetween current andresistance, current andvoltage for a series circuitLecture/Teacher Modeling onresistors in series and parallelIndividual work, Think, Pair,Share opportunitiesProblem solving sessionscircuits in parallel and seriesFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on voltage,potential difference,current, resistance inseries and parallelHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forvoltage, potentialdifference, current,resistance, in series andparallel

What areKirchhoff’s rulesand how do theyapply?Understand that the changevoltage for a closed loop ineach section of a circuit iszeroUnderstand that the sum ofthe currents going into ajunction is the same as thesum of the currents leavinga junctionAnalyze section of andmathematically evaluateentire complex circuitsDetermine the voltage,current and resistance invarious complex circuitsVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, neon light, ammeter, voltmeterTeacher and student editions of text approvedby the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsObservational experiments:Students will examine thevoltage across a closed loopin a circuit and add all thevoltages up to discover thatthey sum of the voltages isequal to zeroStudents can repeat theexperiment with resistors inparallel and ammeters todetermine how currenttravels into and out of ajunctionStudents will then work insmall groups to useKirchhoff's rules on complexcircuitsLecture/teacher modeling onKirchhoff's rules applied tocomplex circuitsIndividual work, Think, Pair,Share opportunitiesProblem solving sessionsinvolving Kirchhoff's rulesapplied to complex circuitsApplication ExperimentStudents will applyKirchhoff's rule to jump adead battery in carFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on Kirchhoff'srulesHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forKirchhoff's rules

Formative assessmenttasks:What is the totalpotentialdifference whenusing multiplesources?Determine the net voltageand resulting current ofbatteries in seriesDetermine the net voltageand resulting current ofbatteries in parallelVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, neon light, ammeter, voltmeterObservational experiments:Using a voltmeter andbatteries in series, determinethe potential differenceacross the batteries then thecurrent through the resultingcircuit. Students will thenrepeat for batteries inparallelClass discussion the results ofthe experiment anddifferentiate batteries inseries and parallelLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on Kirchhoff'srulesHomework (collected,checked, gone over inclass)Closure‐“What have I learnedLecture/Teacher Modeling ontoday and why do Ibatteries in series andbelieve it?”; “How doesparallelthis relate to...?”Individual work, Think, Pair,Share opportunitiesProblem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forKirchhoff's rules

Formative assessmenttasks:What is thedifferencebetween the EMFand terminalvoltage of abattery?Explain and compute theinternal resistance of abatteryVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, neon light, ammeter, voltmeterApplication experiment:Internal resistance of abattery. Measure theinternal resistance of abattery by comparing theopen circuit voltage to theshort circuit currentClass discussion on theinternal resistance of abatteryLecture/teacher modeling oninternal resistance of abatteryLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on Kirchhoff'srulesHomework (collected,checked, gone over inclass)Closure‐“What have I learnedIndividual work, Think, Pair,Share opportunitiestoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving sessions onthe internal resistance of abattery in a simple circuitProblem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forKirchhoff's rules

Formative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisWhat is thedifferencebetween avoltmeter andammeter?Recognize ammetersmeasure current and areconnected in series with thecircuit elementRecognize voltmetersmeasure voltage across acircuit and are connected inparallel with the circuitelementVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, voltmeters, ammetersLecture/teacher modeling onhow to use voltmeters andammetersClass discussion on whyvoltmeters are in parallel andammeters are in series.Problem solving sessionsinvolving the application ofammeters and voltmetersQuizzes on Kirchhoff'srulesHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forKirchhoff's rules

Formative assessmenttasks:What is electricpower?Relate power to current andvoltageRelate electric power to therate at which electricalenergy is converted to otherforms of energyCalculate electric powerGiven a power ratingdetermine the resistance ofthe electrical elementVariety of lab equipment that may be usedthroughout the year. Including but not limitedto meter sticks, timers, scales or various sorts,and glassware; especially, batteries (or source),wires with clips, resistors (of differentresistance), multi‐meters, circuit boards, lightbulbs (mini or holiday lights), diodes, varioustypes of wires: Nichrome wire, aluminum wire,copper wire, neon lightTeacher and student editions of text approvedby the districtScientific calculatorPossibly a math book for algebraic referenceand example problems for conversionsApplication experiment:Given light bulbs is seriesinstead of parallel predict thepower output and relate it tothe brightness of the bulb.Class discussion: studentswill derive an expression forpower using electricalpotential energy, time,voltage and currentTeacher Modeling/lecturewill discuss the expression forpower using electricalpotential energy, time,voltage and currentIndividual work, Think, Pair,Share opportunitiesLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on electricalpowerHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving sessions onelectrical power and circuitsProblem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem forelectrical power

2010 College‐ and Career‐Readiness Standards and K‐12 English Language Arts2010 College‐ and Career‐Readiness Standards and K‐12 English Language ArtsGrades 11‐12 Literacy inScience and Technical SubjectsGrades 11‐12 Literacy inScience and Technical SubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful incoming to the understanding that, for the most part, the natural world can be explained and is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.DThe conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).

College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding circuits and electricityUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 13- Capacitors & RC CircuitsUnit 13: Capacitors & RC CircuitsEnduring Understandings:Electrical circuits provide a mechanism of transferring electrical energy.A charged body produces an electric field that mediates the interactions between the body and other charges.Energy is conserved for a closed system of objects.Essential Questions:How does electric potential cause the movement of electrons in an electric circuit?How do basic circuit components produce heat, light and sound from electrical energy?How does the arrangement of basic circuit components in series and parallel affect the function of those components?How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically andmathematically?How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce?What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?Unit Goals:Explain and apply the concepts of electrical current, voltage and resistance.Explain and apply Ohm's Law.Analyze circuits with resistors in parallel and series.Understand and apply Kirchhoff's Rules to complex circuits.Determine the electrical power transferred through circuit elements.Recommended Duration: 1 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsWhat is acapacitor andwhy is it used?Describe the electricfield that occursbetween two paralleloppositely chargedplatesDescribe where acapacitor can be usedVariety of lab equipment that may be usedthroughout the year. Including but notlimited to meter sticks, timers, scales ofvarious sorts, rods of different materials(wood, metal, plastic, glass, foam insulatingtubes), different fabrics (plastic, silk,wool/felt, fur), electroscopes, Wimshurstmachine, Van de Graaff generator, foil,capacitors of various types, disposablecamera, old keyboardTeacher and student editions of textapproved by the districtScientific calculatorPossibly a math book for algebraicreference and example problems forconversionsObservational lab:Connect and RC circuit to a batterywith an ammeter and a voltmeter inparallel with the capacitor throwthe switch and record as thecapacitor charges. Have studentsuse multiple representations ofcurrent vs. time, voltage vs. timeand pictures to describe whathappens to the capacitor.Afterwards replace the battery witha light and discharge the capacitorStudent discussion on how acapacitor works, what it does and itspurposeDemonstrations of a capacitor in anold disposable camera and oldkeyboardBuilding capacitorsstudents build their own capacitorusing plastic cups, aluminum foiland a source of charge (combthrough hair)Test to see if it works‐ Whenstudents complete the circuit, theywill get small shockFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on RC circuitsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem for RCcircuits

Formative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;How can youcalculate thevalue of anobject’scapacitance?Relate the storedcharge, voltage andcapacitanceSolve problemsrelating thecapacitance of acapacitor to theapplied potentialdifferenceExplain how thedimensions/platesseparation affectcapacitanceExplain how dielectricsaffect capacitanceInternet resourcesActivphysics onlineElectric/Potential FieldsCapacitorsCapacitor LabDC Circuit LabCharge and Field LabASU Modeling Capacitors/FieldsTeacher modeling/lecture on thedimensions of a capacitor, how itfunctions and where it is appliedObservation LabCapacitor Lab: students can explorethe dimensions of a capacitor, howdielectrics affect the capacitor, andhow they are related quantitativelyStudent problem solving sessions oncapacitance, stored charge, voltage,electric field and dielectric constantInteractive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on RC circuitsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem for RCcircuits

Formative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andInternet resourcesActivphysics onlineTeacher modeling/lecture on howcapacitance relates to storedelectrical potential energy and howsubsequent discussion;data collection andanalysisHow can youcalculate theamount ofRelate capacitance tothe storage ofelectrical potentialElectric/Potential FieldsCapacitorsCapacitor Labit stays storedObservation LabQuizzes on RC circuitsHomework (collected,checked, gone over inenergy stored ina capacitor?energy in the form ofseparated chargesDC Circuit LabCharge and field LabASU Modeling Capacitors/FieldsCapacitor Lab: how energy relatesto a capacitorStudent problem solving sessions oncapacitance, stored charge, voltage,electric field and dielectric constantclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem for RCcircuits

