# II)Physics for All (Academic/Conceptual) Physics Curriculum Outline 2001

## Topics:          Scientific Notation

Metric System

Graphs and Charts

Equation Manipulation

Laboratory Safety

Performance Standards:

After completing this unit the student will be able to:

1.    Demonstrate the ability to use scientific notation.

2.    Perform arithmetic operations.

3.    State the fundamental metric system units of time, length, mass and volume.

4.    Prepare tables, charts, and graphs and read and interpret data.

5.    Demonstrate knowledge of safety rules by following them in the laboratory.

Activities:

1.    Paper Tower

2.    Reaction Time

## Unit 2:            Mechanics

Topics:          Scalars and Vectors

Kinematics (Motion)

Newton’s Laws of Motion

Energy, Work and Power

Impulse and Momentum

Universal Gravitation

Performance Standards:

After completing this unit the student will be able to:

1.    Differentiate between vector and scalar quantities.

2.    Add vectors graphically and analytically.

3.    Resolve a vector into its horizontal (x) and vertical (y) components.

4.    Differentiate between displacement, distance, velocity, and speed.

5.    Calculate the velocity of a moving object.

6.    Plot and interpret a velocity-time graph.

7.    Differentiate between instantaneous and average velocity.

8.    Determine the velocity and displacement for objects under constant acceleration.

9.    Learn to use an organized strategy for solving motion problems.

10. State Newton’s three Law’s of Motion and display an understanding of their applications.

11. Use Newton’s Laws of Motion in solving problems.

12. Calculate the work done by a force.

13. Differentiate between work and power.

14. Define kinetic and potential energy.

15. Apply work-energy theorem.

16. State the law of conservation of energy.

17. Apply the law of conservation of energy to mechanical systems.

18. Demonstrate knowledge of the way simple machines are useful.

19. Define momentum and impulse.

20. Use the momentum-impulse theorem to calculate the changes in momentum.

21. Demonstrate the difference between elastic and inelastic collisions.

22. Recognize how Kepler’s Laws resulted in Newton’s Laws of Gravitation.

23. State that gravitational force is proportional to both masses and the inverse square of the distance between the centers of spherical bodies.

Activities:

1.    Finding the resultant vector.

2.    The elevator ride.

3.    Getting straight.

5.    Playground/Amusement Park Physics

Demonstrations:

1.    Momentum conservation

2.    Collisions

3.    Newton’s Second Law

Laboratory Experiments:

1.    Calculating Coefficients of friction.

2.    Two-Dimensional motion.

3.    Velocity and Acceleration

4.    Gravitational experiment

5.    Projectile experiment

6.    Pendulum experiment

## Unit 3:           Waves

Topics:         Wave Properties

Types of Waves

Wave Interference

Reflection and Refraction

Sound

Light

Performance Standards:

After completing this unit the student will be able to:

1.    Define wavelength, frequency, period and amplitude.

2.    Distinguish between longitudinal and transverse waves.

3.    Demonstrate that wave speed depends upon the medium.

4.    State the law of reflection.

5.    Describe refraction in terms of behavior of a transmitted wave.

6.    Define defraction of a wave around a barrier.

7.    Relate physical properties of sound waves to perceived pitch and loudness.

8.    Define the Doppler shift and identify some applications.

9.    Show an understanding of resonance.

10. Identify the parts of the ear and the function of each in detecting sound.

11. Define transparent, translucent, and opaque.

12. Demonstrate the formation of color by addition of light and by subtraction by pigments and dyes.

13. Describe methods of producing polarized light.

14. Predict whether a ray will be bent toward or away from normal when light moves from one medium to another.

15. Describe the image produced by a plane mirror.

16. Explain how concave mirrors form real and virtual images.

17. Explain how convex mirrors form virtual images using  ray diagrams.

Activities:

1.    Waves on a Snaky

Demonstrations:

1.    Doppler Effect

2.    Frequency

3.    Resonance

4.    Mixing colored light

Laboratory Experiments:

1.    Bending of Light

2.    Determining the speed of sound
Unit 4: Electricity and Magnetism

Topics:        Charges

Static Electricity

Coulomb’s Law

Current, Voltage, and Resistance

Ohm’s Law

Series and Parallel Circuits

Electromagnetism

Motors and Generators

Performance Standards:

After completing this unit the student will be able to:

