Motion in 1/ 2 Dimensions, Newton s Law of Motion OCASD Unit I 3 Weeks. Stage 1: Identify Desired Results

Transcription

1 Academic Physics II Motion in 1/ 2 Dimensions, Newton s Law of Motion OCASD Unit I 3 Weeks Stage 1: Identify Desired Results Established Goals PA Academic Standards: B1. Analyze the relationships among the net forces acting on a body, the mass of the body, and the resulting acceleration using Newton s Second Law of Motion. Use Newton s Third Law to explain forces as interactions between bodies. Describe how interactions between objects conserve momentum 3.2.P.B1. Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. 3.2.P.B6. o B6. o PATTERNS, SCALE, MODELS, CONSTANCY/CHANGE Use Newton s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies. CONSTANCY/CHANGE Compare and contrast motions of objects using forces and conservation laws B7: Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models B7: Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution. Communicate and defend a scientific argument. PA Core Standards CC C. o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC G. o Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC H.

2 o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC B. * o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC H. o Draw evidence from informational texts to support analysis, reflection, and research. CC I. o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC A.1 o Solve problems using conversions within a given measurement system. CC A.2 o Represent and interpret data using appropriate scale CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. CC.2.2.HS.D.2 o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4 o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs CC.2.2.HS.D.5 o Use polynomial identities to solve problems CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships CC.2.2.HS.D.8 o Apply inverse operations to solve equations or formulas for a given variable CC.2.2.HS.D.9 o Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. CC.2.2.HS.C.2

3 o Graph and analyze functions and use their properties to make connections between the different representations. CC.2.2.HS.C.5 Enduring Understandings or Big Ideas Students will understand that: 1. Motion in 1 and/or 2 dimensions can be described and calculated using scalar and/or vector quantities, such as distance, displacement, speed, velocity, acceleration, and time. 2. Newton s 3 Laws of Motion are the foundation to mechanical physics and are accountable for all motion, 1 and/or 2 dimensional. Essential Questions 1. How is motion described as either 1 or 2 dimensional? 2. What is the difference between a scalar and vector quantity, and how do they differ in terms of motion? 3. Define Newton s 3 Laws of Motion and extensively describe how they are the foundation to mechanical physics. Addressing Knowledge and Skills Knowledge (Content) Students will know: Motion can be described as 1 or 2 dimensional All motion can be described and calculated using scalar and vector quantities Newton s 3 laws of motion are the foundation of mechanical physics Skills (Verb) Students will be able to: Differentiate and describe 1 and 2 dimensional motion Analyze scalar and vector quantities Calculate terms associated with 1 and 2 dimensional motion Define and describe Newton s 3 laws of motion and how they pertain to mechanics

4 Stage 2: Determine Acceptable Assessment Evidence Performance Task(s): a. Pasco Lab. To be determined ( Motion) b. Pasco Lab. TBD (Friction, or forces) Other Evidence Summative and Formative: Formal Homework assignments, one per chapter, 3 total chapter End of unit exam Informal Bell ringers will be used on a daily basis to check understand of previously covered material and identify understandings/ misunderstanding of new material Question and answer techniques will be used with class discussions to assess student understandings. Observation of student work will be used to assess student understanding Stage 3: Learning Activities/Agenda/Plan Week 1 1. Lecture and notes from Chapter 2 in text. 2. Demonstrations relating to topics of text 3. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week 2 1. Lecture and notes from Chapter 3 in text. 2. Demonstrations relating to topics of text 3. Lab (2 days, 3 periods) 4. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week 3 1. Lecture and notes from Chapters 4 5 in text.

5 2. Demonstrations relating to topics of text 3. Lab (2 days, 3 periods) 4. Homework (assign at beginning of week, will be able to complete and hand in at end of week) 5. Review 6. Exam

6 Academic Physics II Work, Energy, and Momentum OCASD Unit II 3 Weeks Stage 1: Identify Desired Results Established Goals PA Academic Standards: B1. Analyze the relationships among the net forces acting on a body, the mass of the body, and the resulting acceleration using Newton s Second Law of Motion. Use Newton s Third Law to explain forces as interactions between bodies. Describe how interactions between objects conserve momentum 3.2.P.B1. Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. 3.2.P.B6. o B6. o PATTERNS, SCALE, MODELS, CONSTANCY/CHANGE Use Newton s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies. CONSTANCY/CHANGE Compare and contrast motions of objects using forces and conservation laws B7: Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models B7: Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution. Communicate and defend a scientific argument. PA Core Standards CC C. o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC G.