How does acapacitorfunction in asteady statecircuit?Determine theequivalent capacitancefor series and parallelcapacitorsDetermine how chargeis divided betweencapacitors in paralleland explain why thevoltage is the same.Determine the ratio ofvoltages for capacitorsin series and explainwhy the charge is thesameInternet resourcesActivphysics online‐Electric/Potential FieldsCapacitorsCapacitor LabDC Circuit LabCharge and field LabASU Modeling Capacitors/FieldsObservational LabConnect and RC circuit to a batterywith an ammeter and a voltmeter inparallel with the capacitor, throwthe switch and record as thecapacitor charges. Have studentsuse multiple representations ofcurrent vs. time, voltage vs. timeand pictures to describe whathappens to the capacitor. Havestudents determine the amount ofstored charge, voltage and chargeon a capacitor.Observation LabCapacitor Lab: students examinehow circuit rules relate to capacitorsin parallel and series.RC Circuits measure the capacitanceof a large value, parallel platecapacitor by discharging thecapacitor through a known loadresistance.Class discussion as to why thecharge remains the same in serieswhile the voltage is split betweeneach capacitor in series and why thevoltage stays the same in parallelwhile the charge splits up to eachcapacitor depending on the value.Teacher modeling/lecture on thejunction rule and loop rule appliedto steady state RC circuitsStudent problem solving on thejunction rule and loop rule appliedto steady state RC circuitsFormative assessmenttasks:Lab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on RC circuitsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem for RCcircuits

Formative assessmenttasks:What is an RCcircuit and whatis the role oftime?Examine thecharge/discharge of acapacitor in an RCcircuitExamine the chargeand voltage of acapacitor in a steadystate circuitInternet resourcesActivphysics online‐Electric/Potential FieldsCapacitorsCapacitor LabDC Circuit LabCharge and field LabASU Modeling Capacitors/FieldsObservational LabConnect and RC circuit to a batterywith an ammeter and a voltmeter inparallel with the capacitor, throwthe switch and record as thecapacitor charges. Have studentsuse multiple representations ofcurrent vs. time, voltage vs. timeand pictures to describe whathappens to the capacitor.Afterwards replace the battery witha light and discharge the capacitorStudent discussion on how acapacitor works, what it does and itspurposeDemonstrations of a capacitor in anold disposable camera and oldkeyboardLab write‐ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of data andsubsequent discussion;data collection andanalysisQuizzes on RC circuitsHomework (collected,checked, gone over inclass)Closure‐“What have I learnedtoday and why do I believeit?”; “How does this relateto...?”Problem solving and boardwork, Represent andReason, JeopardyQuestions, Write your ownphysics problem for RCcircuits

2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage Arts2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage ArtsGrades 11‐12 Literacyin Science andTechnical SubjectsGrades 11‐12 Literacyin Science andTechnical SubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful incoming to the understanding that, for the most part, the natural world can be explained and is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).

Unit 14- ElectromagnetismUnit 14: ElectromagnetismEnduring Understandings:Magnetic fields are produced by permanent magnets and electric currents, which mediate interactions between magnetic materials and moving charges.Essential Questions:How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically?How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically?What conditions are required in order to induce an electric current from a magnetic field, and vice versa?Unit Goals:Determine the forces exerted on a charged particle traveling in a magnetic field.Determine the forces exerted on a current carrying wire in a magnetic field.Apply electromagnetic interactions to Newton's Laws.Explain electromagnetic induction with Faraday's Law and Lenz's law.Explain the concept of flux.Recommended Duration: 3 weeks

Guiding/Topical/Questions Content/Themes/Skills Resources and Materials Suggested StrategiesSuggestedAssessmentsWhat is a magnetic field?For given situations, predictwhether magnets will repel orattract each otherDescribe the forces exertedbetween two magnetic polesApply and be able to explainmagnetic field lines thatrepresent a magnetic fieldDescribe and draw the Earth’smagnetic field relative to thegeographical polesVariety of lab equipmentthat may be used throughoutthe year. Including but notlimited to meter sticks,timers, scales or varioussorts, and glassware,especially, Magnets(horseshoe, ceramic,neodymium, bar,lodestones), materials withmagnetic properties,compasses, plastic swivel (orstring to allow magnet tospin freely), magnetic fieldviewer (iron filings or other)galvanometer, hand crankgeneratorTeacher and student editionsof text approved by thedistrictScientific calculatorPossibly a math book foralgebraic reference andexample problems forconversionsInternet resourcesElectromagnetismMagnets and CompassFaraday's ElectromagneticLabFaraday's LawMagnets and ElectromagnetsGeneratorActivPhysics onlineObservations of magnets interacting with other magnets (horseshoe,bar, neodymium, lodestones, ceramic, circular, fridge magnets)Magnetic interactions with ceramic ring magnets with opposite polesfacing each other on a pencil (seem to levitate) associate distancebetween magnets and force, compare magnetic force to electric forceand gravitational forceMagnetic field viewer (iron fillings in clear plastic container or minicompasses brought next to magnetAllow bar magnet to swivel freely on stand or from string, find thepolarity of EarthUsing magnetic field line, describe the poles of a magnetDiscuss the Earth’s polarity switching and possible problems that mayoccur (communication and navigation)Observations of magnets interacting with other magnets (horseshoe,bar, neodymium, lodestones, ceramic, circular, fridge magnets)Magnetic interactions with ceramic ring magnets with opposite polesfacing each other on a pencil (seem to levitate) associate distancebetween magnets and force, compare magnetic force to electric forceand gravitational forceMagnetic field viewer (iron fillings in clear plastic container or minicompasses brought next to magnetAllow bar magnet to swivel freely on stand or from string, find thepolarity of EarthDiscuss the Earth’s polarity switching and possible problems that mayoccur (communication and navigation)The aforementioned experiments can be done using the PhETsimulations: specifically Magnets and CompassFaraday's Electromagnetic LabClass discussion on magnetic field representationsLecture/teacher modeling on magnetic field representationsIndividual work, Think, Pair, Share opportunitiesProblem solving sessions on magnetic field representationsFormative assessmenttasks:Lab write-ups ofpossible explanationsand conductedexperiments; Interactivewhite boardpresentation of dataand subsequentdiscussion; datacollection and analysisQuizzes on magneticfieldsHomework (collected,checked, gone over inclass)Closure-“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problemfor magnetic fields

What are thecharacteristics anddifferences betweenferromagnetic,paramagnetic anddiamagnetic materials?What happens to a chargedparticle traveling in amagnetic field?Describe and draw themagnetic field for apermanent magnetExplain why some materialsare magnetic and some arenotDiscuss the role of magneticmomentDemonstrate knowledge ofmagnetic fields, theirgenerations, orientation andeffect upon charged, movingparticlesUse the right-hand rule (forpositive charged particle,left for negative) to find thedirection of the force on acharge moving through amagnetic fieldCollege Physics: A StrategicApproachKinght, Jones and Fieldsection 24.8Variety of lab equipmentthat may be usedthroughout the year.Including but not limited tometer sticks, timers, scalesor various sorts, andglassware, especially,Magnets (horseshoe,ceramic, neodymium, bar,lodestones), materials withmagnetic properties,compasses, plastic swivel(or string to allow magnetto spin freely), magneticfield viewer (iron filings orother) galvanometer, handcrank generatorTeacher and studenteditions of text approvedby the districtScientific calculatorPossibly a math book foralgebraic reference andexample problems forconversions.Internet resourcesElectromagnetismDemonstrations/lecture/teacher modeling on magneticmoment, and the differences on ferromagnetic, paramagneticand diamagnetic materialsClass discussion on differentiating between ferromagnetic,paramagnetic and diamagnetic materialsObservational experiment:Students will use a Cathode Ray tube to show a beam ofelectrons. Students will then use a bar magnet to deflect thestream of electrons. Students will observe the deflection ofelectrons and devise a rule between the charged particle,direction of the magnetic field and the force exerted on theparticleClass discussion on the three dimensional nature of therelationship between the charge, magnetic field and thedirection of the velocity, discuss the differences between apositive and negatively charged particle and how theelectromagnetic force is exertedLecture/teacher modeling on charged particles moving in amagnetic fieldIndividual work, Think, Pair, Share opportunitiesProblem solving sessions applying Newton's laws to the forceexerted on a moving charged particle, application of the righthand (and left hand) rule, applications to circular motionQuizzes on magneticfieldsProblem solving andboard work,Represent andReason, JeopardyQuestions, Write yourown physics problemfor magnetic fieldsFormativeassessment tasks:Lab write-ups ofpossible explanationsand conductedexperiments;Interactive whiteboard presentation ofdata and subsequentdiscussion; datacollection andanalysisQuizzes on chargedparticles moving in amagnetic fieldHomework (collected,checked, gone over inclassClosure-“What have Ilearned today andwhy do I believe it?”;“How does this relateto...?”Problem solving andboard work,Represent andReason, JeopardyQuestions, Write yourown physics problemon charged particlesmoving in a magneticfield

