Foxborough Regional Charter School

PHYSICS

GRADE 9

2014 – 2015 Curriculum Map 29 Objectives Covered/31 Total Objectives Grade 9-12 Physics

Introduction

The purpose of curriculum is to focus instruction in a grade level content / skill area.

The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching &

Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,

paraprofessionals, special educators and other staff.

This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable

learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able

to do by the end of a given year in a specific subject or skill area.

The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and

employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our

curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at

FRCS and beyond!

The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum

articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior

to entering this grade and what he or she will master upon promotion to the next grade level.

Vertical Curriculum Articulation

What is vertical articulation?

Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or

skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students

should master each standard in that subject.

What is the purpose of vertical curriculum articulation?

Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the

learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after

completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century)

How is this applicable for my classroom?

No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next

page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and

you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which

Vertical Articulation by Standards

Science: 2014-2015SY Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Earth Science (ES) Earth Materials

ES1 ES2 ES1, ES2 ES1, 3, 4 ES2-5 ES1-5 ES2

ES2

Weather

ES3 ES3 ES3 ES7, 9 ES6 ES6, 7, 9

Earth/Solar System

ES4

ES4 ES 13, 15 ES13-15 ES13-15 ES8-12 ES9-11 ES10, 12

Patterns

ES5 ES5 ES10, 11 ES10, 11 ES10, 11 ES3, 4

ES3, 4

Earth History

ES12 ES12 ES12 ES5, 6

ES5, 7

Mapping

ES1

ES1

Life Science (LS) Living Things

LS1-3, 7 LS1, 3, 6 LS1-3, 6-8 LS1-3, 11 1, 2, 4, 11 LS1-4, 11 LS13 LS13 LS13

Heredity

LS4 LS4

LS7-9 LS7-9

Evolution

LS5 LS6, 8, 9 LS6, 8, 9 LS6, 8, 9 LS10, 12 LS10-11 LS10, 12

Environment

LS14-16

LS14

Classification

LS1 LS1

Systems

LS17, 18 LS5, 6

Cells

LS2-4 LS2-4

Physical Science (PS) Properties

PS1 PS1 PS1 PS1 PS1 PS1

PS1-4 PS1, 4

Matter

PS2 PS2 PS2 PS2, 3 PS2, 3

Energy

4, 7, 9-10 4-5, 7-10 PS4-12 PS13, 14 PS14 PS13-16

Motion

PS3 PS4 PS3-5

PS11, 12 PS11, 12

Elements

PS6, 8, 10 PS5-10 PS6, 8, 10

Tech.Eng. (TE) Materials and Tools

TE1.1, 1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3

Design

TE2.2 TE2.1 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1-2.6

Curriculum Map Overview: How to read your grade level Curriculum Map

Organization of Map

The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction

Each unit has the following elements and each element is described on the following pages

Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the

curriculum

Motion and Forces Unit 1

How do we characterize motion as a form of Energy?

State Standard Student Learning objective(s) Required vocabulary Learning Plan:

Activities, Resources & Experiences

SIS3 (HS)

Convert within a unit (such as,

centimeters to meters

Use common prefixes such as

milli-, centi-, and kilo-

Use scientific notation, where

appropriate

1. State the SI units of mass, length and time

2. State the metric (SI) prefixes (multipliers) and use the prefixes in problem solving

3. Express a number in power of ten notation and use power of ten notation in problem solving

4. Use significant figures when problem solving

5. Explain and use order of magnitude when problem solving

Scientific Notation SI prefixes Meter Mass Grams

Pearson Physics; Walker Chap.1, Sec. 1.3- 1.5 http://www.khanacademy.org/math/pre-algebra/rates-and-ratios/metric-system-tutorial/v/unit-conversion http://www.youtube.com/watch?v=lYgTiQ-ZIf0

State Standard:

Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.

Measurable Student Learning Objective: (“The Students Will Be Able To”):

For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable

objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor

should communicate to students each day prior to the start of a lesson.

Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the

student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus

instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between

our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’

core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the

minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your

students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning

objectives for a given standard first.