7 o Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC H. o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC B. * o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC H. o Draw evidence from informational texts to support analysis, reflection, and research. CC I. o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC A.1 o Solve problems using conversions within a given measurement system. CC A.2 o Represent and interpret data using appropriate scale CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. CC.2.2.HS.D.2 o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4 o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs CC.2.2.HS.D.5 o Use polynomial identities to solve problems CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships CC.2.2.HS.D.8 o Apply inverse operations to solve equations or formulas for a given variable CC.2.2.HS.D.9 o Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10

8 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. CC.2.2.HS.C.2 o Graph and analyze functions and use their properties to make connections between the different representations. CC.2.2.HS.C.5 o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3 o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5 o Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. Enduring Understandings or Big Ideas Students will understand that: 1. For an object to move, work, or the transfer of energy, must occur, which is the result of some force causing it. 2. Energy can be analyzed in 2 different forms, conservative, and non conservative. 3. Momentum is a measure of an objects motion, taking into account the objects mass and velocity, and can be analyzed in various situations to explain forces and energy. Essential Questions 1. How does a force do work or transfer energy? 2. Differentiate between conservative and non conservative energy and how they pertain to mechanics. 3. What is momentum and how does it apply to mechanical physics? Addressing Knowledge and Skills Knowledge (Content) Students will know: Work is the result of a force moving an object some distance Mechanical and non mechanical energy transfer is the result of some force Mechanical energy is conserved, non mechanical energy is transferred into energy that does relate to the motion of an object (sound, heat, etc ) Skills (Verb) Students will be able to: Calculate work and energy values as they pertain to mechanics Define and apply all associated terms to describe different types of motion and various situations Analyze momentum in various situations to further investigate work, energy, and forces

9 Momentum is the measure of an objects motion Stage 2: Determine Acceptable Assessment Evidence Performance Task(s): a. Mouse Trap Car Collision Project Other Evidence Summative and Formative: Formal Homework assignments, one per chapter, 3 total chapter End of unit exam Informal Bell ringers will be used on a daily basis to check understand of previously covered material and identify understandings/ misunderstanding of new material Question and answer techniques will be used with class discussions to assess student understandings. Observation of student work will be used to assess student understanding Stage 3: Learning Activities/Agenda/Plan Week 1 1. Assign Mouse trap car collision project, will be at end of unit, students will work on this as we go along 2. Lecture and notes from Chapter 6 in text. 3. Demonstrations relating to topics of text 4. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week 2 5. Lecture and notes from Chapter 7 in text. 6. Demonstrations relating to topics of text 7. Homework (assign at beginning of week, will be able to complete and hand in at end of week)

10 Week 3 8. Lecture and notes from Chapters 8 in text. 9. Demonstrations relating to topics of text 10. Homework (assign at beginning of week, will be able to complete and hand in at end of week) 11. Mouse Trap Car Collision testing and reporting 12. Review 13. Exam

11 Academic Physics II Rotational and Angular Motion OCASD Unit III 3 Weeks Stage 1: Identify Desired Results Established Goals PA Academic Standards: Standard 3.2.P.B1: Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects Standard 3.2.P.B2: Explain the translation and simple harmonic motion of objects using conservation of energy and conservation of momentum. Describe the rotational motion of objects using the conservation of energy and conservation of angular momentum. Explain how gravitational, electrical, and magnetic forces and torques give rise to rotational motion. Standard 3.2.P.B6: PATTERNS SCALE MODELS CONSTANCY/CHANGE Use Newton s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies. PA Core Standards CC C. o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC G. o Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC H. o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC B. * o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

12 o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC H. o Draw evidence from informational texts to support analysis, reflection, and research. CC I. o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC A.1 o Solve problems using conversions within a given measurement system. CC A.2 o Represent and interpret data using appropriate scale CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. CC.2.2.HS.D.2 o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4 o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs CC.2.2.HS.D.5 o Use polynomial identities to solve problems CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships CC.2.2.HS.D.8 o Apply inverse operations to solve equations or formulas for a given variable CC.2.2.HS.D.9 o Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. CC.2.2.HS.C.2 o Graph and analyze functions and use their properties to make connections between the different representations. CC.2.2.HS.C.5 o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3 o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5