What is the relationshipbetween a current carryingwire and the strength of themagnetic field?How is the Right Hand Ruleused to figure out thedirection of force, field, andcurrent?What is the differencebetween the Right Hand Ruleand the Left Hand Rule?Determine the relationshipbetween magnetic field andcurrentDetermine direction andmagnitude of the force exertedon a wire carrying current in amagnetic fieldRelate the expression for acurrent carrying wire to acharge particle moving in amagnetic fieldDetermine the direction of theforces exerted between twocurrent carrying wiresVariety of lab equipment thatmay be used throughout theyear. Including but not limitedto meter sticks, timers, scalesor various sorts, andglassware, especially, Magnets(horseshoe, ceramic,neodymium, bar, lodestones),materials with magneticproperties, compasses, plasticswivel (or string to allowmagnet to spin freely),magnetic field viewer (ironfilings or other) galvanometer,hand crank generatorTeacher and student editionsof text approved by thedistrictScientific calculatorPossibly a math book foralgebraic reference andexample problems forconversions.Internet resourcesElectromagnetismObservations for Faraday’s Law: place current carrying wire nearcompass and observe affects of wire on compass. Switch the directionof the current and make observationsObservations for Right Hand Rule: place a wire inside horseshoemagnet and observe direction of force (wire “jumps”) when current isallowed to flow through wireLab activities:Magnetic Field due to current carrying wires predicts the magneticfield around as a function of distance around a current carrying wire.Measure the forces exerted between two current carrying wiresDerivation of the mathematical expression of a the force exerted onan current carrying wire in a magnetic field, from the expression ofthe force of a charged particle traveling in a magnetic field, followedby a rectification of the directions, positive charge direction vs.negativeLecture/teacher modeling right (left) hand rule, application of forcesexerted by magnetic fields on charged particlesIndividual work, Think, Pair, Share opportunitiesProblem solving sessions applying Newton's laws to the force exertedon a moving charged particle, application of the right hand (and lefthand) rule, applications to other current carrying wiresFormative assessmenttasks:Lab write-ups ofpossible explanationsand conductedexperiments; Interactivewhite boardpresentation of dataand subsequentdiscussion; datacollection and analysisQuizzes on currentcarrying wire in amagnetic fieldHomework (collected,checked, gone over inclass)Closure-“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problemon a current carryingwire in a magnetic field

What is the magnetic fieldaround a solenoid?Use the right hand rule todescribe the magnetic fieldaround a solenoidVariety of lab equipmentthat may be used throughoutthe year. Including but notlimited to meter sticks,timers, scales or varioussorts, and glassware,especially, Magnets(horseshoe, ceramic,neodymium, bar,lodestones), materials withmagnetic properties,compasses, plastic swivel (orstring to allow magnet tospin freely), magnetic fieldviewer (iron filings or other)galvanometer, hand crankgeneratorSmall group activities students will work together to determinethe magnetic field of a solenoid and how it will affect chargedparticles that pass itProblem solving sessions applying Newton's laws to the forceexerted on a moving charged particle, application of the righthand (and left hand) rule, applications to other current carryingwiresFormative assessmenttasks:Labwrite-ups of possibleexplanations andconducted experiments;Interactive white boardpresentation of dataand subsequentdiscussion; datacollection and analysisQuizzes on chargedparticles moving in amagnetic fieldHomework (collected,checked, gone over inclass) Closure-“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”What is flux?Describe what a crosssectional area isDifferentiate betweenvarious changes in magneticfields or cross sectionalareasVariety of lab equipment thatmay be used throughout theyear. Including but not limitedto meter sticks, timers, scalesor various sorts, andglassware, especially, Magnets(horseshoe, ceramic,neodymium, bar, lodestones),materials with magneticproperties, compasses, plasticswivel (or string to allowmagnet to spin freely),magnetic field viewer (ironfilings or other) galvanometer,hand crank generatorTeacher and student editionsof text approved by thedistrictScientific calculatorPossibly a math book foralgebraic reference andexample problems forconversions.Internet resources (such as:ElectromagnetismMagnets and CompassFaraday's Electromagnetic LabFaraday's LawMagnets and ElectromagnetsGeneratorActivPhysics onlineSmall group work and class discussion on the concept of fluxand how the magnetic field changes the amount of flux,students must differentiate between flux and changes in fluxLecture/teacher modeling mathematically determine fluxIndividual work, Think, Pair, Share opportunitiesProblem solving sessions involving fluxProblem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problemon charged particlesmoving in a magneticfieldFormative assessmenttasks:Quizzes on magneticfluxHomework (collected,checked, gone over inclass)Closure-“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problemon magnetic flux

Formativeassessment tasks:What is the relationshipbetween a change in fluxand a closed conductingpath?Understand and applyFaraday’s Law toelectromagnetsUnderstand and apply Lenz’slaw to determine thedirection of an inducedcurrentRelate Lenz's law toFaraday's LawDescribe the conditionsnecessary for a current to beinduced in a wireExplain how a magnetic fieldcan produce an electriccurrentDetermine the induced emfin a conducting barVariety of lab equipmentthat may be usedthroughout the year.Including but not limited tometer sticks, timers, scalesor various sorts, andglassware, especially,Magnets (horseshoe,ceramic, neodymium, bar,lodestones), materials withmagnetic properties,compasses, plastic swivel(or string to allow magnetto spin freely), magneticfield viewer (iron filings orother) galvanometer, handcrank generatorTeacher and studenteditions of text approvedby the districtScientific calculatorPossibly a math book foralgebraic reference andexample problems forconversions.Internet resources (suchas:ElectromagnetismMagnets and CompassFaraday's ElectromagneticLabFaraday's LawMagnets andElectromagnetsGeneratorActivPhysics onlineObservations for induced current:Coil of wire connected to galvanometer with magnet movingthrough coil (change in magnetic field induces change inelectric field which produces current). Students are to conductexperiments where the direction of the magnetic field isvaried, the cross-sectional area of the wire is varied, and thenumber of loops on the wire is varied. From theseexperiments students can decipher patterns to describe Lenz’slaw and faraday's lawEddy CurrentStudents drop small object down vertically held copper pipeand time how long it takes for the object to appear at thebottom. Drop neodymium magnet down pipe and time howlong it takes for the object to appear at the bottom. Studentsdraw free body diagrams for each case and compare theaccelerations of the objects. Students use Faraday’s and Lenz’sLaws to explain their observationsStudents must pay attention to note that it is the changes influx that induce the current, not that there is fluxSmall group work and class discussion on the changes in fluxare what induce the current, and how this relates to ACcurrentLecture/teacher modeling Lenz's Law and Faraday's lawIndividual work, Think, Pair, Share opportunitiesProblem solving sessions involving Faraday's Law to Lenz's, theinduced current in a conducting bar.Lab write-ups ofpossible explanationsand conductedexperiments;Interactive whiteboard presentation ofdata and subsequentdiscussion; datacollection andanalysisQuizzes on inductionHomework (collected,checked, gone over inclass)Closure-“What have I learnedtoday and why do Ibelieve it?”; “Howdoes this relate to...?”Problem solving andboard work,Represent andReason, JeopardyQuestions, Write yourown physics problemon induction

What is an electromagnetand how is it made?Examine how a solenoid andmagnetic object can createan electromagnetVariety of lab equipmentthat may be usedthroughout the year.Including but not limited tometer sticks, timers, scalesor various sorts, andglassware, especially,Magnets (horseshoe,ceramic, neodymium, bar,lodestones), materials withmagnetic properties,compasses, plastic swivel(or string to allow magnetto spin freely), magneticfield viewer (iron filings orother) galvanometer, handcrank generatorTeacher and studenteditions of text approvedby the districtScientific calculatorPossibly a math book foralgebraic reference andexample problems forconversions.Internet resources (suchas: ElectromagnetismMagnets and CompassFaraday's ElectromagneticLabFaraday's LawMagnets andElectromagnetsGeneratorSmall group activity: students will design an electromagnetusing a solenoid, iron nail and battery.Formativeassessment tasks:Lab write-ups ofpossible explanationsand conductedexperiments;Interactive whiteboard presentation ofdata and subsequentdiscussion; datacollection andanalysisQuizzes on inductionHomework (collected,checked, gone over inclass)Closure-“What have I learnedtoday and why do Ibelieve it?”; “Howdoes this relate to...?”Problem solving andboard work,Represent andReason, JeopardyQuestions, Write yourown physics problemon induction

Formative assessmenttasks:What is the electromotiveforce?Explain what an electromotiveforce isAssociate with potentialdifference.Explain the potential differenceof a conducting bar travelingthrough a magnetic field.Internet resources (such as:http://paer.rutgers.edu/pt3Electromagnetismhttp://phet.colorado.eduMagnets and CompassFaraday's Electromagnetic LabFaraday's LawMagnets and ElectromagnetsGeneratorSmall group activity: students will explain why and determine thepotential difference induced on a conducting bar through a magneticfield and apply knowledge of Newton's laws and electromagnetism toexplain it.Lecture/teacher modeling Lenz's Law and Faraday's law.Individual work, Think, Pair, Share opportunitiesProblem solving sessions involving Faraday's Law to Lenz's, theinduced current in a conducting bar.Lab write-ups ofpossible explanationsand conductedexperiments; Interactivewhite boardpresentation of dataand subsequentdiscussion; datacollection and analysisQuizzes on inductionHomework (collected,checked, gone over inclass)Closure-“What have I learnedtoday and why do Ibelieve it?”; “How doesthis relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem oninductionFormative assessmenttasks:What is the differencebetween a motor and agenerator and how do theywork?Describe how an electric motorand electric generators work aswell as how electromagneticinduction works for devicessuch as doorbells andgalvanometers.Describe how an ammeter andvoltmeter work.Variety of lab equipment thatmay be used throughout theyear. Including but not limitedto meter sticks, timers, scalesor various sorts, andglassware, especially, Magnets(horseshoe, ceramic,neodymium, bar, lodestones),materials with magneticproperties, compasses, plasticswivel (or string to allowmagnet to spin freely),magnetic field viewer (ironfilings or other) galvanometer,hand crank generatorhttp://phet.colorado.eduFaraday's Electromagnetic LabGeneratorBuilding MotorsStudents build a simple motor using battery, small coil of wire, andmagnet. Students relate parts of simple motor to more complexelectric motor and generators. Students answer questions on motorsLab write-ups ofpossible explanationsand conductedexperiments; Interactivewhite boardpresentation of dataand subsequentdiscussion; datacollection and analysisQuizzes on inductionHomework (collected,checked, gone over inclass)Closure-“What have Ilearned today and whydo I believe it?”; “Howdoes this relate to...?”Problem solving andboard work, Representand Reason, JeopardyQuestions, Write yourown physics problem oninduction

