CPO Science - FOUNDATIONS OF PHYSICS 2 nd Edition CR2016

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1 80 Northwest Boulevard Nashua, NH CPO Science - FOUNDATIONS OF PHYSICS 2 nd Edition CR2016 Alignment to Tennessee State Standards PHYS.PS1: Matter and Its Interactions 1) Develop models to illustrate the changes in the composition of the nucleus of an atom and the energy released during the processes of fission, fusion, and radioactive decay. 2) Recognize and communicate examples from everyday life that use radioactive decay processes. 3) Investigate and evaluate the expression for calculating the percentage of a remaining atom (N (t)=n0e-λt) using simulated models, calculations, and/or graphical representations. Define the half-life (t1/2) and decay constant λ. Perform an investigation on probability and calculate half-life from acquired data (does not require use of actual radioactive samples). Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Evidence (e.g., page numbers and/or examples of inclusion) Chapter 29 Nuclear Reactions and Radiation Pgs.543 and Pgs Chapter 29 Nuclear Reactions and Radiation Pgs Chapter 29 Nuclear Reactions and Radiation Pgs Unit 8 Chapters Pgs Pgs.538 and 539, 556 and 557, 582 and 583 Pgs , , DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Page 1 of 10

2 Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated PHYS.PS2: Motion and Stability: Forces and Interactions 1) Investigate and evaluate the graphical and mathematical relationship (using either manual graphing or computers) of one-dimensional kinematic parameters (distance, displacement, speed, velocity, acceleration) with respect to an object's position, direction of motion, and time. 2) Algebraically solve problems involving constant velocity and constant acceleration in one-dimension. 3) Algebraically solve problems involving arc length, angular velocity, and angular acceleration. Relate quantities to tangential magnitudes of translational motion. 4) Use free-body diagrams to illustrate the contact and non-contact forces acting on an object. Use the diagrams in combination with graphical or component-based vector analysis and with Newton's first and second laws to predict the position of the object on which the forces act in a constant net force scenario. 5) Gather evidence to defend the claim of Newton's first law of motion by explaining the effect that balanced forces have upon objects that are stationary or are moving at constant velocity. Unit 8 Chapters Pgs Pgs.538 and 539, 556 and 557, Pgs , , All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Evidence (e.g., page numbers and/or examples of inclusion) Chapter 4 Accelerated Motion in a Straight Line Pgs INV Pgs INV Pgs Chapter 4 Accelerated Motion in a Straight Line Pg. 83 INV 3.1 Pgs Chapter 8 Motion in Circles Pgs INV 12.3 Pgs. 91 and 92 Chapter 5 Forces and Equilibrium INV 7.3 Pgs. 51 and 52 Chapter 5 forces and Equilibrium Pgs INV 5.1 Pgs.27 and 28 Page 2 of 10

3 6) Using experimental evidence and investigations, determine that Newton s second law of motion defines force as a change in momentum, F = Δp/Δt. Chapter 5 Forces and Equilibrium Pgs INV 12.2 Pgs. 89 and 90 7) Plan, conduct, and analyze the results of a controlled investigation to explore the validity of Newton's second law of motion in a system subject to a net unbalanced force, Fnet = ma or Fnet = Δp/Δt. 8) Use examples of forces between pairs of objects involving gravitation, electrostatic, friction, and normal forces to explain Newton's third law. 9) Use Newton s law of universal gravitation, F=Gm1m2r2, to calculate the gravitational forces, mass, or distance separating two objects with mass, given the information about the other quantities. 10) Describe and mathematically determine the electrostatic interaction between electrically charged particles using Coulomb s law, Fe=keq1q2r2. Compare and contrast Coulomb s law and gravitational force, notably with respect to distance. 11) Develop and apply the impulse-momentum theorem along with scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on an object during a collision (e.g., helmet, seatbelt, parachute). 12) Use experimental evidence to demonstrate that air resistance is a velocity dependent drag force that leads to terminal velocity. 13) Develop a model to predict the range of a twodimensional projectile based upon its starting height, initial velocity, and angle at which it was launched. 14) Plan and conduct an investigation to provide evidence that a constant force perpendicular to an object's motion is required for uniform circular motion (F = m v2 / r). Chapter 5 Forces and Equilibrium INV 5.2 Pgs Chapter 5 Forces and Equilibrium Pgs INV 5.3 Pgs Chapter 8 Motions in Circles Pgs INV 8.3 Pgs. 60 and 61 Chapter 21 Electric Charges and Forces Pgs INV 21 Pgs Chapter 12 Electric Charges and Forces Pgs. 250 and 251 Engineering Design Challenge 3 Pgs Chapter 4 Accelerated Motion in a Straight Line Pgs. 92 and 93 Chapter 7 Using Vectors: Motion and Force Pgs INV 4.3 and 7.2 Pgs. 25 and 26 Pgs Chapter 8 Motions in Circles Pgs INV 8.2 Pgs. 58 and 59 Page 3 of 10

