PHYSICS Grade(s): 11, 12 Prerequisite(s): Chemistry ...

PHYSICS Grade(s): 11, 12

Prerequisite(s): Chemistry, Algebra 2 Credits: 5

ABSTRACT

Physics provides students with a comprehensive, uptodate approach to an extensive study of the nature and interaction of forces and energy transformations. Prior physical science knowledge is extended by incorporating advanced mathematical skills, including geometric concepts and algebraic operations. Topics include kinematics, dynamics, forces, circular and projectile motion, conversion of energy and momentum, astrophysics, geoscience, waves, sound, light, optics, and electrostatics. Throughout this course, students explore topics that are directly applied to realworld technologies. The coursework and laboratory explorations prepare students for college courses, as well as advanced courses in the science content area.

1 Approved by Board of Education August 23, 2016 Elmwood Park Public Schools

UNIT: Unit Title

Number of Days

Unit 1: Force and Motion

35 days

Unit 2: Fundamental forces

30 days

Unit 3: Energy

40 days

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ SLS)

Science HS-PS2-1 HS-PS2-2 HS-PS2-3

Engineering, Technology, and

Applications HS-ETS1-2 HS-ETS1-3

ELA/Literacy and Mathematics WHST.1112.4 WHST.1112.5 WHST.1112.6 WHST.1112.7 WHST.1112.8

MP.2 MP.4

Science HS‐PS2‐4




MP.2 MP.4 MP.2

Science HS‐PS3‐2 HS‐PS3‐3 HS‐PS3‐4




MP.2


MP.2 MP.4

HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 HSA.SSE.A.1 HSA.SSE.B.3 HSA.CED.A.1 HSA.CED.A.2 HSA.CED.A.4 HSFIF.C.7 HSSIS.A.1

21st Century Life and Careers 9.2, 9.3 CRP 1‐12

MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 HSA.SSE.A.1 HSA.SSE.B.3 HSA.CED.A.1 HSA.CED.A.2 HSA.CED.A.4 HSFIF.C.7 HSSIS.A.1

21st Century Life and

Careers 9.2, 9.3 CRP 1‐12

MP.4 MP.2 MP.4


21st Century Life and Careers

9.2, 9.3 CRP 1‐12

ENDURING UNDERSTANDINGS: (Students will understand that . . .)

1. A scalar quantity has only magnitude or size while a vector quantity has both magnitude and direction. Velocity and acceleration are defined in terms of the processes used to find them, both with vector quantities of magnitude and direction.

2. Solving Physics problems

1. Solving Physics problems involves translating words into pictures and symbols. Use motion diagrams as physical models to find the direction of the motion in each part of a problem. Vectors can be added graphically by placing the tail of one at the tip of the

1. Energy is a quantitative property of a system.

2. Energy depends on the motion and interactions of matter and radiation within a system.

3. A system’s total energy is conserved even as energy within a system is


involves translating words into pictures and symbols. Use motion diagrams as physical models to find the direction of the motion in each part of a problem. Vectors can be added graphically by placing the tail of one at the tip of the other and drawing the resultant from the tail of the first to the tip of the second.

3. Trigonometry may be used to find the magnitude of the resultant of any two vectors. Vector addition may be used to solve problems involving relative velocities.

4. Two or more vectors may be added by separately adding the X and Y components. These components can be used to determine the magnitude and direction of the resultant. The magnitude of the acceleration due to gravity is always a positive

other and drawing the resultant from the tail of the first to the tip of the second.

2. Although there are different forces, they are all forms of the four fundamental forces.

3. The friction force is proportional to the force pushing the surfaces together.

4. Mechanical resonance can greatly increase the amplitude of simple harmonic motion with a small, periodic force acts on an oscillating object at its natural frequency. Forces may be divided into contact and longrange forces.