The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently

measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the

objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of

that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or

demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student

demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard

itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning.

To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in

development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school

system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be

found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with

follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching

activities.

As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently

communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning

objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and

thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to

compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also

greater; perhaps an open response or Venn Diagram explaining the two concepts.

With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will

be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s

Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly

identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!

Learning Plan: Resources, Activities and Experiences

This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and

experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides

instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.

The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our

curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate

an instructional approach to reach different populations of your students. .

The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and

classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students

achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,

ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and

improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader

any time!

Vital Vocabulary:

These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and

within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than

memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of

these words and the underlying concepts is critical for students to understand and master the learning objective.

Essential Question(s):

This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction,

this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the

essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to

you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential

question as an open response question at the end of each unit.

4 Essential Questions

1. How do you design and create a solution to a problem in relation to areas of science?

2. How do structure and function of living things relate to other processes on earth?

3. How are the driving forces for evolution interrelated?

4. How are the many natural events that occur due to forces on earth and in space interrelated?

Science Curriculum Map Links

Biology Map

Chemistry Map

Earth Science Map

Motion and Forces Unit 1

How do we characterize motion as a form of Energy?

State Standard Student Learning objective(s) Required vocabulary Learning Plan:

Activities, Resources & Experiences

SIS3 (HS)

Convert within a unit (such as,

centimeters to meters

Use common prefixes such as

milli-, centi-, and kilo-

Use scientific notation, where

appropriate

6. State the SI units of mass, length and time

7. State the metric (SI) prefixes (multipliers) and use the prefixes in problem solving

8. Express a number in power of ten notation and use power of ten notation in problem solving

9. Use significant figures when problem solving

10. Explain and use order of magnitude when problem solving

Scientific Notation SI prefixes Meter Mass Grams

Pearson Physics; Walker Chap.1, Sec. 1.3- 1.5 http://www.khanacademy.org/math/pre-algebra/rates-and-ratios/metric-system-tutorial/v/unit-conversion http://www.youtube.com/watch?v=lYgTiQ-ZIf0

Physics (HS): 1.1 ES 1,4 Compare and contrast vector

quantities (such as,

displacement, velocity,

acceleration, force, and linear

momentum) and scalar quantities

(such as, distance, speed, energy,

mass, and work) Interrelated Science Connections:

HS BIO 4.5

1. Graphically represent magnitude and direction of a vector

2. Add and subtract vectors using a protractor and ruler

3. Use graphical method to add or subtract two or more vectors (parallelogram method and tip to tail method).

Vector quantity Scalar Quantity Magnitude

Pearson Physics; Walker Chap.4, Sec. 4.1- 4.2 Vector Analysis worksheets http://www.khanacademy.org/math/precalculus/vectors-precalc/vector-basic/e/graphically-adding-and-subtracting-vectors http://www.physicsclassroom.com/class/vectors/Lesson-1/Vectors-and-Direction

Motion and Forces Unit 1 (continued)

State Standard Student Learning objective(s) Required vocabulary Learning Plan:

Activities, Resources & Experiences

Physics (HS): 1.2 ES 1,4

Distinguish between

displacement, distance, velocity,

speed and acceleration. Solve

problems involving

displacement, distance, velocity,

speed and constant acceleration

1. Compare and contrast between distance and displacement

2. Compare and contrast between speed and velocity

3. Compare and contrast between velocity and acceleration

4. Deconstruct instantaneous and average velocity or speed

5. Define positive and negative acceleration or velocity

6. Calculate acceleration, velocity and displacement using 1D kinematic equations

7. Define relative motion 8. Attribute the motion of freely falling

objects 9. Summarize projectile motion

Position Uniform motion Speed Constant acceleration Constant Velocity Instantaneous velocity Instantaneous Acceleration Parabolic Relative motion

Pearson Physics; Walker Chap.2, Sec. 2.1- 2.2 Pearson Physics; Walker Chap.3, Sec. 3.1- 3.2 Pearson Physics; Walker Chap.4, Sec. 4.3-4.4

Velocity Lab http://www.physicsclassroom.com/Physics-Tutorial/1-D-Kinematics

Physics (HS): 1.3 ES 1

Create and interpret graphs of 1-

dimensional motion, such as

position vs. time, distance vs.

time, speed vs. time, velocity vs.

time, and acceleration vs. time

where acceleration is constant.