13 o Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. Enduring Understandings or Big Ideas Students will understand that: Rotational motion is motion of an object about an axis, spinning Angular kinematics is the mathematical study of rotational motion Rotational/ angular motion is similar to linear motion conceptually and mathematically. Essential Questions What is the importance of an object s direction in rotational motion? How/ why is that concept important to our everyday lives? Explain. How is rotational motion similar and/or different from circular motion? Why is this concept vital to human life and how we function? How do the similarities and differences between linear and rotational motion affect our lives and how we as humans use rotational motion. (Consider any and all rotational motion). Addressing Knowledge and Skills Knowledge (Content) Students will know: Rotational motion is the motion of an object about some axis, i.e., spinning Angular kinematics is the mathematical study of rotational motion Rotational motion refers to an object spinning about an axis and relates to Skills (Verb) Students will be able to: Define and describe rotational motion as it applies to life Utilize angular kinematics to mathematically determine and predict rotational motions Differentiate between linear and rotational motion and fluently convert back and forth between the two as necessary to describe the motion of an object

14 linear motion conceptually and mathematically Stage 2: Determine Acceptable Assessment Evidence Performance Task(s): a. Pasco Lab, Angular kinematics Other Evidence Summative and Formative: Formal Homework assignments, one per chapter, 3 total chapter End of unit exam Informal Bell ringers will be used on a daily basis to check understand of previously covered material and identify understandings/ misunderstanding of new material Question and answer techniques will be used with class discussions to assess student understandings. Observation of student work will be used to assess student understanding Stage 3: Learning Activities/Agenda/Plan Week 1 1. Lecture and notes from Chapter 9 in text. 2. Demonstrations relating to topics of text 3. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week 2 1. Lecture and notes from Chapter 10 in text. 2. Demonstrations relating to topics of text 3. Homework (assign at beginning of week, will be able to complete and hand in at end of week)

15 Week 3 1. Pasco Lab (Formal written lab report) 2. Review 3. Exam Academic Physics II Unit IV Simple Harmonic Motion, Waves, and Sound OCASD 4 Weeks Stage 1: Identify Desired Results Established Goals PA Academic Standards B5: o Understand that waves transfer energy without transferring matter. Compare and contrast the wave B5: nature of light and sound. Describe the components of the electromagnetic spectrum. Describe the difference between sound and light waves. o Research how principles of wave transmissions are used in a wide range of technologies. Research technologies that incorporate principles of wave transmission. 3.2.P.B6: PATTERNS SCALE MODELS CONSTANCY/CHANGE Use Newton s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies. PA Core Standards CC C. o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC G. o Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC H.

16 o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC B. * o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC H. o Draw evidence from informational texts to support analysis, reflection, and research. CC I. o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC A.1 o Solve problems using conversions within a given measurement system. CC A.2 o Represent and interpret data using appropriate scale CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. CC.2.2.HS.D.2 o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4 o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs CC.2.2.HS.D.5 o Use polynomial identities to solve problems CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships CC.2.2.HS.D.8 o Apply inverse operations to solve equations or formulas for a given variable CC.2.2.HS.D.9 o Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. CC.2.2.HS.C.2

17 o Graph and analyze functions and use their properties to make connections between the different representations. CC.2.2.HS.C.5 o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3 o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5 o Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.. Enduring Understandings or Big Ideas Students will understand that: Simple Harmonic Motion is linear motion that can be described as sinusoidal, and mimics that of true wave motion Waves are propagations of matter that transfer energy from particle to particle Waves can either be mechanical or non mechanical, meaning either a medium is necessary for travel or not Sound is the understanding of mechanical waves through human ears Essential Questions What is SHM and how does it apply to waves? What is a wave? Differentiate between mechanical and non mechanical waves. What is sound and why do we hear thing differently? Addressing Knowledge and Skills Knowledge (Content) Students will know: Waves travel like sine waves and can be represented through SHM Waves are the transfer of energy from one particle to the next, without actually displacing the particle from its original position A mechanical waves needs a medium to propagate Skills (Verb) Students will be able to: Utilize SHM to describe sinusoidal motion Calculate and describe wave motion using frequency, wavelength, and speed Differentiate between mechanical and non mechanical waves Utilize wave functions to explain and analyze sounds