1.    Recognize the basic properties of electrical interaction.

2.    Demonstrate how to charge an object.

3.    State the difference between conductors and insulators.

4.    State Coulomb’s Law and how the force depends on the charges and their separation.

5.    Define an electric current and the ampere.

6.    Solve problems involving current, voltage, resistance, and power.

7.    Describe Ohm’s Law.

8.    Diagram simple electric circuits.

9.    Describe a series connection.

10. Calculate current, voltage drops and equivalent resistance when devices are connected in series.

11. Describe a parallel connection.

12. Calculate current, voltage drops and equivalent resistance when devices are connected in parallel.

13. Describe magnetic fields around permanent magnets and between like and unlike poles.

14. Explain the design and operation of an electric motor.

15. Explain how an electric generator works and how it differs from an electric motor.

Demonstrations:

1.    Tesla coil or balloon static

Laboratory Experiments:

1.    Coulomb’s Law

2.    Circuits

3.    What’s the Charge?

4.    Light Intensity

Teacher Strategies

2.    Small-group work/Cooperative Learning

3.    Manipulatives

4.    Independent Study/Projects

6.    Questioning Teacher/Student dialogue, developing critical thinking skills

7.    Facilitating Active Scientific Inquiry

## Assessment

I.               Performance Based Assessment of Laboratory Reports, Projects, Written Work—including Research Papers and Essays, and Oral Presentations/Communication

Rubrics—Holistic and Analytical

·      Student Self-Assessments

·      Teacher Evaluation of Product

·      Chapter/Unit Exams

·      Quizzes

·      Homework

·      Mid-term and Final Exams

I.               Direct Observation of Groupwork

·      Cooperative Learning groups

·      Mid-term and Final Exams are each 10% of the final grade for the course.

·      Each Marking Period Grade is 20% of the final grade for the course.

·      Each Marking Period Grade varies according to the needs of the group: generally 30-60% Written Work, 20-40% Tests/Quizzes, 20-50% Laboratory Activities, and 10-20% Class Participation/Presentations.

### Resources

Brueningsen, Chris & Wesley Krawiec. TI: Exploring Physics and Math with CBL System.

Brueningsen C., Bower B., Antinone L., and Brueningsen E. TI: Real World Math with CBL & TI 82.

Zitzewitz, Paul. Physics: Principles and Problems, Glencoe, 1992.

Physics is the most basic of sciences. It is the study of the physical world, the interrelationship between matter and energy. Topics included in the study of Physics include the theoretical and experimental study of motion and forces, friction and momentum, fluid dynamics, thermodynamics and heat, wave motion, sound, light and optics, electromagnetism and modern physics. An integral part of the course is extensive laboratory experiments with a variety of equipment, from simple to highly technological. Students are expected to mathematically analyze physical phenomena and apply the laws of physics. Students will work with scientific concepts by analyzing data, solving problems, group work and discussion and extensive applications of math and writing.

Throughout the course students work in cooperatively to investigate physical phenomena, collect and analyze data and draw conclusions. Students also apply physics to real world situations, and use their experiences to make decisions. All students who plan any type of scientific, medical or engineering career should complete a high school physics course.

Honors students are expected to complete extensive projects, be independently motivated, and have high-level math ability.

Prerequisites:

C or better in Algebra I, completion of Geometry

completion or concurrent enrollment in Chemistry

(Honors)

B or better in Algebra I, completion of Algebra II.