1. Construct and interpret graphs of position versus time, distance versus time, speed versus time, velocity versus time, and acceleration versus time.

2. Solve for displacement using a velocity vs. time graph

3. Solve for velocity and acceleration by determining the slope of a line

Slope Coordinates X,Y axis

Pearson Physics; Walker Chap.2, Sec. 2.3- 2.4 Pearson Physics; Walker Chap.3, Sec. 3.3

https://www.khanacademy.org/science/physics/one-dimensional-motion/acceleration_tutorial/v/why-distance-is-area-under-velocity-time-line https://www.youtube.com/watch?v=0bys19z6Pow

Motion and Forces (continued) Unit 1 (continued)

State Standard Student Learning objective(s) Required vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 1.4 ES 4

Interpret and apply Newton’s

three laws of motion

Interrelated Science Connection:

ES 4.2

1. Summarize Newton’s three laws and give examples that illustrate each one

2. Calculate the net force when given several concurrent forces

3. Graphically resolve forces into components if necessary to determine the net force

4. Summarize and give examples of inertia 5. Solve math problems using the 2nd law 6. Organize examples of Newton’s 3

rd law in

action

Mass Inertia Weight Net force vs Force Product Directly proportional Inversely proportional

Pearson Physics; Walker Chap.5, Sec. 5.1-5.2

Spring Scale Tug of War http://www.physicsclassroom.com/Physics-Tutorial/Newton-s-Laws https://www.youtube.com/watch?v=NYVMlmL0B

PQ

Physics (HS): 1.5 ES 1

Use free-body force diagrams to

show forces acting on a system

consisting of a pair of interacting

objects

1. Draw free-body diagrams from given forces or examples

2. Graphically resolve forces into components if necessary to determine the net force

3. Critique different types of forces and be able to properly label them

Normal force Applied force Tension force Frictional force Perpendicular

Pearson Physics; Walker Chap.5, Sec. 5.2

http://www.physicsclassroom.com/Class/newtlaws/U2L2c.cfm

Physics (HS): 1.6 ES 1,4

Distinguish qualitatively

between static and kinetic

friction, and describe their

effects on the motion of objects.

1. Compare and contrast between static and kinetic friction

2. Apply coefficients of friction to calculate frictional force

3. Investigate the effects of surface area and weight on frictional force

Static friction Kinetic friction Coefficient of friction

Pearson Physics; Walker Chap.5, Sec. 5.3 Friction Lab http://www.khanacademy.org/science/physics/forces-newtons-laws/inclined-planes-friction/v/intuition-on-static-and-kinetic-friction-comparisons

Motion and Forces (continued) Unit 1 (continued)

State Standard Student Learning objective(s) Required vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 1.7 ES 1,4

Describe Newton’s law of

universal gravitation in

terms of the attraction

between two objects, their

masses, and the distance

between them.

Interrelated Science Connections:

HS BIO 4.5

CHEM 6.1

ES 1.5, 1.8, 4.1, 4.2

1. Integrate Newton’s law of universal gravitation.

2. Summarize Kepler’s Laws of orbital motion

3. Critique the inverse relationship between distance and gravitational force

4. Attribute weightlessness of astronauts in orbit

Gravitational force Free Fall Ellipse Eccentricity Perihelion Aphelion

Pearson Physics; Walker Chap.9, Sec. 9.1-9.2 Pearson Physics; Walker Chap.9, Sec. 9.4 Galileo Reading Kepler Lab https://www.youtube.com/watch?v=zNeFI_JCXlY

https://www.youtube.com/watch?v=iQOHRKKNNLQ

Physics (HS): 1.8 ES 1,4

Describe conceptually

the forces involved in

circular motion

Interrelated Science Connections:

ES 4.1

1. Judge the force that causes centripetal acceleration and determine the direction of the acceleration vector

2. Calculate the centripetal force of a point mass given radius and linear speed

3. Deconstruct the relationship between the period of motion and the frequency of rotation.

Tangential Angular Period Frequency G force

Pearson Physics; Walker Chap.9, Sec. 9.3 Pearson Physics; Walker Chap.8, Sec. 8.1 Circular force demonstration

http://www.physicsclassroom.com/class/circles

http://www.khanacademy.org/science/physics/two-

dimensional-motion/centripetal-acceleration-

tutoria/v/centripetal-force-and-acceleration-

intuition

Conservation of Energy and Momentum Unit 2

State Standard Student Learning objective(s) Required vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 2.1 ES 2,4

Interpret and provide examples that illustrate the law of conservation of energy Interrelated Science Connections:

HS BIO 6.3

CHEM 2.3, 5.1, 5.5, 6.4

ES 1.1, 2.1

1. Apply the principle of energy conservation to analyze changes in potential, kinetic, and internal energy.

2. Use the law of conservation of energy to generate solutions to mechanical energy systems

3. Use the law of conservation energy to create algebraic expressions to calculate energy values in a mechanical system

Law of Conservation of Energy

Mechanical Energy

Pearson Physics; Walker Chap.6, Sec. 5.3

Bowling Ball Demo Mouse trap car project https://www.youtube.com/watch?v=Eja5ILMIeoc

Physics (HS): 2.2 ES 1,4

Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa Interrelated Science Connections:

HS BIO 2.5

1. Recall the work energy theorem and use it to analyze energy systems

2. Determine the gravity potential energy of a given object at a location in gravity field

3. Solve for kinetic energy of object in motion.

4. Differentiate between conservative and non-conservative forces

Conservative forces Equipotential points

Pearson Physics; Walker Chap.6, Sec. 6.2

http://www.physicsclassroom.com/Class/energy/u5

l1b.cfm

Physics (HS): 2.3 ES 1,2,4

Describe both qualitatively and quantitatively how work can be expressed as a change in mechanical energy.

1. Define mechanical energy in a system 2. Evaluate energy systems for

conservative and non-conservative forces

3. Analyze the relationship between changes in mechanical energy and work

Work-Energy theorem Mechanical energy

Pearson Physics; Walker Chap.6, Sec. 6.2

http://www.khanacademy.org/science/physics/wor

k-and-energy/work-and-energy-

tutorial/v/introduction-to-work-and-energy

Conservation of Energy and Momentum Unit 2 (continued)

State Standard Student Learning objective(s) Required vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 2.4 ES 1,4

Describe both qualitatively and quantitatively the concept of power vs work done per unit time.

1. Calculate power 2. Analyze work and its relationship

between force and displacement 3. Calculate work done by a constant force 4. Use graphical analysis to calculate work

done by a force that varies in magnitude

Negative work Positive Work Power Efficiency Parallel force Joules

Pearson Physics; Walker Chap.6, Sec. 6.1 Pearson Physics; Walker Chap.6, Sec. 6.4 http://www.physicsclassroom.com/class/energy

Physics (HS): 2.5 ES 4

Provide and interpret examples showing that linear momentum is the product of mass and velocity, and is always conserved (law of conservation of momentum). Calculate the momentum of an object.

1. Define linear momentum and its relationship to force.

2. Use the Conservation of Momentum to calculate linear momentum.

3. Differentiate between elastic and inelastic collisions

4. Define impulse and its relationship to force and time

5. Use Newton’s Laws to analyze systems in motion

Momentum Impulse Elastic collision Inelastic collision Law of Conservation of

Momentum

Pearson Physics; Walker Chap.7, Sec. 7.1-7.4

Dynamic carts Demo/ Lab http://www.physicsclassroom.com/class/momentum http://www.khanacademy.org/science/physics/line

ar-momentum

Heat and heat transfer Unit 3

State Standard Student Learning objective(s) Required vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 3.1 ES 1,4

Explain how heat energy is transferred by convection,

conduction, and radiation.