18 A non mechanical wave does not need a medium to propagate Sound is a mechanical wave that can be detected and understood by the human ear Stage 2: Determine Acceptable Assessment Evidence Performance Task(s): a. Pendulum Lab b. PASCO Wave Lab c. Sound lab (beats) d. Doppler Effect Lab Other Evidence Summative and Formative: Formal Homework assignments, one per chapter, 3 total chapter End of unit exam Informal Bell ringers will be used on a daily basis to check understand of previously covered material and identify understandings/ misunderstanding of new material Question and answer techniques will be used with class discussions to assess student understandings. Observation of student work will be used to assess student understanding Stage 3: Learning Activities/Agenda/Plan Week 1 1. Lecture and notes from Chapter 13 in text. 2. Demonstrations relating to topics of text

19 3. SHM Lab 4. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week 2 1. Lecture and notes from Chapter 15 in text. 2. Demonstrations relating to topics of text 3. Wave Lab 4. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week Lecture and notes from Chapter 16 in text. 2. Demonstrations relating to topics of text 3. Sound Lab 4. Doppler Effect Lab 5. Review 6. Exam Academic Physics I Light and Optics OCASD Unit V 5 Weeks Stage 1: Identify Desired Results Established Goals PA Academic Standards B5: o Understand that waves transfer energy without transferring matter. Compare and contrast the wave B5: nature of light and sound. Describe the components of the electromagnetic spectrum. Describe the difference between sound and light waves. o Research how principles of wave transmissions are used in a wide range of technologies. Research technologies that incorporate principles of wave transmission. 3.2.P.B6: PATTERNS SCALE MODELS CONSTANCY/CHANGE Use Newton s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies. PA Core Standards CC C.

20 o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC G. o Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC H. o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC B. * o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC H. o Draw evidence from informational texts to support analysis, reflection, and research. CC I. o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC A.1 o Solve problems using conversions within a given measurement system. CC A.2 o Represent and interpret data using appropriate scale CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. CC.2.2.HS.D.2 o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4 o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs CC.2.2.HS.D.5 o Use polynomial identities to solve problems CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships CC.2.2.HS.D.8

21 o Apply inverse operations to solve equations or formulas for a given variable CC.2.2.HS.D.9 o Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. CC.2.2.HS.C.2 o Graph and analyze functions and use their properties to make connections between the different representations. CC.2.2.HS.C.5 o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3 o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.cc.2.2.hs.d.10 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. CC.2.2.HS.C.2 o Graph and analyze functions and use their properties to make connections between the different representations. CC.2.2.HS.C.5 o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3 o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5 o Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. Enduring Understandings or Big Ideas Students will understand that: Light is non mechanical wave that can be seen and understood by the human eye Optics is the study of the electromagnetic spectrum and analyzes the physics of light The speed f light is dependant of its wavelength, frequency, and medium in which it is traveling Essential Questions What is light? Can we see all light, why or why not? How is the electromagnetic spectrum divided? What part(s) of the electromagnetic spectrum are we able to see? How are other sections of the electromagnetic spectrum that we cannot see used?

22 Addressing Knowledge and Skills Knowledge (Content) Students will know: Light is a non mechanical wave that is classified according to its wavelength and frequency The electromagnetic spectrum consists of different wavelengths/ frequencies of light giving it different characteristics Utilizing optics to control light, light can be utilized in a wide variety of technologies. Skills (Verb) Students will be able to: Define light according to the electromagnetic spectrum and what makes different wave types unique Calculate speed, wavelengths, frequencies, indices of reflection and refraction, and other optics terms in order to describe and analyze optics phenomenon Predict, explain, and analyze imagining as it pertains to lens, mirrors, cameras, etc, by way of optic laws Stage 2: Determine Acceptable Assessment Evidence Performance Task(s): a. Pasco Lab Snell s Law b. Pasco Polarization Lab c. Imagining lab Other Evidence Summative and Formative: Formal Homework assignments, one per chapter, 4 total chapters End of unit exam Informal

23 Bell ringers will be used on a daily basis to check understand of previously covered material and identify understandings/ misunderstanding of new material Question and answer techniques will be used with class discussions to assess student understandings. Observation of student work will be used to assess student understanding Stage 3: Learning Activities/Agenda/Plan Week Lecture and notes from Chapter in text. 2. Demonstrations relating to topics of text 3. Snell s Law Lab 4. Polarization Lab 5. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week Lecture and notes from Chapter in text. 2. Demonstrations relating to topics of text 3. Imagining Lab 4. Homework (assign at beginning of week, will be able to complete and hand in at end of week) 5. Review 6. Exam Week 5 1. Review for Mid Term 2. Mid Term Exam (All of 1 semester info)

24 Academic Physics II Thermodynamics OCASD Unit VI 3 Weeks Stage 1: Identify Desired Results Established Goals PA Academic Standards: 3.2.P.B3: Analyze the factors that influence convection, conduction, and radiation between objects or regions that are at different temperatures. PA Core Standards CC C.