5. All forces result from interactions between objects.

6. Newton’s third law states that the two forces make up an interaction pair are equal in magnitude but opposite in direction and act on different objects.

continually 4. transferred from one object to

another and between its possible forms, resulting in a single quantity of energy. The impulse given an object is equal to the change in momentum of the object, and is the average net force exerted on the object multiplied by the time interval over which the force acts.

5. The momentum is conserved in a closed isolated system.

6. Work is the transfer of energy by means of forces.

7. The work done on the system is equal to the change in energy on the system.

8. Work is the product of the force exerted on an object and the distance the object moves in the direction of the force.

9. Power is the rate of doing work.

10. Machines do not change work but make it easier by changing the magnitude or the direction of the force


quantity.

5. acceleration of a system equals the net force on it divided by its mass. Newton’s first law states that if an object has no net force on it, then its velocity will not change.

exerted to do work. 11. The kinetic energy of an

object is proportional to its mass and the square of its velocity.

12. The gravitational potential energy of an object depends on the object's weight and its distance from Earth’s surface.

13. The sum of kinetic and potential energy is called mechanical energy.

14. The total energy of a closed, isolated system is constant. Within this system, energy can change form, but the total amount of energy cannot change.

15. Momentum is conserved in collisions if the external force is zero. The mechanical energy may be unchanged or decrease by the collision, depending upon whether the collision is elastic or inelastic.

16. Thermal energy is the measure of the internal motion of particles in matter.

17. Specific heat is a quantity of required to raise the


temperature of one kilogram of a substance by one kelvin.

18. In a closed system heat may flow and change form but the total energy of the system remains constant.

19. Pressure is the force divided by the area on which it is exerted. The S.I. Unit for pressure is the pascal, Pa.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

1. Why might one representation of motion be more useful than another? In what ways can a person tell how an object is moving?

2. How can a person or object be standing still, moving at a constant velocity, and accelerating at the same time? In what ways can a person tell if a system is moving and how it is moving?

3. How can one predict the motion or changes in motion of an object

4. On what factors does the rate of motion of an object depend

1. Why are Newton’s three laws so important?

2. With so many variables present, how can you accurately predict motion?

3. Why can an interaction influence objects differently?

4. How can one representation of a system be more useful than another?

5. Why are seat belts a necessity during a car crash?

6. How does Newton’s three laws describe the motion of a moving object?

1. How can interactions between objects and within systems of objects be predicted and explained?

2. How can forces and energy be related?

3. How is heat produced? 4. What is the role of energy in

the world? 5. How is thermal energy

measured?


5. How can we analyze force

vectors?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Measurement investigation: discover the Volume of the classroom. Differentiate the densities of different objects.

Present students with data from a system (e.g., position, time, velocity, acceleration). Require students to analyze data to draw conclusions and make relevant predictions about the motion. Students should justify their conclusions by citing evidence from the multiple representations.

Students produce a set of directions using vectors to describe the position of an object in the classroom or

Predict the position/velocity/acceleration of different objects using spark timers and motion detectors.

Compare the two sources of data for accuracy and precision. Graph results and analyze data to discern relationships.

Problem Solving Activities: Students will be engaged in solving problems to demonstrate mastery of Newton's laws. Students will solve nonroutine problems with multiple representations, including mathematical, graphical, and pictorial.

Falling Bodies Project a

Egg Drop: Students design a

protective container based on impulsemomentum theory that prevents an egg from breaking from a fall.

Egg drop rubric Students use various methods

of heat transfer to identify an unknown metal.

Students calculate the amount of heat required to turn a block of ice into steam.

Students Lab report rubric


school. Another group of students uses graphical analysis to locate the object.

Balanced and Unbalanced Forces Project Students design a series of experiments to demonstrate the idea that the direction of the unbalanced force is exerted in the same direction as the change in velocity. Students will cite evidence to justify their claim.

Newton’s First Law Students analyze a variety of objects and diagram the forces acting on the objects. This may include an object hanging from a spring scale, an object resting on a foam cushion, an object resting on a meter stick that is supported at both ends, an object on a scale, an object supported by a string attached to a spring scale, or an object on an incline. The students should identify the object and the interacting object, construct

computer spreadsheet will be used to analyze the motion of a falling object which is encountering air resistance. You will design a scenario that would require the need to know specific information about the motion characteristics of a falling object; you will develop a procedure for analyzing the object's motion, use a spreadsheet program to conduct the analysis, and report your findings in the form of a wordprocessed paper.

Coulomb’s Law Activity Students explore how electrostatic force is related to magnitude of charge as they change the quantity of charge and amount of separation between two point charges. The simulation is an inquirybased interactive experience. “Physics in the Classroom.”

Lab Report Rubric


a force diagram, and represent the forces quantitatively.

Newton’s Second Law – Students design an experiment to test newton’s second law of motion. Graph the the data and derive a formula accurately describing Newton’s Second Law of Motion.

Lab Report Rubric

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students selfassess their learning?)

DoNows Group lab investigations reports oral questioning quizzes formative assessments

with student responses and exit slips.

Summative (Chapter) tests.

Possibly Benchmark tests every Quarter (Marking Period)










RESOURCES:

Supplemental texts Web media Current events Lab Equipment with

Realtime data collectors

iPads Excel/Numbers

spreadsheets Scientific/Graphing

Calculators



iPads Excel/Numbers


Calculators



iPads Excel/Numbers spreadsheets Scientific/Graphing

Calculators

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

demonstrate the ability to

use laboratory instruments and measurement devices apply dimensional analysis to convert dierent standards of measurement

organize dierent data sets into appropriate graphs best suited to the data collected demonstrate the ability to manipulate algebraic formulas

differentiate among fundamental forces (e.g., electroweak, gravitational, nuclear, strong)

explain and interconnect Newton’s three laws of motion and their real world applications recognize and apply the vector nature of Newton’s third law of motion identify

distinguish between impulse, momentum, energy, work, and power

solve problems involving momentum and work

distinguish between positive and negative work

combine Newton’s second law, work, and kinetic energy and synthesize into the WorkEnergy


recognize basic SI units (e.g., meters, grams, liters) and synthesize into compound units

describe the effect that changing one variable results in changes in other variables and the shape, position, and characteristics of the graph of f(x)

judge the meaning, utility, and reasonableness of the results of symbols

interpret algebraic or graphical solutions in terms of the context of the problem and the appropriate units of measurement recognize the limits of estimation, assess the resulting amount of error, and determine whether the error is within acceptable tolerance levels

describe, calculate, and graph motion in terms of distance, velocity, elapsed time, and acceleration recognize quantities that require direction, as well as

different types of forces (e.g., frictional, gravitational, normal, tension)

distinguish between static and kinetic frictional forces and relate to Newton’s first law of motion and momentum

determine the effect of acceleration on equilibrium

construct freebody diagrams to represent the vectors of all forces acting on a system

distinguish between static and kinetic electrical charges.

combine and resolve component forces

use trigonometry to solve vector addition problems use trigonometry to find the components of vectors.

theorem apply the Work Energy theorem

to solve problems determine work done by the force

of gravity (e.g., gravitational potential energy)

determine the conservation of energy among conservative forces

combine Newton’s second law, the

impulse of a force, and the linear momentum of an object and synthesize into the Principle of Conservation of Linear Momentum

apply the Impulse Momentum theorem to problemsolving situations

distinguish between collisions in one and two dimensions

determine the center of mass and gravity of an object

define and use the concepts of torque and rotational kinetic energy to perform work

use exponential and periodic functions to calculate growth/decay and change in the natural world.


size (e.g., vectors)

distinguish between the principles of mass versus weight

CROSSCURRICULAR / DIFFERENTIATION: (What crosscurricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED., At Risk, and G&T students?)

Embed math in scientific experiments and Labs.

Biographies of great scientists or true stories about their discoveries.

Experimentations or scientific inquiries.

Video presentations. Online assignments

including webquests, demonstrations and tutorials.

Special Education

Modifications & accommodations as listed in the student’s IEP

Assign a peer to help keep student on task

Modified or reduced assignments

Reduce length of assignment for different




Video presentations. Online assignments

including webquests, demonstrations and tutorials.

Special Education




Reduce length of assignment for different




Video presentations. Online assignments including

webquests, demonstrations and tutorials.

Special Education




Reduce length of assignment for different mode of delivery


mode of delivery

ELL

Cooperative grouping Provide oral instructions

in a variety of ways Support from native

speakers who are proficient in English.

Extended time for assignments and assessments.

Enlist parental support. Teacher conferences Graphic organizers Modification plan NJDOE resources Adapt a StrategyAdjusting

strategies for ESL students:

( Instruction will be based on language proficiency.)

Gifted and Talented Students Blog with reflections about

mode of delivery

ELL









ELL









scientific inquiries and


scientific inquiries and investigations

Extensions on lab reports Differentiated problems and

tasks

At Risk

Tiered Interventions following RtI framework

RtI Intervention Bank Fundations DoubleDose

(Tier II) LLI (Tier III) FFI Skill Report: DRA On

Line enVision intervention

supports DRA OnLine enVision intervention

supports NJDOE resources



tasks

At Risk







investigations Extensions on lab reports Differentiated problems and

tasks

At Risk







*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from


(prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

UNIT: Unit Title

Number of Days

Unit 4: Waves, Sounds and Light

35 days

Unit 5: Electricity and Electrostatics

30 days

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ SLS)

Science HS‐PS4‐1 HS‐PS4‐2 HS‐PS4‐3 HS‐PS4‐4 HS‐PS4‐5


Applications

Science HS‐PS2‐4 HS‐PS2‐5 HS‐PS2‐6 HS‐PS3‐5


Applications HS-ETS1-2


HS-ETS1-2 HS-ETS1-3


MP.2 MP.4 MP.2 MP.4


21st Century Life and Careers

HS-ETS1-3


MP.2 MP.4 MP.2 MP.4


21st Century Life and Careers 9.2, 9.3


9.2, 9.3 CRP 1‐12

CRP 1‐12

ENDURING UNDERSTANDINGS: (Students will understand that . . .)

1. A wave is a repeating pattern of motion that transfers energy from place to place without overall displacement of matter.

2. Understanding wave properties and interactions of electromagnetic radiation with matter enables scientists and engineers to design systems for transferring and storing information.

3. Waves transfer energy without transferring matter.

4. In Transverse waves, the displacement of the medium is perpendicular to the direction of the wave. In longitudinal waves , the displacement is parallel to the direction of the wave. Surface waves displace matter in both directions.

5. The properties of all waves are frequency, wavelength, amplitude and speed.

6. The medium determines the

1. There are two types of electrical charge, Positive and negative. Like charges repel and different charges attract.

2. Objects can be charged with a transfer of electrons.

3. Insulators slow or stop the flow of charge, conductors allow the flow of charge.

4. An object can be electrically charged through conduction, by touching the object with a charged object.

5. An object can be electrically charged through induction by bringing a charged object nearby.

6. Coulomb's Law states that the force of between two charges varies directly with the product of their

7. charge and inversely with the square of the distance between them.

8. The electric field intensity the force per unit charge .


wave velocity which is calculated using the equation v=^f.

7. When a wave crosses a boundary it is partially reflected and partially transmitted.

8. Interference occurs when two or more waves move through a medium together.

9. Sound is a pressure variation transmitted through matter as a longitudinal wave.

10. The amplitude of a sound wave is measured in decibels (dB).

11. The frequency of a sound wave is heard as pitch.

12. The Doppler effect is the apparent change in frequency of sound caused by the motion of the source or the detector.

13. Light is an electromagnetic wave that stimulates the retina of the eye.

14. Light travels in a straight line as a transverse wave at a speed of 3.00 X 10 8 m/s

15. The luminous flux of a light source is the rate at which

9. Electric field lines are directed away from positive charges and toward negative charges.

10. Forces at a distance are explained by fields permeang space that can transfer energy through space.

11. Magnets or changing electric fields cause magnec fields.

12. Electric charges or changing magnec fields cause electric fields.


light is emitted, as is measured in lumens (lm).

16. Illuminance is the rate at which light falls on an area and is measured in Lux.

17. Materials can be Characterized as being transparent, translucent, or opaque.

18. White light is the combination of the spectrum of colors, each having different wavelengths.

19. The law of reflection states that the angle of reflection is equal to the angle of incidence.

20. Refraction is the bending of light rays at the boundary between two media.

21. Light waves of different wavelengths have different refractive indices. Thus they are reflected at different angles.

22. The frequencies and intensities of complex waves produced by musical instruments determine the special characteristics of that instrument, this is


known as timbre.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

1. How can waves be used to transfer energy, information, and to extend human senses?

2. How do vibrations move? 3. How can light behave like a

particle and a wave?

1. How can electricity be harnessed?

2. What causes electricity to flow?

3. How is electricity created? 4. How do charges interact

with electric and magnetic fields?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Using a sound level meter students determine the best and safest listening level to conserve their hearing and prevent hearing loss.

Students devise a way calculate the speed of sound using a tuning fork and resonance tubes.

Students build and compare different telescopes. Focal length and magnification of each telescope is measured and compared.

Lab report rubric

Students create a circuit of lights that gives the most light with the lowest power consumption.

Different types of light bulbs and circuits are compared.

Lab report rubric


Research simulation with LAL

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students selfassess their learning?)




Benchmark tests every Quarter (Marking Period)




Benchmark tests every Quarter (Marking Period)

RESOURCES:



iPads /chromebooks Excel/Numbers


Calculators



iPads /chromebooks Excel/Numbers


Calculators


STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

Lessons relate the power of sound

waves over a specified area to the intensity of the sound

determine the resultant resonance from driven harmonic motion

expand on the properties of waves

draw analogies from waves to sound

determine the requirements for changes in pitch, volume, and frequency

distinguish among constructive, destructive, diffraction, standing transverse, longitudinal, and complex waves and their effects on sound examine applications to realworld examples

use the basic properties of frequency and amplitude to solve problems (e.g., identify trends in the length of a cycle in a situation

Lessons calculate voltage,

current, resistance, capacitance, and power

define conservation of electric charge in an isolated system

distinguish between charging by contact and charging by induction

define and apply Coulomb’s Law

explain the directional vector nature of an electric field yielding an electric force

map the electric force lines of an electric field

define shielding and draw analogies to the inner shells of an atom


exhibiting periodic behavior to predict previous and trailing effects)

Distinguish between reflection and refraction using various mirrors and Snell’s Law

solve light problems isolating the angles of refraction, incidence, and the critical angle to calculate the refractive index and the total internal reflection

explore the application to fiber optics apply polar interference to the perception of images at special angles of incidence (e.g., sun glasses)

explain how the human eye perceives light and images

CROSSCURRICULAR / DIFFERENTIATION: (What crosscurricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction




Video presentations.




Video presentations.


will be used for ELL, SP.ED., At Risk, and G&T students?)

Online assignments including webquests, demonstrations and tutorials.

Special Education





ELL





Online assignments including webquests, demonstrations and tutorials.

Special Education





ELL









Gifted and Talented Blog with reflections about



tasks

At Risk



(Tier II) LLI (Tier III)




Gifted and Talented Blog with reflections about



tasks

At Risk



(Tier II) LLI (Tier III)


FFI Skill Report: DRA On




FFI Skill Report: DRA On Line

enVision intervention supports

DRA OnLine enVision intervention


*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.


PHYSICS Grade(s): 11, 12 Prerequisite(s): Chemistry ...

Documents

Transcript of PHYSICS Grade(s): 11, 12 Prerequisite(s): Chemistry ...