Interrelated Science Connections:

HS BIO 2.1

CHEM 6.4 ES 1.3

1. Interpret the 3 main processes for heat transfer on the macro and microscopic level

Conduction Convection Radiation

Pearson Physics; Walker Chap.10, Sec. 10.1

Soda can demo http://www.physicsclassroom.com/class/thermalP

Physics (HS): 3.2 ES 1,4

Explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached.

1. Exemplify the meaning of thermal equilibrium the role of temperature

2. Carryout basic calorimetric calculations

Heat Temperature Equilibrium

Pearson Physics; Walker Chap.10, Sec. 10.2

http://www.khanacademy.org/partner-content/mit-k12/mit-k12-physics/v/heat-transfer

Heat and heat transfer Unit 3 Continued

State Standard Student Learning objective(s) Required vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 3.3 ES 1,4 Describe the relationship between average molecular kinetic energy and temperature. Recognize that energy is absorbed when a substance changes from a solid to a liquid to a gas, and that energy is released when a substance changes from a gas to a liquid to a solid. Explain the relationships among evaporation, condensation, cooling, and warming.

Interrelated Science Connections:

HS BIO 6.4

CHEM 1.1, 1.3, 6.1, 6.3, 7.3

1. Apply the principle of energy conservation to calculate changes in potential, kinetic, and internal energy.

2. Produce and Interpret phase diagrams 3. Summarize the expansion and

contraction of molecules during the transfer of energy

4. Illustrate the difference between latent heat of fusion and vaporization

5. Exemplify the process of evaporation and condensation and apply it to real world applications

Evaporation Sublimation Condensation Boiling Thermal Expansion Latent Heat Radiation Pressure Volume

Pearson Physics; Walker Chap.10, Sec. 10.3-10.4 http://phet.colorado.edu/en/simulation/states-of-matter https://www.youtube.com/watch?v=6lAxBTLgYfU

Physics (HS): 3.4 ES 1

Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance. Interrelated Science Connections:

CHEM 7.3, 7.4 ES 1.7

1. Analyze different materials by their specific heat values.

2. Illustrate the relationship between specific heat and energy

Specific heat capacity

Pearson Physics; Walker Chap.10, Sec. 10.4 Measuring/Calculating Energy, Heat Capacity

problems

http://www.kentchemistry.com/links/Matter/HeatingCurve.htm http://www.physicsclassroom.com/class/thermalP/Lesson-2/Measuring-the-Quantity-of-Heat https://www.youtube.com/watch?v=4Ar4bSlKz3s

Waves Unit 4

State Standard Student Learning objective(s) Required

vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 4.1 ES 4 Describe the measurable properties of waves (velocity, frequency, wavelength, amplitude, period) and explain the relationships among them. Recognize examples of simple harmonic motion.

1. Characterize the conditions of simple harmonic motion.

2. Calculate the period and frequency of an object vibrating with simple harmonic motion.

3. Generate and Interpret graphical models of simple harmonic motion

Amplitude Wavelength Frequency

Pearson Physics; Walker Chap.13, Sec. 13.1-13.2 http://www.physicsclassroom.com/class/waves https://www.youtube.com/watch?v=c38H6UKt3_I

Physics (HS): 4.2 ES 1,4 Distinguish between mechanical and electromagnetic waves.

1. Differentiate between mechanical and electromagnetic waves.

2. Recognize mechanical waves require a medium

3. Identify electromagnetic waves by their frequency and wavelength

Mechanical wave Medium Electromagnetic wave

Pearson Physics; Walker Chap.13, Sec. 13.3-13.4

https://www.youtube.com/watch?v=OGyRe_SGnck

Physics (HS): 4.3 ES 1,4 Distinguish between the two types of mechanical waves, transverse and longitudinal.

1. Interpret waveforms of transverse and longitudinal waves.

2. Describe the direction of energy in mechanical waves

Transverse wave Longitudinal wave Pulse

Pearson Physics; Walker Chap.13, Sec. 13.3-13.4

https://www.youtube.com/watch?v=jAXx0018QCc

Physics (HS): 4.4 ES 1,4 Describe qualitatively the basic principles of reflection and refraction of waves.

1. Apply the law of reflection for flat mirrors.

2. Predict refraction angle by interpreting refraction index

Reflection Refraction Index of refraction

Pearson Physics; Walker Chap.15, Sec. 15.1 Pearson Physics; Walker Chap.16, Sec. 16.1 Pearson Physics; Walker Chap.17, Sec. 17.1 http://www.physicsclassroom.com/Class/refln

https://www.youtube.com/watch?v=uQE659ICjqQ

Waves Unit 4 Continued

State Standard Student Learning objective(s) Required

vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 4.5 ES 4 Recognize that mechanical waves generally move faster through a solid than through a liquid and faster through a liquid than through a gas. Interrelated Scienc Connections:

CHEM 1.3

1. Calculate wave speed in a constant medium

2. Analyze wave speeds in different mediums

Lambda

Pearson Physics; Walker Chap.14, Sec. 141-14.2

http://www.physicsclassroom.com/class/refrn/u14I3a.cfm

Physics (HS): 4.6 ES 1,4 Describe the apparent change in frequency of waves due to the motion of a source or a receiver (The Doppler effect). Interrelated Scienc Connections:

ES 4.1

1. Evaluate the Doppler effect as a function of speed relative to the observer

2. Interpret red shift and blue shift and its application to planetary motion

Doppler effect Red Shift Blue Shift

Pearson Physics; Walker Chap.14, Sec. 14.3-14.4

https://www.youtube.com/watch?v=h4OnBYrbCjY https://www.youtube.com/watch?v=WDTV_W1FIYw

Electromagnetism Unit 5

State Standard Student Learning objective(s) Required

vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 5.1 ES 1,4 Recognize that an electric charge tends to be static on insulators and can move on and in conductors. Explain that energy can produce a separation of charges.

Interrelated Science Connections:

HS BIO 4.7,4.4

CHEM 3.2, 8.1

1. Recognize static charge is created by the flow of electrons

2. Compare and contrast conductors and insulators.

3. Explore the internal workings of an atom

4. Analyze and predict charge flow

Electricity Electrostatics Conductor Insulator Valence electrons Protons Charge by induction Ground

Pearson Physics; Walker Chap.19, Sec. 19.1

Static Electricity Lab http://phet.colorado.edu/en/simulation/balloons http://www.physicsclassroom.com/class/estatics

Physics (HS): 5.2 ES 1,4

Develop qualitative and quantitative understandings of current, voltage, resistance, and the connections among them (Ohm’s law).

Interrelated Science Connections:

HS BIO 4.4

1. Evaluate the basic properties of electric current and solve problems relating current, charge, and time.

2. Calculate resistance, current, and potential difference using the definition of resistance.

3. Recognize current and time are inversely related

4. Understand that voltage is a product of force and distance

Voltage Electric current Electrical resistance Ohm’s Law resistance

Pearson Physics; Walker Chap.21, Sec. 21.1-21.2

Circuit Board Lab http://phet.colorado.edu/en/simulation/ohms-law

Electromagnetism Unit 5 (continued)

State Standard Student Learning objective(s) Required

vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 5.3 ES 1 Analyze simple arrangements of electrical components in both series and parallel circuits. Recognize symbols and understand the functions of common circuit elements (battery, connecting wire, switch, fuse, resistance) in a schematic diagram.

1. Interpret and construct circuit diagrams. 2. Design basic circuits to analyze 3. Test and evaluate circuits using multi

meters 4. Calculate the equivalent resistance for a

circuit of resistors in parallel and find the current in and potential difference across each resistor.

5. Calculate the equivalent resistance for a circuit of resistors in series and parallel to find the current in and potential difference across each resistor in the circuit.

Series circuit Parallel circuit Voltage drop Equivalent EMF Fuse

Pearson Physics; Walker Chap.21, Sec. 21.2-21.3

http://www.khanacademy.org/science/physics/electricity-and-magnetism/v/circuits--part-1 http://www.khanacademy.org/science/physics/electr

icity-and-magnetism/v/circuits--part-2

Physics (HS): 5.4 ES 1,4 Describe conceptually the attractive or repulsive forces between objects relative to their charges and the distance between them (Coulomb’s law). Interrelated Science Connections:

CHEM 2.2, 3.1, 3.2, 3.3,

3.4, 4.1, 4.3, 4.4, 7.1, 8.1

1. Compare and contrast electric force with gravitational force.

2. Calculate electric force using Coulomb’s Law.

3. Analyze the relationship between distance and charge to predict changes in force

4. Construct graphical models to illustrate electric field lines.

Coulomb’s Law Coulomb Electric Field

Pearson Physics; Walker Chap.19, Sec. 19.2-19.3

Designing a simple DC motor http://www.physicsclassroom.com/Class/estatics/u8l3b.cfm

Electromagnetism Unit 5 (continued)

State Standard Student Learning objective(s) Required

vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 5.5 ES 1,4 Explain how electric current is a flow of charge caused by a potential difference (voltage), and how power is equal to current multiplied by voltage.

Interrelated Science Connections:

CHEM 3.2

1. Compare and contrast potential energy and potential difference.

2. Integrate concepts of potential energy when identifying voltage

3. Understand that current flows from a high to low potential

4. Solve problems involving electrical energy and potential difference.

Potential difference Electric potential

Pearson Physics; Walker Chap.20 Sec. 20.1-20.3

https://www.youtube.com/watch?v=zqGvUbvVQXg

Physics (HS): 5.6 ES 4 Recognize that moving electric charges produce magnetic forces and moving magnets produce electric forces. Recognize that the interplay of electric and magnetic forces is the basis for electric motors, generators, and other technologies.

1. Evaluate the magnetic field produced by current in a straight conductor and in a solenoid.

2. Apply the right hand rule to determine the direction of the magnetic field in a current carrying wire.

3. Design a simple DC motor

Magnetic field Electromagnet

Pearson Physics; Walker Chap.22, Sec. 22.1-22.2 Pearson Physics; Walker Chap.23, Sec. 23.1-23.2

http://www.khanacademy.org/about/blog/post/34726851466/dc-motors http://www.animations.physics.unsw.edu.au/jw/electricmotors.html#DCmotors

Electromagnetic Radiation Unit 6

State Standard Student Learning objective(s) Required

vocabulary

Learning Plan:

Activities, Resources & Experiences

Physics (HS): 6.1 ES 4 Recognize that electromagnetic waves are transverse waves and travel at the speed of light through a vacuum.

1. Characterize electromagnetic waves; what they are and how they are produced.

2. Evaluate how electromagnetic waves transfer energy.

Electromagnetic wave

Pearson Physics; Walker Chap.15, Sec. 15.1-15.2

http://missionscience.nasa.gov/ems/02_anatomy.html

Physics (HS): 6.2 ES 1,4 Describe the electromagnetic spectrum in terms of frequency and wavelength, and identify the locations of radio waves, microwaves, infrared radiation, visible light (red, orange, yellow, green, blue, indigo, and violet), ultraviolet rays, x-rays, and gamma rays on the spectrum.

Interrelated Science Connections:

ES 1.2

1. Cite applications of electromagnetic waves.

2. Classify electromagnetic waves by their frequency and wavelength

3. Describe characteristics of visible light

Electromagnetic spectrum Diffraction grating

Pearson Physics; Walker Chap.15, Sec. 15.1-15.2

http://phet.colorado.edu/en/simulation/color-vision

Appendix A:

Assessing Student Learning

Measurable Action Words & Formative Assessment Types

As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of

terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;

developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t

want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state.

This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they

should attain and the means through which we assess their understanding.

Objectives and assessments:

Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning

goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of

measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate

to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check

for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed.

Developing formative and other classroom assessments:

Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding. You don’t need to give nearly as many questions and students are required to really show what they know.

Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what

DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards and objectives

Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.

Reading the chart below:

Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy

“Skill definition” is the action verb for a given objective. It’s what the student should be able to do

“Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can

demonstrate the particular level or depth of understanding

Analytical & Evaluative Skills Skills Definition Assessment format expectations and suggestions

Analyze: Given or collect information or data to support a

conclusion.