2010 College- and Career-Readiness Standardsand K-12 EnglishLanguage Arts2010 College- and Career-Readiness Standardsand K-12 EnglishGrades 11-12 Literacy inScience and TechnicalSubjectsGrades 11-12 Literacy inScience and TechnicalSubjectsLA.11-12.RSTLA.11-12.WHSTReadingWritingLanguage Arts2009 Science Grades: 9-12 SCI.9-12.5.1.12 Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends,refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills thatstudents must acquire to be proficient in science.2009 Science Grades: 9-12 SCI.9-12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptualtools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9-12 SCI.9-12.5.2.12.C2009 Science Grades: 9-12 SCI.9-12.5.2.12.D2009 Science Grades: 9-12 SCI.9-12.5.2.12.E2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.a2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.c2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.d2009 Science Grades: 9-12 SCI.9-12.5.2.12.E.4Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to theunderstanding that, for the most part, the natural world can be explained and is predictable.The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferredfrom one object to another.It takes energy to change the motion of objects. The energy change is understood in terms of forces.The motion of an object can be described by its position and velocity as functions of time and by its average speed andaverage acceleration during intervals of time.The motion of an object changes only when a net force is applied.The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the massof the object. This relationship (a=Fnet/m) is independent of the nature of the force.Measure and describe the relationship between the force acting on an object and the resulting acceleration.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real-life or cross-curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding magnetismUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 15- Simple Harmonic MotionUnti 15: Simple Harmonic MotionEnduring Understandings:Simple harmonic motion is a transform of energy within a system such as an oscillating spring or pendulum.Essential Questions:What constitutes something that is in simple harmonic motion?How can the unknown variables of an object in simple harmonic motion be predicted with given quantities?Unit Goals:Students will understand the characteristics and properties of systems in simple harmonic motion.Recommended Duration: 1 WeekGuiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsReinforce and continuouslyuse scientific method andcritical thinking processesMake predictions, designand perform experiments totest models developed.Teacher and student editions of text approved by thedistrictSupplemental materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo A DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus reference andexamplesLab equipmentData collection and analysis hardware and softwareInteractive white boardsAccess to Computers and internet for sourcesVideos (internet, DVD and VHS)Interactive white boardGroup and individualwork (Think, Pair,Share)Class discussion withteacher guidanceReading and outliningtext/notesTeacher modeling andstudent practiceLab activitiesPre‐tests/diagnosticsLab activities andReports (Performance,Presentations, Write Ups)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Why do Ibelieve it?", "ABC cards","How does this relate to...?","What still remains unclear?"HomeworkReviewJournaling (reflections andself evaluations)AP Exam Sample ProblemsTest

What conditionsare necessary foran object to be insimple harmonicmotion?What is simpleharmonic motionand how does itdiffer fromperiodic motion?Identify the conditions ofsimple harmonic motionExplain how force,velocity, and accelerationchance as an objectvibrates with simpleharmonic motionSprings, pendulums, rotating objects, objects incircular motionVideos of objects undergoing simple harmonicmotion and periodic motionTextbook and supplemental materialsObserve objectsoscillating and goingthrough cycles.Identify commontraitsCompare andcontrast the motionof springs oscillating,pendulums swinging,rotating objects andobjects moving incirclesClosure‐ Identify motion ina scenario as periodic,simple harmonic or othertype of motionCheck for proper use ofterms and ideasClass discussionHow can thespring constant befound usingHooke's Law?What is therelationshipbetween therestoring forceanddisplacement?Calculate the spring'srestoring force and springconstant using Hooke'sLawIdentify the amplitude ofvibration based on othervariablesSprings with different spring constants, hangingobjects of different mass, rulers or meter sticksCalculatorsGraphing program/paperMeasure change inlength caused by anexternal force(addition of hangingmass) and plotvariables on graph.Add trend line andfind slopeUse slope to predictstretch when using agiven external force.Test with hangingobject of given massand rulerPresent findings for othersprings and their constantsClosure & reflectionsHomework & practiceQuiz‐ Hooke's LawUse other springs tofind individual springconstants

Collect data fromoscillating springs.Determine whatfactors affect theperiod of oscillationfor a springHow arefrequency andperiod related?How can thefrequency andperiod becalculated usingsimple harmonicmotion?Recognize that frequencyand period are reciprocalsCalculate the period andfrequency of an objectvibrating with simpleharmonic motionSprings of different length, constant, differentmassed objects, vertical and horizontal set ups,nearly frictionless surface and support rods withhooks, string, protractors, different mass pendulumbobs, data of gravitational field strength and periodat different altitudes and latitudes on EarthMotion sensors, computers and data analysissoftware, graphing programs or paper, presentationsoftwareTextbook or supplemental materialInteractive white boardCalculatorsCollect data fromswinging pendulum.Determine whatfactors affect theperiod of oscillationfor a pendulum.Different groups canhave differentvariables to check.Teacher model &student practiceClass discussionDerive mathematicalexpressions usingoscillating spring andswinging pendulumFind relationshipbetween period andfrequency usingderived expressionsPresent findings (ex.multimedia presentation)Practice problemsQuiz‐ Period of apendulumQuiz‐ Period of a springLab reportPredict and test forperiod of pendulumsand springs usingmotion sensors thatcollect data tocalculate period

How can energybe used to explainsimple harmonicmotion?Apply energy to simpleharmonic motionDetermine the type(s) ofenergy an oscillatingsystem has at differentpoints along its pathOnline simulations and appletsTextbook or supplemental materialCalculatorsGraph paperInteractive white boardTeacher model &student practiceAnalyze the motionof a system in simpleharmonic motion anddetermine locationsof max and min (orno) acceleration,velocity,displacement andrelate to differenttypes of energy.Graph transform ofenergy within theoscillating system,changes in velocityover time,acceleration overtime anddisplacement overtime. Interpret themean of the graphsas it relates tomotion, forces andenergy over time.Draw energy barcharts for givenscenariosCalculate and solvefor unknown variableClass discussionClosure & reflectionHomework & practiceQuiz‐ Spring EnergyQuiz‐ Conservation ofenergy within andoscillating systemProblem solving

2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage Arts2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continually extends,refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoningskills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful incoming to the understanding that, for the most part, the natural world can be explained and is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.DThe conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.aThe motion of an object can be described by its position and velocity as functions of time and by its averagespeed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐Objects undergo different kinds of motion (translational, rotational, and vibrational).12.5.2.12.E.b2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.cThe motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.dThe magnitude of acceleration of an object depends directly on the strength of the net force, and inversely onthe mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding motion of oscillating systemsUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 16- Mechanical WavesUnit 16: Mechanical WavesEnduring Understandings:Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.Sound is a transfer of energy through a medium in the form of a compression wave.Mechanical waves require a medium in order to propagate.Essential Questions:How do waves transfer energy without transferring matter?How can waves be categorized?What do these categories of waves depend on?What are the characteristics of all waves?What is sound?What is the relationship between perceive qualities and physical quantities of sound?What is the Doppler Effect?Unit Goals:Students will understand the characteristics and properties of wave motion and mechanical waves, including sound.Recommended Duration: 2‐3 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and MaterialsSuggested StrategiesSuggestedAssessmentsPre‐tests/diagnosticsLab activities andReinforce andcontinuously usescientific method andcritical thinkingprocessesMake predictions,design and performexperiments to testmodels developedTeacher and student editions of text approved bythe districtSupplemental materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo A DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculus referenceand examplesLab equipmentData collection and analysis hardware andsoftwareInteractive white boardsAccess to Computers and internet for sourcesInteractive white boardGroup and individual work(Think Pair Share)Class discussion with teacherguidanceReading and outliningtext/notesTeacher modeling and studentpracticeLab activitiesReports (Performance,Presentations, WriteUps)QuizzesChecks for proper useof terms and ideasClosures ("What have Ilearned today?", "Whydo I believe it?", "ABCcards", "How does thisrelate to...?", "Whatstill remains unclear?"HomeworkReviewJournaling (reflectionsand self‐evaluations)Videos (internet, DVD and VHS)AP Exam SampleProblemsTest

What are theparts of a wave?What is thedifferencebetween a"snapshot" waveand a particle'speriodic wavemotion?Draw and label theparts of a waveRecognize key termsfor the parts of a waveDistinguish localparticle vibrationsfrom overall wavemotionPlot and analyzedisplacement vs.position anddisplacement vs. timegraphsRope, extra long slinky (or spring), wavedemonstratorOnline video or simulationWhite boardRope, extra long slinky, wave demonstratorOnline video or simulationInteractive white boardsGraph paperObserve disturbance travelthrough different materialsDraw wave and label importantparts of waveAnalyze the motion of one pointon the material as thedisturbance travels through it.Graph the displacement fromthe equilibrium position overtime.Analyze many points of thematerial as the disturbancetravels through it at onemoment of time. Graph thedisplacement from equilibriumover the entire medium.Compare the two graphs andinterpret their meanings.Quiz‐ Parts of a waveClosure & ReflectionQuiz‐ Interpretinggraphs of a waveHomework & PracticeFind important values using thegraphs (such as amplitude,wavelength, period, etc)What is thedifferencebetween a pulse,a periodic wave,and a travelingwave?What is thedifferencebetweenlongitudinal andtransverse waves?How many wayscan a wave becategorized?Differentiate betweenpulse waves, travelingwaves, and periodicwavesCompare and contrastlongitudinal andtransverse wavesInterpret waveforms oftransverse andlongitudinal wavesRope, extra long slinky, wave demonstratorVideo or simulationInteractive white boardsTextbook or supplemental materialDemonstration of differenttypes of waves‐ pulsedisturbance, periodicdisturbance, transverse andlongitudinal, fix end, flexibleend, and no end.Observe different waves andidentify differenceClass discussionClosure‐ Identifyingtypes of wave fromgiven scenarioHomework & PracticeWhat does thecategorizingdepend on?

Observe the difference in speedof a disturbance throughdifferent materials.How can thespeed of a wavebe calculated?Use kinematics toderive an expressionfor the speed of awaveApply the relationshipbetween wave speed,frequency andwavelength to solveproblemsRope, extra long slinky, wave demonstrator, meterstick or measuring tape, stopwatch or timerVideo or simulationCalculatorApply kinematics and the rate ofmotion to wavesCalculate the speed of adisturbance within differentmaterialsDetermine if the amplitude ofthe disturbance affects thespeed at which it travels (smallgroups)Present findingsCheck for proper useof terms and ideasClosure & ReflectionPractice ProblemsQuiz‐ Speed of a waveUse graphs and other physicalrepresentations to gatherinformation and to calculatespeed of a waveWhat are thecharacteristics of awave?What isreflection?What isrefraction?What isdiffraction?What isinterference?Identify thecharacteristics ofwaves (reflection,refraction, diffractionand interference)Predict when areflected wave will beinvertedRipple tank(s) or overhead projector ripple tank,wave generator with adjustable frequency andamplitude, overhead light source, paper for tracingwaves, transparent barriers and apertures, coloredpencils, protractors, rulers, stopwatches.Textbook or supplemental materialCalculatorsUse ripple tanks to observewave interactions with barriersand changes in mediums.Describe and trace wave frontsas projected on paper belowtankAnswer questions about anglesof incidence and angles ofreflection and refraction, spreadangles and locations ofinterference.Lab ReportQuiz‐ Law of ReflectionQuiz‐ RefractionQuiz‐ DiffractionQuiz‐ InterferencePatternsHomework & PracticeClosure & Reflections

How does energyrelate to theamplitude of thewave?How can youdetermine theamplitude of awave from a graphof displacementvs. time?Relate energy andamplitudeInterpret differenttypes of graphs todescribe scenariosRope, extra long slinky, wave demonstratorVideo or simulationInteractive white boardsTextbook or supplemental materialClass discussionApply energy to wave motionand work done to createdisturbance in a materialQuiz‐ InterpretingGraphs of WavesApply superpositioning principleHow can aresulting wave bedistinguished fromtwo interferingwaves?How do wavesinterfere witheach other?What conditionsare necessary fora standing waveto be produced?What are thedifferent parts ofa standing wave?How do the partsof the standingwave relate to theparts of a travelingor pulse wave?Differentiate betweenconstructive anddestructiveinterferencePredict whetherspecific travelingwaves will produce astanding waveIdentify notes andantinodes of a standingwaveDetermine theconditions necessaryfor a standing wave tobe produced and usethese conditions topredict whetherspecific travelingwaves will produce astanding waveIdentify notes andantinodes of a standingwaveCompare and contraststanding waves andtraveling and pulsewavesGraph paperPatterns from interference in ripple tanksComputer applets/simulationsVariable motor attached to a string on one endand fixed end on other sideComputer applet/simulation of standing wavesObserve two waves traveling inopposite directions andoccurring at the same place atthe same time.Add amplitudes and plot ongraph of displacement vs.position graphs. Determine typeof interference from resultingwave drawnObserve string attached tomotor and locate nodes andantinodes.Apply parts of traveling wave tostanding waveDraw standing waves on stringsand derive mathematicalexpressions to determine thenumber of nodes or antinodes,wavelength, speed, frequency,or length of stringClosure: Given theresulting wave andone of the originalwaves, figure out theinterfering waveHomework & PracticeHomework & PracticeQuiz‐ Standing waves:Draw, label parts,calculate

What is sound andwhat are some ofits characteristics?Explain how soundwaves are producesand transmittedCompare the speed ofsound in various mediaof differenttemperaturesRelate plane waves tospherical andconcentric wavesApply characteristicsand properties ofmechanical waves tosoundRelate frequency topitchObjects that make sound, computer with speakers,musical instruments (stringed, pipe, percussion),poor man's telephone (two cans with long string),bell in a bell jar (or video)Audacity or sound analysis softwareObserve and describe soundusing actual sounds and lifeexperiencesCome up with models for whatsound is and how it can travel,what it can travel through,predict and test with availableequipment or real worldphenomena (like echoes)Students stand shoulder toshoulder and send acompression wave down theline. Remove students andcompare the speed at which thewave movesUse bell in a bell jar (or video) totest if sound is a mechanical orelectromagnetic waveTeacher lectureClosure‐ SummarizeSound and itscharacteristicsHomework & PracticeQuiz‐ Sound‐ evidencefor characteristics of awaveHow do propertiesof waves relate toperceived aspectsof sound?How are volume,relative intensity,intensity, energyand amplituderelated?Relate harmonics andtimbreCalculate the intensityof sound wavesRelate intensity,decibel level, andperceived loudnessExplain how thehuman ear words andidentify its partsTextbook or supplemental materialsDecibel meters, speakers, microphone, tuningforks and striking padPoster or chart of Hearing and Sound (includingarea of speech, music, and thresholds of hearingand pain)Poster or chart of parts of the earClass discussionDerive expression for intensityand volumeUse musical notes to relatepitch and frequencyUse musical instruments torelate harmonics and timbreDraw/Label parts of the ear andtheir functionsProblem SolvingHomework & PracticeQuiz‐ HarmonicsQuiz‐ Volume

Observe objects that areaffected by the specificfrequency of the object.Compare to "pumping" on aswing.Teacher lectureWhat is resonanceand how does itoccur?How is resonancerelated to sound?Explain why resonanceoccursDifferentiate betweenthe harmonic series ofopen and closed pipeCalculate theharmonics of avibrating string and ofopen and closed pipesRelate differences infrequency to thephenomena of beatsVideos: Tacoma Narrows Bridge collapseGlass being broke with soundWine glass with water, singing bowl, resonanceboxes with similar frequency tuning forks, rubbermallet, open and closed pipes, stringed instrumentDraw standing waves withinpipes. Derive mathematicalexpressions similar to thosefrom standing waves in stringsListen to similar, but notidentical, tuning forks and countnumber of beats. Applyinterference to beats. Calculatebeats depending on frequenciesof other tuning forksUse resonance of a closedended pipe and tuning forks tofind the resonance length of thepipe, calculate the wavelengthand use that to calculate thespeed of sound in roomtemperature air. Compare tocalculation of speed of sound inthat temperature air.Lab reportProblem SolvingHomework & PracticeClosure & ReflectionQuiz‐ Speed of a waveQuiz‐ Resonance inpipesWhat is theDoppler Effect?What conditionsare necessary foran observer toexperience theDoppler Effect?Recognize the DopplerEffect and determinethe direction of afrequency shift whenthere is relative motionbetween a source andan observerCalculate for anunknown variable for ascenario with theDoppler EffectVideo, with sound, of siren moving across thescreen, ball with buzzer in it that can be thrownacross the room, whiffle balls or tennis balls,student volunteer to catch ballObserve sound source movingwith respects to the observer.Teacher throws one whiffle ballper second and stands still asobserver (student) catches.Teacher moves towards, movesaway. Student describes therate at which they have tocatch. Have student movetowards then away and describerate of catching. Other studentsdescribe rate of throwing andcompare to rate of throwing fordifferent scenarios.Derive mathematical expressionfor Doppler effectProblem solvingHomework & PracticeQuiz‐ Doppler EffectClosure & Reflection

2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage Arts2010 College‐ and Career‐ReadinessStandards and K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHST2009 Science Grades: 9‐12 SCI.9‐12.5.1.122009 Science Grades: 9‐12 SCI.9‐12.5.2.122009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.dReadingWritingScience is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful incoming to the understanding that, for the most part, the natural world can be explained and is predictable.The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.It takes energy to change the motion of objects. The energy change is understood in terms of forces.The motion of an object can be described by its position and velocity as functions of time and by its averagespeed and average acceleration during intervals of time.Objects undergo different kinds of motion (translational, rotational, and vibrational).The motion of an object changes only when a net force is applied.The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely onthe mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding wave motion and mechanical wavesUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 17- LightUnit 17: LightEnduring Understandings:Light behaves as an electromagnetic wave or a particle depending on the observer.Essential Questions:What are the characteristics of light?What models of light have been used in the history of physics and what is the currently accepted model of light?How are electromagnetic waves different from mechanical waves?Unit Goals:Students will understand the nature of light and its characteristics and properties.Recommended Duration: 2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsPre‐tests/diagnosticsLab activities andReinforce andcontinuously usescientific method andcritical thinking processesMake predictions, designand perform experimentsto test models developedTeacher and student editions of textapproved by the districtSupplemental materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo A DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculusreference and examplesLab equipmentData collection and analysis hardwareand softwareInteractive white boardsAccess to Computers and internet forsourcesVideos (internet, DVD and VHS)Group and individual work (Think,Pair, Share)Class discussion with teacherguidanceReading and outlining text/notesTeacher modeling and studentpracticeLab activitiesReports (Performance,Presentations, Write Ups)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Why do Ibelieve it?", "ABC cards","How does this relateto...?", "What still remainsunclear?"HomeworkReviewJournaling (reflections andself‐evaluations)AP Exam Sample ProblemsTest