C or better in Chemistry

Science Department recommendation

(see www.richtherrn.net/physics) Beginning Curriculum Map Subject: PHYSICS Grade: 11-12 November December Essential Questions Why is all motion relative? How can we analyze two dimensional motion? How can I use physics to shoot a dart gun at my teacher? What makes things move? What are the fundamental forces? How do Newton’s Laws predict the behavior of moving objects? How do other forces (air resistance/friction) affect moving objects? (dynamics) Content -Relative Motion -Special Relativity -Vectors -Projectile Motion -Forces -Newton’s Laws -Air Resistance/Friction Objectives 1. continue using math, measurement, observation and experimentation skills to analyze moving objects. 2. use computer assisted technology to analyze moving objects. 3. use the concepts of relative motion. 4.  be able to explain the consequences of special relativity for moving objects. 5. use vectors to analyze 2 dimensional motion. 6. determine the results of projectile motion using x and y sets of kinematic equations. 1. continue using math, measurement, observation and experimentation skills to analyze moving objects. 2. use computer assisted technology to analyze moving objects. 3. explain the fundamental forces in the universe. 4. use Newton’s Laws to explain the relationship between force, mass and acceleration. 5.  be able to predict the results of air resistance (terminal velocity) 6. find out what factors affect friction 7. use physics to analyze Santa Claus Instructional Strategies/ Activities -Relative Motion on Interactive Physics -Special Relativity Movies and Readings. -Vector Mapping Lab and Class Races. -Projectile Lab (Ball off a Table), using 2D. -Dart Gun Lab “The Firing Squad” -vector movie -Three sets of word problems and group sheets -movie/reading on fundamental field forces. -Newton’s Laws Investigation -Terminal Velocity Lab (interactive physics and real (coffee filters/balloons) ). -Determination of Friction Lab -Three sets of word problems and group sheets. -Physics of Santa activity Assessment Types -Group Labs (Vector, relative, Projectile) -Individual Lab “Firing Squad” (schoolwide rubric) -Homework checks quiz and test -Homework and group class work. -Group Labs -Individual Labs (Friction) (schoolwide rubric) -Quiz Science Inquiry Skills ALL (numeracy, experimentation, measurement, communication, society) ALL (numeracy, experimentation, measurement, communication, society) Interdisciplinary Connections MATH MATH

 Beginning Curriculum Map Subject: PHYSICS Grade: 11-12 January February Essential Questions How can physics be used to analyze traffic collisions? How much energy does my life use in a week? Should we use simple machines? How are mechanical energy transformations analyzed and how do they affect your life? Content Forces (continued) Conservation of Momentum Collisions -Energy -Work and Mechanical Advantage -Simple and Complex Machines -Mechanical Energy Objectives 1. continue using math, measurement, observation and experimentation skills to analyze moving objects. 2. use computer assisted technology to analyze moving objects. 3. determine all the forces and properties, including momentum, on a moving object. 4. use the principle of conservation of momentum in elastic and inelastic collisions. 5. determine all the factors involved in common collisions, and use physics to evaluate. 1. describe how energy is transformed and conserved in everyday life and technology. 2. explain the use of machines to gain mechanical advantage and in assisting society. 3. analyze the transformations of mechanical energy (kinetic, gravitational and elastic) in moving objects. 4. relate the different types of energy and how they are measured. Instructional Strategies/ Activities -conservation of momentum lab. -pool game activity -collision of cars activity -police/traffic investigation -videodisc science sleuth traffic accident -energy transformations in society discussion, video and activity. -simple and complex machines lab -word problems on mechanical energy and work. -science sleuths collapsing bleachers, moving monuments. -energy of bouncing ball lab, energy of elastic ball lab -Energy in Life Project -Rube Goldberg competition and videos Assessment Types -one set of word problems -traffic study (pt 2) -group labs -test - group labs -two sets of word problems -use of complex machines in society essay (schoolwide rubric) -test Science Inquiry Skills ALL (numeracy, experimentation, measurement, communication, society ALL (numeracy, experimentation, measurement, communication, society) Interdisciplinary Connections MATH SOCIAL STUDIES MATH TECH ED SOCIAL STUDIES ART

 Beginning Curriculum Map Subject: PHYSICS Grade: 11-12 March April Essential Questions How much energy does my life use in one week? How are energy transformations analyzed and how do they affect your life? How do we get and use electricity? How do we get and use heat? How is fluid pressure like energy? How can we use physics to make things fly? How do we analyze simple harmonic oscillators and wave motion, and how can they be useful? Content -Energy transformations (cont) -Electricity, electric generation, circuits -Heat and thermodynamics -Pressure and density -Bernouilli’s Principle and flight -Simple harmonic oscillators -Wave Motion Objectives 1. analyze energy transformations in electricity and heat. 2. explain basic concepts of power, current, voltage, resistance in electrical circuits and relate it to mechanical energy. 3. describe the energy transformations needed to generate electricity for our devices. 4. analyze series and parallel circuits. 5. explain the concepts of heat transfer 6. relate the laws of thermodynamics and work 1. explain the units and measurements of pressure and density. 2. describe how Bernouilli’s Principle is a restatement of the conservation of energy. 3. use fluid pressure principles to analyze flight ---------------------------- 4. describe and analyze the behavior of simple harmonic oscillator systems, such as pendulums and springs. 5. describe the property of waves Instructional Strategies/ Activities -electrical investigations online -science sleuth energy mystery house -electric generator/motor demo/lab -electric circuit lab -Energy to take a shower activity -Energy in Life Project -Heat and Work Lab (specific heat) -Newton’s Law of Cooling Lab -science sleuth burning barn -pressure investigation with water and bottles. -pressure word problems and conceptual questions. -videos and notes on flight. -paper airplane contest. -lab with pendulum and spring -wave motion problems. -wave tank labs. Assessment Types -essay on energy use in life (school-wide rubric) -group labs (electric, heat) -Individual lab: Heat Cooling (School-wide rubric) -Conceptual question sets (three) on heat -electric word problems -Energy in Life Project, and discussion/forum -Test -group labs -word problem sets -individual lab  (school-wide rubric) -test Science Inquiry Skills ALL (numeracy, experimentation, measurement, communication, society) ALL (numeracy, experimentation, measurement, communication, society) Interdisciplinary Connections MATH HEALTH SOCIAL STUDIES MATH TECH ED  PHYSICS CURRICULUM TEMPLATE

Essential Questions: How do we analyze moving objects?

What makes a good observation, measurement and experiment in physics?

PHYSICS CURRICULUM

Essential Questions: Should I speed up or slow down at a yellow light?

How can physics be used to analyze motion and traffic PHYSICS CURRICULUM

Essential Questions: Why is all motion relative?

How can we analyze two dimensional motion? PHYSICS CURRICULUM

 OBJECTIVES CORRESPONDING CT FRAMEWORKS RECOMMENDED INSTRUCTIONAL STRATEGIES ASSESSMENT TOOL TIMELINES RESOURCES 1. continue using math, measurement, observation and experimentation skills to analyze moving objects. 2. use computer assisted technology to analyze moving objects. 3. explain the fundamental forces in the universe. 4. use Newton’s Laws to explain the relationship between force, mass and acceleration. 5.  be able to predict the results of air resistance (terminal velocity) 6. find out what factors affect friction 7. use physics to analyze Santa Claus -movie/reading on fundamental field forces. -Newton’s Laws Investigation -Terminal Velocity Lab (interactive physics and real (coffee filters/balloons) ). -Determination of Friction Lab -Three sets of word problems and group sheets. -Physics of Santa activity -Homework and group class work. -Group Labs -Individual Labs (Friction) (schoolwide rubric) -Quiz 3 weeks lab equipment videodisc computers labpros measuring tools teacher made labs and sheets

PHYSICS CURRICULUM

Essential Question: How can physics be used to analyze traffic collisions?

 OBJECTIVES CORRESPONDING CT FRAMEWORKS RECOMMENDED INSTRUCTIONAL STRATEGIES ASSESSMENT TOOL TIMELINES RESOURCES 1. continue using math, measurement, observation and experimentation skills to analyze moving objects. 2. use computer assisted technology to analyze moving objects. 3. determine all the forces and properties, including momentum, on a moving object. 4. use the principle of conservation of momentum in elastic and inelastic collisions. 5. determine all the factors involved in common collisions, and use physics to evaluate. -conservation of momentum lab. -pool game activity -collision of cars activity -police/traffic investigation -videodisc science sleuth traffic accident -one set of word problems -traffic study (pt 2) -group labs -test       MIDTERM EXAM: Motion, Forces 3 weeks lab equipment videodisc computers labpros measuring tools teacher made labs and sheets

PHYSICS CURRICULUM

Essential Questions: How much energy does my life use in a week?

Should we use simple machines?

How are mechanical energy transformations analyzed and how do they affect your life?

 OBJECTIVES CORRESPONDING CT FRAMEWORKS RECOMMENDED INSTRUCTIONAL STRATEGIES ASSESSMENT TOOL TIMELINES RESOURCE 1. describe how energy is transformed and conserved in everyday life and technology. 2. explain the use of machines to gain mechanical advantage and in assisting society. 3. analyze the transformations of mechanical energy (kinetic, gravitational and elastic) in moving objects. 4. relate the different types of energy and how they are measured. 1. energy transformations in society discussion, video and activity. 2. simple and complex machines lab 3. word problems on mechanical energy and work. 4. science sleuths collapsing bleachers, moving monuments. 5. energy of bouncing ball lab, energy of elastic ball lab 6. Energy in Life Project 7.Rube Goldberg competition and videos - group labs -two sets of word problems -use of complex machines in society essay (school-wide rubric) -test 3 weeks lab equipment videodisc computers labpros measuring tools teacher made labs and sheets

PHYSICS CURRICULUM

Essential Questions: How much energy does my life use in one week?

How are energy transformations analyzed and how do they affect your life?

How do we get and use electricity?

How do we get and use heat?

 OBJECTIVES CORRESPONDING CT FRAMEWORKS RECOMMENDED INSTRUCTIONAL STRATEGIES ASSESSMENT TOOL TIMELINES RESOURCES 1. analyze energy transformations in electricity and heat. 2. explain basic concepts of power, current, voltage, resistance in electrical circuits and relate it to mechanical energy. 3. describe the energy transformations needed to generate electricity for our devices. 4. analyze series and parallel circuits. 5. explain the concepts of heat transfer 6. relate the laws of thermodynamics and work electrical investigations online -science sleuth energy mystery house -electric generator/motor demo/lab -electric circuit lab -Energy to take a shower activity -Energy in Life Project -Heat and Work Lab (specific heat) -Newtons Law of Cooling Lab -science sleuth burning barn -essay on energy use in life (schoolwide rubric) -group labs (electric, heat) -Individual lab: Heat Cooling (Schoolwide rubric) -Conceptual question sets (three) on heat -electric word problems -Energy in Life Project, and discussion/forum -Test 4 weeks lab equipment videodisc computers labpros measuring tools teacher made labs and sheets

PHYSICS CURRICULUM

Essential Questions:  How is fluid pressure like energy?

How can we use physics to make things fly?

How do we analyze simple harmonic oscillators and wave motion, and how can they be                                       useful?

 OBJECTIVES CORRESPONDING CT FRAMEWORKS RECOMMENDED INSTRUCTIONAL STRATEGIES ASSESSMENT TOOL TIMELINES RESOURCES 1. explain the units and measurements of pressure and density. 2. describe how Bernouilli’s Principle is a restatement of the conservation of energy. 3. use fluid pressure principles to analyze flight         -------------------- 1. describe and analyze the behavior of simple harmonic oscillator systems, such as pendulums and springs. 2. describe the property of waves 1. pressure investigation with water and bottles. 2.pressure word problems and conceptual questions. 3. videos and notes on flight. 4. paper airplane contest         ------------------ 1. sho lab with pendulum and spring 2. wave motion problems. 3. wave tank labs. -group labs -word problem sets -test                         -word problem sets -test -individual lab (sho) (schoolwide rubric) 2 weeks                               2 weeks lab equipment videodisc computers labpros measuring tools teacher made labs and sheets

PHYSICS CURRICULUM

Essential Questions: How can we build better rides at an amusement park?

How are all types of waves related?

How do sound waves make music?

 OBJECTIVES CORRESPONDING CT FRAMEWORKS RECOMMENDED INSTRUCTIONAL STRATEGIES ASSESSMENT TOOL TIMELINES RESOURCES 1. relate sho motion, waves and circular motion with frequency, period and wavelength. 2. use principles of physics in designing and analyzing amusement park rides.   ---------------   1. explain the cause of different sounds. 2. describe and predict music -circular motion investigation -design roller coaster lab -Lake Compounce Amusement Park Field trip -circular motion word problems         ------------   -sound wave notes -computer analysis of sound activity. -resonance sound lab -musical instrument study --science sleuths noises in school -group labs -design process worksheets -word problem and classwork checks -quiz (circular)         -group labs -word problem and classwork checks -quiz (sound) lab equipment videodisc computers labpros measuring tools teacher made labs and sheets

PHYSICS CURRICULUM

Essential Questions: What causes us to see the things we do?

 OBJECTIVES CORRESPONDING CT FRAMEWORKS RECOMMENDED INSTRUCTIONAL STRATEGIES ASSESSMENT TOOL TIMELINES RESOURCES 1. explain how light is produced and perceived 2. describe applications of color addition and subtraction 3. use the principles of reflection and refraction to analyze light. -Light notes -Color/Spectra Lab -DarkSuckers -Mirror/Lenses Lab -Group Laser Challenge - science sleuth fogged filters -group labs -conceptual question sheets -essay on application of light and sound waves (schoolwide rubric) -Test       FINAL EXAM (Energy, Waves) 2 weeks lab equipment videodisc computers labpros measuring tools teacher made labs and sheets