Expectations for analysis are some form of explanation based on given or collected data.

Written assessments are usually in the form of a lab report (i.e.: conclusions section)

Categorize / Rank: Students are given or collect a set of

examples or specimens and must sort them into appropriate

groups or classes based on their characteristics.

Students usually test the examples or specimen to determine their characteristics.

Students organize their categorization in a table and support with data and written or oral

explanation.

Compare & Contrast: Identify and explain the similarities and

differences of two or more concepts

Expectations for this skill focuses on writing about science concepts: essay or graphic

organizer form (i.e.: Venn Diagram)

Differentiate Between: Students describe the differences

between two or more concepts, specimen, examples or items.

This can be done using a ‘T-chart’ or other graphic organizer. This can also be

incorporated into a written response

Simplify: Summarize Written or oral explanation of a concept in students’ own words

Evaluate: Determine the significance Usually assessed in written form. Students support their evaluation with data or

background knowledge

Synthesis & Application Skills Skills Definition Assessment format expectations and suggestions

Determine: Decide upon or identify Pick out the correct term or concept from a group. Provide and fill in the correct term or

concept.

Diagram / Illustrate: Students create a drawing that includes

labels and written explanation.

Expectations are that students can generate scientific diagrams or illustrations. Labels and

explanation should be included.

Solve / Calculate: find the answer or solution (usually

mathematically)

Given some data set, students find the answer or solution. Include work and units.

Formulas are provided by instructor

Design / Create / Develop / Construct: Make or build This is very broad, but the expectation is that a performance assessment of some kind is

given

Demonstrate: show The expectation for this is that students physically show a skill or demonstrate an

understanding in written form.

Comprehension Skills Skills Definition Assessment format expectations and suggestions

Classify: Arrange and assign to a category The assessment expectation is that students can arrange examples into appropriate categories.

This may be matching or listing and may or may not include a brief explanation

Describe: Students’ written or oral description Expectations are that students can describe (orally or written) a concept in their own words.

‘Describe’ objectives focus more on broad comprehension than explanation of detailed

mechanisms

Explain: Written explanation, usually with a diagram Students should be able to explain a concept in detail and provide supporting fact and/or data;

diagrams often accompany this in sci.

Predict: Forecast or hypothesize an outcome based on

supporting data or background knowledge

This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that

students support hypotheses with ‘why’.

Summarize: Paraphrase content into simpler terms Summaries are usually written and often act as follow up assessments to a passage that is read.

Distinguish Between: Determine differences between The expectation is that students can accomplish ½ of the compare-contrast essay by identifying

key differences between two (usually similar) concepts or ideas. Usually written.

Recall Skills Skills Definition Assessment format expectations and suggestions

Define: Provide a definition.

Assessing this skill is more effective if put in the student’s own words or description. Matching or

student generated definitions

Label / Name: Provide or choose a name for an item,

object or concept.

The expectation is either to match or write in a label for a given diagram or fill in the blank

Recognize: pick out from a variety of possible choices Multiple choice is the most common recognition skill assessment

Sequence: Place the concepts or items in a specific,

relevant order

Expectations are that students can either select or write a series of concepts in an appropriate

and accurate sequence

Identify Select or list (usually characteristics) label, list

or identify

Students should be able to select or write in the appropriate concept or vocabulary word

Organize / List: Put associated concepts in order Students create an order that may or may not be based on a standard criterion. This can be

written, oral or physically done

Appendix B:

FRCS Unit Plan Template

FRCS Unit Plan

Teacher __________________________ Grade Level _______________

Unit Title ___________ Length of Unit ______________

Essential Question(s): _________________________________________________________________

Student Learning Outcomes/Objectives (SWBAT):

Assessments:

Learning Experiences:

Reflection:

Appendix C:

Content Specific Terminology Glossary

Grade 9 Physics Glossary

Describe

Summarize

Identify

Explain

Distinguish

Analyze

Diagram

Compare and Contrast

Differentiate

Discuss

Relate

Evaluate

Justify

Characterize

Synthesize

Rank

Outline