25 o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC G. o Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC H. o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC B. * o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC H. o Draw evidence from informational texts to support analysis, reflection, and research. CC I. o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC A.1 o Solve problems using conversions within a given measurement system. CC A.2 o Represent and interpret data using appropriate scale CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. CC.2.2.HS.D.2 o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4 o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs CC.2.2.HS.D.5 o Use polynomial identities to solve problems CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships CC.2.2.HS.D.8

26 o Apply inverse operations to solve equations or formulas for a given variable CC.2.2.HS.D.9 o Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. CC.2.2.HS.C.2 o Graph and analyze functions and use their properties to make connections between the different representations. CC.2.2.HS.C.5 o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3 o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5 o Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. Enduring Understandings or Big Ideas Students will understand that: Thermodynamics is the study of particle energy involving heat and mechanical work pertaining to properties of matter. Phase changes are a result of work, or energy transfer of particles, in which can be harnessed as mechanical energy for work Laws of Thermodynamics explain energy transfer in and out of system in order to achieve equilibrium. Efficiency is unobtainable to the fullest degree Essential Questions What is thermodynamics and how does this study apply to mechanical physics? Explain various ways of how thermodynamic process are used in our everyday lives. What are the laws of thermodynamics and how do they apply to the mechanical physics we already know and understand? Why is efficiency not so efficient? Addressing Knowledge and Skills Knowledge (Content) Students will know: Skills (Verb) Students will be able to:

27 Thermodynamics is the study of energy transfer amongst particles and the study of work done during phase changes Phase changes require energy either be given to or from a system into the surrounding environment resulting in harness able energy for mechanical work Laws of thermodynamics are mathematical formulas representing the logical energy transfer during phase changes of particles Thermodynamic efficiency is the ratio of work out and work into heat powered engines, which is often extremely low in terms of percentages Define thermodynamics and explain phase changes in terms of temperature (different scales) Calculate energy and work done during phase changes Define and explain laws of thermodynamics and how the work and energy of systems can be utilized as mechanical work Calculate and investigate efficiency in terms of thermodynamics. Compare and contrast various thermodynamic systems and efficiency as it relates to current issues. Stage 2: Determine Acceptable Assessment Evidence Performance Task(s): a. Pasco thermo lab b. Refrigerator lab

28 Other Evidence Summative and Formative: Formal Homework assignments, one per chapter, 4 total chapters End of unit exam Informal Bell ringers will be used on a daily basis to check understand of previously covered material and identify understandings/ misunderstanding of new material Question and answer techniques will be used with class discussions to assess student understandings. Observation of student work will be used to assess student understanding Stage 3: Learning Activities/Agenda/Plan Week 1 1. Lecture and notes from Chapter 17 in text. 2. Demonstrations relating to topics of text 3. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week 2 1. Lecture and notes from Chapter 19 20in text. 2. Demonstrations relating to topics of text 3. Fridge lab 4. Homework (assign at beginning of week, will be able to complete and hand in at end of week) Week 3 1. Pasco Thermo Lab (formal) 2. Review 3. Exam

29 Academic Physics II Electric Field and Forces OCASD Unit VII 3 Weeks Stage 1: Identify Desired Results Established Goals PA Academic Standards 3.2.P.B4: Explain how stationary and moving particles result in electricity and magnetism. Develop qualitative and quantitative understanding of current, voltage, resistance, and the connections among them. Explain how electrical induction is applied in technology.

30 CC C. o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC G. o Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC H. o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CC B. * o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CC E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC H. o Draw evidence from informational texts to support analysis, reflection, and research. CC I. o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences CC A.1 o Solve problems using conversions within a given measurement system. CC A.2 o Represent and interpret data using appropriate scale CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. CC.2.2.HS.D.2 o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4 o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs CC.2.2.HS.D.5 o Use polynomial identities to solve problems CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships