Physics. Grade(s): Prerequisite(s): Chemistry & Algebra 2 Credits: 5

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Terence Whitehead
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Physics Grade(s): 11-12 Prerequisite(s): Chemistry & Algebra 2 Credits: 5 ABSTRACT Physics provides students with a comprehensive up-to-date approach to an extensive study of the nature and

1 Physics Grade(s): Prerequisite(s): Chemistry & Algebra 2 Credits: 5 ABSTRACT Physics provides students with a comprehensive up-to-date 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, conversation of energy and momentum,

2 astrophysics, geoscience, waves, sound, light, optics, and electrostatics. Throughout the Physics course, students explore topics that are directly applied to real- world technologies. The coursework and laboratory explorations prepare students for college courses, as well as advanced courses in the science content area. Unit I Force and Motion (25 instructional days) Unit II Fundamental forces (20 instructional days) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: NJ common core curriculum NJ common core curriculum (NJ CCCS and/or CCS) Standards standards HS-PS2-1, HS-PS2-2, HS-PS2-3, HS- HS-PS2-1, HS-PS2-2, HS-PS2- HS-PS2-4 ETS1-2, and HS-ETS1-3. 3, HS-ETS1-2, and HS-ETS1-3. 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. 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

3 2. 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 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 quantity. 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. 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 long-range 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.

4 ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) 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. 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 5. How can we analyze force vectors? 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?

5 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?) Assessments of each learning activity 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 Predict the position/velocity/acceleratio n 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 non-routine problems with multiple representations, including

6 multiple representations. Students produce a set of directions using vectors to describe the position of an object in the classroom or 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 mathematical, graphical, and pictorial. Falling Bodies Project - a 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 word-processed 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 inquiry-based interactive experience. Physics in the Classroom.

7 attached to a spring scale, or an object on an incline. The students should identify the object and the interacting object, construct 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 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 self-assess their learning?) DoNows Group lab investigations reports oral questioning quizzes formative assessments DoNows Group lab investigations reports oral questioning quizzes formative assessments with student responses with student responses and exit slips. and exit slips.

8 Summative (Chapter) Summative (Chapter) tests. tests. Possibly Benchmark Possibly Benchmark tests every Quarter tests every Quarter (Marking Period) (Marking Period) RESOURCES: Supplemental texts Web media Current events Lab Equipment with Realtime data collectors ipads Excel/Numbers spreadsheets Scientific/Graphing Calculators Supplemental texts Web media Current events Lab Equipment with Realtime data collectors 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.

9 SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) Lessons demonstrate the ability to use laboratory instruments and measurement devices apply dimensional analysis to convert different standards of measurement organize different data sets into appropriate graphs best suited to the data collected demonstrate the ability to manipulate algebraic formulas 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 Lessons 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 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 free-body diagrams to represent the vectors of all forces acting on a system distinguish between static and kinetic electrical charges.

10 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 size (e.g., vectors) distinguish between the principles of mass versus weight combine and resolve component forces use trigonometry to solve vector addition problems use trigonometry to find the components of vectors. CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (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 Embed math in scientific experiments and Labs. Biographies of great scientists or true stories about their discoveries. Experimentations or scientific inquiries. Video presentations. Embed math in scientific experiments and Labs. Biographies of great scientists or true stories about their discoveries. Experimentations or scientific inquiries. Video presentations.

11 results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Online assignments including webquests, demonstrations and tutorials. 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 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. T eacher conferences Graphic organizers Modification plan NJDOE resources 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 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. T eacher conferences Graphic organizers Modification plan NJDOE resources

12 Adapt a Strategy-Adjusting strategies for ESL students: Adapt a Strategy-Adjusting strategies for ESL students: ELL Students- Instruction will be based on language proficiency Gifted Students: Blog with reflections about scientific inquiries and investigations Extensions on lab reports Differentiated problems and tasks ELL Students- Instruction will be based on language proficiency Gifted Students: Blog with reflections about scientific inquiries and investigations Extensions on lab reports Differentiated problems and tasks RTI Tiered Interventions following RtI framework RtI Intervention Bank Fundations Double-Dose (Tier II) LLI (Tier III) FFI Skill Report: DRA On- Line envision intervention supports : DRA On-Line envision intervention supports NJDOE resources RTI Tiered Interventions following RtI framework RtI Intervention Bank Fundations Double-Dose (Tier II) LLI (Tier III) FFI Skill Report: DRA On- Line envision intervention supports : DRA On-Line envision intervention supports NJDOE resources

13 *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 2: (Title, Month(s), Number of Days) ESTABLISHED GOALS: (NJ CCCS and/or CCS) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? ENDURING UNDERSTANDINGS: (Students will Understand that...)

14 ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) 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?) 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 self-assess their learning?)

15 RESOURCES: STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym t o 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?) CROSS-CURRICULAR: (What cross-curricular (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?)

Teaching a Laboratory Section

Chapter 3 Teaching a Laboratory Section Page I. Cooperative Problem Solving Labs in Operation 57 II. Grading the Labs 75 III. Overview of Teaching a Lab Session 79 IV. Outline for Teaching a Lab Session