What is light?Whatcharacteristics dolight have?What factorsaffect thebrightness of asource of light?Recognize the dual natureof lightDescribe reflection,refraction, diffraction,and interferenceRelate angle of incidenceand angles of reflectionfor Law of Reflection andangle of refraction forSnell's LawDifferentiate betweenspecular and diffusereflectionDescribe diffraction andinterference of lightDetermine therelationship between howbright a light is and thedistance the source isfrom the observerTextbook or supplemental materialOnline sources for history of lightLight source such as light bulb,flashlight, led vs. incandescent, laser,reflective surfaces, translucent andtransparent materials, apertureOptics BenchesPictures of interference patterns anddiffraction patternsTeacher lectureStudents use observations madeover the centuries to determinewhat light isObserve beam of light interactingwith different materials(reflective surfaces‐ smooth andtextured, translucent andtransparent, obstacles andapertures) using optics benchObserve angles of incidence andangles of refraction for differentmaterials. Plot the sine of theangles and add trend line.Calculate the slope anddetermine the index of refractionRelate speed of light in vacuumratio to speed of light in materialto index of refraction.Derive mathematical expressionfor Snell's LawDescribe headlights when car isfar away compared to close toobserver. Apply intensity ofsound to intensity of lightClosure‐ What is light?Debate‐ students useevidence to argue their takeon lightProblem solvingLab Report (from opticsbench activities)

How are colorsrelated to light?What affects theobserved color ofan object?Determine what colorsmake up white lightRecognize how additivecolors affect the color oflightRecognize how pigmentsaffect the color ofreflected lightBeam of incandescent light fromsource, prism, colored gels (or stainedglass) of red, green and blueOptics benchOnline sources, applets, simulationsUse ray of light to enter into clearprism. Make observations ofcolors that exit the prism. Takecolored light and put back intoprism and observe light that exitssecond prism.Allow light to pass throughcolored glass and describeClosure‐ Compare andcontrast pigment primarycolors and light primarycolorsQuiz‐ Color mixing andReversibilityHomework & practiceObserve light through polarizingfilters (one at a time). RotatefiltersWhat ispolarization?Explain how linearlypolarized light is formedand detectedDetermine the plane ofoscillation for thereflected light called"glare"Polarizing filters, light sourceOptics benchOnline sources, applets, simulationsObserve light through bothfilters, rotate one and describelight. Explain observationsObserve light through 3polarizing filters (where the firstand third are perpendicular andthe middle is 45 degrees). Explainthe presence of light.Lab reports/optics benchactivities questionsHomework & PracticeClosure‐ Which direction ofpolarization correspondswith "glare"Whatcharacteristics oflight are supportedby the wavemodel?Whatcharacteristics oflight are supportedby the particlemodel?Describe how light wavesinterfere with each otherto produce bright anddark fringesIdentify the conditionsrequired for interferenceto occurDescribe how lightdiffracts around obstaclesand produce bright anddark fringesDouble slits, diffraction grating, redlaser, green laser, meter stick, rulersOptics BenchesOnline sources, applets/simulationsTextbook or supplemental materialPicture of single photons passingthrough double slit (pattern)Use filters to determine whatlight sources or light transmittersare polarizedYoung's Double Slit experiment‐Predict and test the wavelengthof laser used, calculate the widthof human hair, predict separationof maximums using differentwavelength laserTeacher model & studentpracticeReview experiments andevidence of particle theory oflightLab report Double SlitExperimentQuiz‐ Calculate thewavelength of a laser

Explain lightcharacteristics ofreflection and refractionExplain how Newton'sused the particle modelof light to explainshadowsCompare and contrast the pictureof photons passing throughdouble slit to pattern observed inYoung's Double Slit experimentUse applet fromPhET.colorado.edu for Compton'sScattering and the PhotoelectricEffect2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage Arts2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continually extends,refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skillsthat students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in comingto the understanding that, for the most part, the natural world can be explained and is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its average speedand average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational).2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on themass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.

DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing andreporting conclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf‐reflectionPresentations of ideas and findingsSolve real world problems regarding electromagnetic waves and the nature of lightUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 18- Geometric OpticsUnit 18: Geometric OpticsEnduring Understandings:Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).To see an object, light from that object‐ emitted or scattered from it‐ must enter the eye.Optical devices are materials that transmit or reflect light to produce images of the object from which the light comes.Essential Questions:What are different types of optical devices and how do they produce an image?How can the location, size, orientation and type of image formed be predicted and represented physically and mathematically?Unit Goals:Students will understand how light interacts with different materials (optical devices) and how images are produced.Recommended Duration: 1‐2 weeks

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested StrategiesSuggestedAssessmentsPre‐tests/diagnosticsLab activities andReinforce and continuouslyuse scientific method andcritical thinking processes.Make predictions, designand perform experiments totest models developed.Teacher and student editions of textapproved by the districtSupplemental materials such as:Physics Union Mathematics (PUM)Dick & Rae's Physics Demo BookDemo A DayPhysics ToolboxSchaum's OutlinesScientific/graphing calculatorsMath book for algebraic and calculusreference and examplesLab equipmentData collection and analysis hardwareand softwareInteractive white boardGroup and individual work(Think Pair Share)Class discussion with teacherguidanceReading and outliningtext/notesTeacher modeling and studentpracticeReports (Performance,Presentations, WriteUps)QuizzesChecks for proper use ofterms and ideasClosures ("What have Ilearned today?", "Whydo I believe it?", "ABCcards", "How does thisrelate to...?", "What stillremains unclear?"HomeworkReviewInteractive white boardsAccess to Computers and internet forsourcesVideos (internet, DVD and VHS)Lab activitiesJournaling (reflectionsand self‐evaluations)AP Exam SampleProblemsTest

What is an opticaldevice and howcan it be used todirect light?What is a focalpoint and how canit be foundphysically andmathematically?Identify which direction lightwill bend when it passesfrom one medium toanother or which directionlight will reflect from asurface.Define and locate the focalpoint using ray diagrams andthe thin lens equationMirrors, curved and plane, lenses, laseror light source, examples of morecomplex optical devicesOptics BenchesInteractive white boardsTeacher lecturePass around and look throughdifferent optical devices,describe observationsClass discussionStudent practice‐Calculatefocal pointClosure & ReflectionQuiz‐ Thin LensEquationHomework & PracticeProject‐ Build opticaldevice (such askaleidoscope, telescope,microscope, etc)Differentiate betweenimages and object.What is an imageand how does itdiffer from anobject/source oflight?How can images befound anddescribed?What is thedifferencebetween virtualand real images?Determine the conditionsnecessary for an image to beformed.Describe an image based onits comparison to the objectbased on size, orientation,location and type.Draw ray diagrams to predictthe size, orientation,location and type of image.Use the thin lens equation topredict location andmagnification.Recognize the differencebetween real and virtualimages depend on whetherthe light ray or the extensionof the ray is used by the eyeto produce an image.Mirrors, curved and plane, lenses, lasers,light sourceOptics BenchesInteractive white boardsColored pencils (for ray drawings)Textbook or supplemental materialTeacher lectureTeacher model & studentpracticeDraw ray diagrams fordifferent optical devices suchas lenses, mirrorClosure‐ How tall does afull length mirror haveto be?Quiz‐ Describing animageHomework & Practice

What is a mirrorand how does itinteract with lightto produceimages?How can the law ofreflection and theangle between twoplane mirrors beused to predict thenumber of images?How does theshape of the mirroraffect the imageproduced?Define a mirror and how itdirects light by reflection.Apply the law of reflectionto mirrors.Describe the nature ofimages formed by flatmirrors.Compare and contrast theimages formed by flatmirrors and those formedfrom a plane of transparentglass.Recognize that reflectivesurfaces can come indifferent shapes and thatthe shape will affect theimage produced.Draw ray diagrams to predictthe size, orientation,location and type of image.Calculate the location of theimage, object or focal lengthusing the lens equation.Define a lens and how itdirects light by refraction.Optics BenchesLight source, plane mirrors, sphericalmirrors, small objects (like pennies),protractorsTextbook or supplemental materialColored Pencils (for ray drawing)Observe object and image in aplane mirror. Describe imageand compare to object.Use two plane mirrors atangles with each other andcount number of imagesproduced. Derivemathematical expression forpredicting the number ofimages formed by mirrors atangles.Observe images produced byspherical mirrors. Use parallelrays from distant source todetermine characteristics ofdifferent shapes of mirrors.Locate center of curvature,object and image and focalpoints based on thin lensequation.Draw ray diagrams to predictimage location, size,orientation and type.Closure‐ Predict anglefor a given number ofimages observedQuiz‐ Ray diagrams formirrorsQuiz‐ Number of imagesHomework & PracticeOptics Benchquestions/lab reportWhat is a lens andhow does itinteract with lightto produceimages?How does theshape of the lensaffect the imageproduced?Apply Snell's Law to lenses.Recognize that transparentmaterials can come indifferent shapes and thatthe shape will affect thetransmission of light theimage produced.Draw ray diagrams to predictthe size, orientation,location and type of image.Calculate the location of theimage, object or focal lengthusing the lens equation.Optics BenchesLight source, lenses (converging anddiverging)Colored Pencils (for ray drawings)Textbook or supplemental materialObserve images produced bycurved lenses. Use parallel raysfrom distant source todetermine characteristics ofdifferent shapes of lenses.Locate object and image andfocal points based on thin lensequation.Draw ray diagrams to predictimage location, size,orientation and type.Quiz‐ Ray diagrams forlensesHomework & PracticeOptics Benchquestions/lab report

2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage Arts2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by itsaverage speed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.b Objects undergo different kinds of motion (translational, rotational, and vibrational).2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inverselyon the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing andreporting conclusions).

TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding geometrical optics and optical devicesUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 19- Atomic Physics and Quantum EffectsUnit 19: Atomic Physics & Quantum EffectsEnduring Understandings:Small amounts of matter can be converted to energy during nuclear interactions.For a closed system of objects during a collision, momentum is conserved and energy can be transferred.Work is a transfer of energy into and out of a system.Essential Questions:What is the difference between fission and fusion?How does work done by and on a system affect the total energy of the system?How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?How can an object’s momentum be represented verbally, physically, graphically and mathematically?How is the momentum of an object changed, and how can this change be represented verbally, graphically and mathematically?Unit Goals:Define and explain quanta.Explain the various changes in the model of the atom over time to the modern version.Explain the photoelectric effect and its implications.Describe how the deBroglie wavelength relates to the atomic model.Recommended Duration: 1 week

Guiding/TopicalQuestionsContent/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsObservational Experiment using PhETFormative assessment tasks:What are theDescribe the differentatomic models fromAncient Greek toElectron Cloud modelsExplain atomic spectraTeacher and student editions of textapproved by the districtCollege Physics: A strategicapproach ‐ Knight, Jones, Field (chap28‐31)Books on modern physics andhistory of atomic modelsInternet resourcessimulations: Models of the Hydrogenatom students can observe what happensfor each model and how each modelinteracts with photons.Students can observe the absorption,subsequent excitation and emission ofelectrons in the Bohr Model and after.Class discussion on the evolution of theatomic model and the failures/successesLab write‐ups of possibleexplanations and conductedexperiments; Interactivewhite board presentation ofdata and subsequentdiscussion; data collection andanalysisQuizzes on the model of theatomdifferent modelsof the atom?using Bohr’s model of theatom.Recognize that eachelement has a uniqueemission and absorptionspectrum.PhETModels of the Hydrogen AtomPhotoelectric EffectBlackbody SpectrumBeta DecayActivPhysicsof each modification.Building Atomic Models: Students work ingroups on different models. Each groupbecomes an “expert” on their model andpresents to class (or write a report)Teacher modeling / lecture on thehistorical timeline of modern physics andHomework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”major modern physicists, atomic models.Problem solving and boardwork, Represent and Reason,Problem solving sessions involving theJeopardy Questions, Writeatoms interaction with photons.your own physics problem forthe model of the atom

Observational Experiment using PhETsimulations: Models of the HydrogenFormative assessment tasks:Define and explain‘quanta’ as packets ofenergy that can haveboth waved and particlecharacteristics.Relate the wavelength ofthe quanta to its energyand momentumWhat are quanta?Describe a the deBrogliewavelengthRelate the wavelength ofa monochromatic sourceto a specific wavelengthand power.Interpret and energylevel diagramTeacher and student editions of textapproved by the districtCollege Physics: A strategicapproach ‐ Knight, Jones, Field (chap28‐31)Books on modern physics andhistory of atomic modelsInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectBlackbody SpectrumBeta DecayActivPhysicsatom students can observe what happensfor each model, specifically the deBrogilemodel and how each model interacts withphotons.Students can observe the absorption,subsequent excitation and emission ofelectrons from atoms and how theelectrons are treated as a wave "orbiting"the nucleus at a specific frequency.Class discussion on quanta, energy levelsand how particles are excited to high andlower energy levels and energy leveldiagramsTeacher modeling / lecture on thehistorical timeline of modern physics andmajor modern physicists, surround theidea of quantaProblem solving sessions deBrogliewavelength for a moving particle, readingan energy level diagram. Applying energyLab write‐ups of possibleexplanations and conductedexperiments; Interactivewhite board presentation ofdata and subsequentdiscussion; data collection andanalysisQuizzes on the quantaHomework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problem forthe quantalevel diagrams to the photoelectric effect

What is thephotoelectriceffect?Relate conservation ofenergy and momentumto the collisions ofphotons with atomsExamine how theabsorption, reflectionand emission relate toenergy conservationSketch and identify thethreshold frequency,work function andapproximate value of h/efor a electric potential vs.frequency graphTeacher and student editions of textapproved by the districtCollege Physics: A strategicapproach ‐ Knight, Jones, FieldBooks on modern physics andhistory of atomic modelsInternet resources:PhETModels of the Hydrogen AtomPhotoelectric EffectBlackbody SpectrumBeta DecayActivPhysicsObservational Experiment using PhETsimulations: Photoelectric Effect and howobservations of how light interacting withvarious atomic models relate to lightinteracting with metals in a vacuum.Students can observe the absorption,subsequent excitation and emission ofelectrons from collisions with photons.Students will relate electron energy tofrequency of the electronStudents will relate the potentialdifference an electron is acceleratedthrough to frequency of the electron.Students will then use conservation ofenergy and the slope of the graph todetermine the work function, the initialkinetic energy and stopping potentialClass discussion the relationship betweenphotoelectric effect, stopping potential,work function and kinetic energy of anelectron.Teacher modeling / lecture on thehistorical timeline of modern physics andmajor modern physicists on thephotoelectric effect.Formative assessment tasks:Lab write‐ups of possibleexplanations and conductedexperiments; Interactivewhite board presentation ofdata and subsequentdiscussion; data collection andanalysisQuizzes on the photoelectriceffectHomework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problem forthe photoelectric effectProblem solving sessions involving thephotoelectric effect.

Formative assessment tasks:What is Comptonscattering?Describe Compton'sexperimentExplain the increase inphoton wavelengthExplain the significance ofthe Compton wavelengthExplain X‐ray productionas a function of thephotoelectric effectInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectBlackbody SpectrumBeta DecayActivPhysicsTeacher lecture/modeling on the Comptonscatter experiment and howelectromagnetic wave theory cannot explainthe change in frequency of the X‐ray uponscatter, however the photon model can.Class discussion on the significance of theCompton experimentLab write‐ups of possibleexplanations and conductedexperiments; Interactive whiteboard presentation of data andsubsequent discussion; datacollection and analysisQuizzes on the ComptonscatteringHomework (collected, checked,gone over in class)Closure‐“What have I learned today andwhy do I believe it?”; “Howdoes this relate to...?”What is thedeBrogliewavelength?Recognize the dual naturefor all particles ‐ that anobject can either be awave or a particle andwhich it is depends on theobserverRelate the deBrogliewavelength to themomentum of a particleExplain the evidence ofthe wave nature ofelectronsBooks on modern physics and historyof atomic modelsInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectBlackbody SpectrumBeta DecayActivPhysicsObservational Experiment using PhETsimulations: Models of the Hydrogen atomstudents can observe what happens for eachmodel, specifically the deBrogile model andhow each model interacts with photons.Students can observe the absorption,subsequent excitation and emission ofelectrons from atoms and how the electronsare treated as a wave "orbiting" the nucleusat a specific frequency.Class discussion on quanta, energy levelsand how particles are excited to high andlower energy levels and energy leveldiagramsTeacher modeling / lecture on the historicaltimeline of modern physics and majormodern physicists, surround the idea ofquantaProblem solving sessions deBrogliewavelength for a moving particle, reading anenergy level diagram. Applying energy leveldiagrams to the photoelectric effectProblem solving and boardwork, Represent and Reason,Jeopardy Questions, Write yourown physics problem for theCompton scatteringFormative assessment tasks:Lab write‐ups of possibleexplanations and conductedexperiments; Interactive whiteboard presentation of data andsubsequent discussion; datacollection and analysisQuizzes on the deBrogliewavelengthHomework (collected, checked,gone over in class)Closure‐“What have I learned today andwhy do I believe it?”; “Howdoes this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Write yourown physics problem for thedeBroglie wavelength

Formative assessment tasks:What conditionsare necessary foran atom’s spectrato be observed?Relate spectral lines toeach elementExplain blackbodyradiationDifferentiate betweenabsorption lines andemission linesBooks on modern physics andhistory of atomic modelsInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectBlackbody SpectrumBeta DecayActivPhysicsApplication experimentSpectra Lines Students observe spectralines for different (unknown) elements andcompare to spectra lines of knownelements. Students identify the differentunknowns.Students use absorption lines tocategorize stars using their spectraLab write‐ups of possibleexplanations and conductedexperiments; Interactivewhite board presentation ofdata and subsequentdiscussion; data collection andanalysisQuizzes on the absorption andemission spectraHomework (collected,checked, gone over in class)Closure‐“What have I learned todayand why do I believe it?”;“How does this relate to...?”Problem solving and boardwork, Represent and Reason,Jeopardy Questions, Writeyour own physics problem forthe absorption and emissionspectra

2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage Arts2010 College‐ and Career‐Readiness Standardsand K‐12 EnglishLanguage ArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continually extends, refines,and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that studentsmust acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual toolsfor making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: mattertakes up space, and matter has inertia.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B Substances can undergo physical or chemical changes to form new substances. Each change involves energy.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to theunderstanding that, for the most part, the natural world can be explained and is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferredfrom one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.a Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, in the caseof protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kind of force that is onlyevident at nuclear distances holds the particles of the nucleus together against the electrical repulsion between theprotons.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.b Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, ormolecules of the substances are arranged, and by the strength of the forces of attraction between the atoms, ions, ormolecules.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.d In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively charged electrons.Atoms of an element whose nuclei have different numbers of neutrons are called isotopes.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.4 Explain how the properties of isotopes, including half‐lives, decay modes, and nuclear resonances, lead to usefulapplications of isotopes.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B.a An atom's electron configuration, particularly of the outermost electrons, determines how the atom interacts with otheratoms. Chemical bonds are the interactions between atoms that hold them together in molecules or between oppositelycharged ions.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B.1 Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tendto form.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its average speed andaverage acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass ofthe object. This relationship (a=Fnet/m) is independent of the nature of the force.

DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing and reportingconclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding atomic physics and quantum effectsUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency

Unit 20- Nuclear PhysicsUnit 20 - Nuclear PhysicsEnduring Understandings:Small amounts of matter can be converted to energy during nuclear interactions.For a closed system of objects during a collision, momentum is conserved and energy can be transferred.Work is a transfer of energy into and out of a system.Essential Questions:What is the difference between fission and fusion?How do the concepts of energy, work, and momentum relate to nuclear interactions?Unit Goals:Define and explain quantaExplain the various changes in the model of the atom over time to the modern version.Explain the photoelectric effect and its implications.Describe how the deBroglie wavelength relates to the atomic model.Recommended Duration: 1 week

Guiding/Topical/Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested AssessmentsTeacher and student editions of text approvedby the districtCollege Physics: A strategic approach ‐ Knight,Jones, Field (chap 28‐31)What is an isotope?Recognize that all thingschange with timeDescribe what happenswhen an atom decaysPredict the result of anatom’s decayFind an isotope’s halflifeBooks on modern physics and history of atomicmodelsInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectAlpha Beta DecayNuclear FissionActivPhysicsNuclear PhysicsClass discussion onisotope, what are theyhow do they differ fromions.Teacherlecture/modeling oncarbon datingand how to determineproperties of variousisotopes on theperiodic tableHomework (collected, checked, goneover in class)What is radioactive decay?Recognize that all thingschange with timeDescribe what happenswhen an atom decaysPredict the result of anatom’s decayFind an isotope’s halflifeTeacher and student editions of text approvedby the districtCollege Physics: A strategic approach ‐ Knight,Jones, Field (chap 28‐31)Books on modern physics and history of atomicmodelsInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectAlpha Beta DecayNuclear FissionActivPhysicsNuclear PhysicsObservation labs withPhET simulations wherestudent examine whatoccurs during alpha,beta and gamma decay.Class discussion onalpha, beta and gammadecay and how theydiffer from each other.Teacher modeling onexpressing the variousforms of decay andhalf‐life qualitatively,quantitatively andmathematically.Formative assessment tasks:Lab write‐ups of possible explanationsand conducted experiments;Interactive white board presentationof data and subsequent discussion;data collection and analysisQuizzes on the radioactive decayHomework (collected, checked, goneover in class)Closure‐“What have I learned today and whydo I believe it?”; “How does this relateto...?”Problem solving and board work,Represent and Reason, JeopardyQuestions, Write your own physicsproblem for radioactive decay

What is the differencebetween fission andfusion?What is the mass‐energyrelationship?Differentiate betweenfusion and fissionExplain fusion and therequirements for fusionto occurIdentify pros and consfor nuclear reactorsDescribe therelationship betweenmass and energy.Teacher and student editions of text approvedby the districtCollege Physics: A strategic approach ‐ Knight,Jones, Field (chap 28‐31)Books on modern physics and history of atomicmodelsInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectAlpha Beta DecayNuclear FissionActivPhysicsNuclear PhysicsTeacher and student editions of text approvedby the districtCollege Physics: A strategic approach ‐ Knight,Jones, Field (chap 28‐31)Books on modern physics and history of atomicmodelsInternet resourcesPhETModels of the Hydrogen AtomPhotoelectric EffectBeta DecayNuclear FissionActivPhysicsNuclear PhysicsObservation labs withPhET simulations wherestudent examine whatoccurs during NuclearfissionClass discussion onnuclear fission andfusion and how theydiffer from each other.Teacher modeling onexpressing nuclearinteractions fusion andfission qualitatively,quantitatively andmathematically.Read Einstein's paperon special relativityClass discussion mass ‐energy equivalence andhow Einstein cameabout this relationshipTeacher modeling onmass ‐ energyequivalence and howEinstein came aboutthis relationshipqualitatively,quantitatively andmathematically.Formative assessment tasks:Lab write‐ups of possible explanationsand conducted experiments;Interactive white board presentationof data and subsequent discussion;data collection and analysisQuizzes on the fusion and fissionHomework (collected, checked, goneover in class)Closure‐“What have I learned today and whydo I believe it?”; “How does this relateto...?”Problem solving and board work,Represent and Reason, JeopardyQuestions, Write your own physicsproblem for fusion and fissionFormative assessment tasks:Lab write‐ups of possible explanationsand conducted experiments;Interactive white board presentationof data and subsequent discussion;data collection and analysisQuizzes on mass energy equivalenceHomework (collected, checked, goneover in class)Closure‐“What have I learned today and whydo I believe it?”; “How does this relateto...?”Problem solving and board work,Represent and Reason, JeopardyQuestions, Write your own physicsproblem for mass energy equivalence

2010 College‐ and Career‐Readiness Standards andK‐12 English LanguageArts2010 College‐ and Career‐Readiness Standards andK‐12 English LanguageArtsGrades 11‐12 Literacy inScience and TechnicalSubjectsGrades 11‐12 Literacy inScience and TechnicalSubjectsLA.11‐12.RSTLA.11‐12.WHSTReadingWriting2009 Science Grades: 9‐12 SCI.9‐12.5.1.12 Science is both a body of knowledge and an evidence‐based, model‐building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge andreasoning skills that students must acquire to be proficient in science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12 Physical science principles, including fundamental ideas about matter, energy, and motion, are powerfulconceptual tools for making sense of phenomena in physical, living, and Earth systems science.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A All objects and substances in the natural world are composed of matter. Matter has two fundamentalproperties: matter takes up space, and matter has inertia.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.B Substances can undergo physical or chemical changes to form new substances. Each change involves energy.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful incoming to the understanding that, for the most part, the natural world can be explained and is predictable.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they aretransferred from one object to another.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.a Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass and, inthe case of protons and electrons, charge. The nuclei of atoms are composed of protons and neutrons. A kindof force that is only evident at nuclear distances holds the particles of the nucleus together against theelectrical repulsion between the protons.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.d In a neutral atom, the positively charged nucleus is surrounded by the same number of negatively chargedelectrons. Atoms of an element whose nuclei have different numbers of neutrons are called isotopes.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.A.4 Explain how the properties of isotopes, including half‐lives, decay modes, and nuclear resonances, lead touseful applications of isotopes.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.c Nuclear reactions (fission and fusion) convert very small amounts of matter into energy.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.3 Describe the products and potential applications of fission and fusion reactions.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.D.d Energy may be transferred from one object to another during collisions.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.a The motion of an object can be described by its position and velocity as functions of time and by its averagespeed and average acceleration during intervals of time.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.c The motion of an object changes only when a net force is applied.2009 Science Grades: 9‐12 SCI.9‐12.5.2.12.E.d The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely onthe mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.

DifferentiationFacilitate group discussions to assess understanding among varying ability levels of students.Provide more opportunities for advanced calculations and conversions for advanced students.Draw and label diagrams to represent some of the data for visual learners.Provide choice to students for groups selections and roles in the groups.Provide modeling, where possible.Provide real‐life or cross‐curricular connections to the material.Provide technology (in forms of hardware, software and interactive discussion groups/forums) to facilitate data collection, analyzing andreporting conclusions).TechnologyUse of Microsoft Excel (or similar programs) to make data spreadsheets and to analyze data using charts and graphs.Use of data collection hardware (like PASCO or Vernier sensors) and supporting data analysis software (like DataStudio) for experimentation.Create multimedia presentation to present findings and report conclusions.Online Applets to predict and test models for motion.Upload files to course website/moodle.Take online assessments and use online resources (Quizlet, SurveyMonkey, etc.).College and Workplace ReadinessRead and evaluate scientific articlesSelf reflectionPresentations of ideas and findingsSolve real world problems regarding motionUse of professional computer programs such as Microsoft Excel, PowerPoint and WordUse problems solving skills and scientific processesTime management and efficiency