4 Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated PHYS.PS3: Energy 1) Identify and calculate different types of energy and their transformations (thermal, kinetic, potential, including magnetic and electrical potential energies) from one form to another in a system. 2) Investigate conduction, convection, and radiation as a mechanism for the transfer of thermal energy. 3) Use the principle of energy conservation and mathematical representations to quantify the change in energy of one component of a system when the energy that flows in and out of the system and the change in energy of the other components is known. Unit 2 Chapter 5 and 6 Pgs Pgs. 113 and 114, and 134 and 135 Pgs.115 and 116, DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Unit 2 Chapter 5 and 6 Pgs Pgs. 113 and 114, and Pgs.115 and 116, All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Evidence (e.g., page numbers and/or examples of inclusion) Chapter 10 Work and Energy Pgs Chapter 11 Energy Flow and Power Pg. 235 INV 11.3 Pg. 86 Chapter 26 Heat Transfer Pgs INV 26.1, 26.2, 26.3 Pgs Pgs. 215 and 216 Pgs Chapter 10 Work and Energy Pgs Page 4 of 10

5 4) Assess the validity of the law of conservation of linear momentum (p=mv) by planning and constructing a controlled scientific investigation involving two objects moving in one-dimension. 5) Construct an argument based on qualitative and quantitative evidence that relates the change in temperature of a substance to its mass and heat energy added or removed from a system. 6) Define power and solve problems involving the rate of energy production or consumption (P = ΔE/Δt). Explain and predict changes in power consumption based on changes in energy demand or elapsed time. Investigate power consumption and power production systems in common use. 7) Investigate and evaluate the laws of thermodynamics and use them to describe internal energy, heat, and work. 8) Communicate scientific ideas to describe how forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space. Explain how energy is contained within the field and how the energy changes when the objects generating and interacting with the field change their relative positions. 9) Describe, compare, and diagrammatically represent both electric and magnetic fields. Qualitatively predict the motion of a charged particle in each type of field, but avoid situations where the two types of fields are combined in the same region of space. Restrict magnetic fields to those that are parallel or perpendicular to the path of a charged particle. 10) Develop a model (sketch, CAD drawing, etc.) of a resistor circuit or capacitor circuit and use it to illustrate the behavior of electrons, electrical charge, and energy transfer. 11) Investigate Ohm s law (I=V/R) by conducting an experiment to determine the relationships between current and voltage, current and resistance, and voltage and resistance. 12) Apply the law of conservation of energy and charge to assess the validity of Kirchhoff s loop and junction rules when algebraically solving problems involving multi-loop circuits. Chapter 12 Momentum Pgs. 244 and 245 INV 12.1 Pgs.87 and 88 Chapter 25 Energy, Matter, and Atoms Pgs. 536 and 537 INV 25.2 and 25.3 Pgs Pgs Chapter 11 Energy Flow and Power Pgs. 230 and 231 INV 11.2 Pgs Chapter 25 Energy, Matter, and Atoms Pgs INV 25.3 Pgs Chapter 8 Motion in Circles Pgs. 174 and 177 Chapter 21 Electric Charges and Forces Pgs Chapter 22 Magnetism Pgs Chapter 23 Electricity and Magnetism Pgs INV 22.3 and 23.1 Pgs Chapter 21 Electrical Charges and Forces Pgs INV 21.3 Pgs Chapter 19 Electricity Pgs INV 19.3 Pgs Chapter 20 Electric Circuits and Power Pgs INV 19.3 Pgs Page 5 of 10

6 13) Predict the energy stored by a capacitor and how charge flows among capacitors connected in series or parallel. 14) Recognize and communicate information about energy efficiency and/or inefficiency of machines used in everyday life. 15) Compare and contrast the process, design, and performance of numerous next-generation energy sources (hydropower, wind power, solar power, geothermal power, biomass power, etc.). Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated Chapter 21 Electrical Charges and Forces Pgs INV 21.3 Pgs Chapter 11 Energy Flow and Power Pgs. 224 and 225 INV 11.1 Pgs Chapter 11 Energy Flow and Power Pgs Unit 4 Energy and Momentum Chapters Pgs Pgs. 218 and 219, 238 and 239, 257 and 258 Pgs , , DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Unit 4 Energy and Momentum Chapters Pgs Pgs. 218 and 219, 238 and 239, 257 and 258 Pgs , , All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Page 6 of 10

7 PHYS.PS4: Waves and Their Applications in Technologies for Information Transfer 1) Know wave parameters (i.e., velocity, period, amplitude, frequency, angular frequency) as well as how these quantities are defined in the cases of longitudinal and transverse waves. 2) Describe parameters of a medium that affect the propagation of a sound wave through it. 3) Understand that the reflection, refraction, and transmission of waves at an interface between two media can be modeled on the basis of characteristics of specific wave parameters and parameters of the medium. 4) Communicate scientific and technical information about how the principle of superposition explains the resonance and harmonic phenomena in air columns and on strings and common sound devices. 5) Evaluate the characteristics of the electromagnetic spectrum by communicating the similarities and differences among the different bands. Research and determine methods and devices used to measure these characteristics. 6) Plan and conduct controlled scientific investigations to construct explanations of light's behavior (reflection, refraction, transmission, interference) including the use of ray diagrams. 7) Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model. 8) Obtain information to construct explanations on how waves are used to produce, transmit, and capture signals and store and interpret information. 9) Investigate how information is carried in optical systems and use Snell s law to describe the properties of optical fibers. Evidence (e.g., page numbers and/or examples of inclusion) Chapter 14 Waves Pgs INV 14.1, 14.2, 14.3 Pgs. 102 and 103 Pgs. 104 and 105 Pgs. 106 and 107 Chapter 15 Sound Pg. 318 Chapter 15 Pgs INV 15.1 Pgs Chapter 15 Sound Pgs INV 14.3 Pgs Chapter 18 Wave Properties of Light Pgs INV 18.1 Pg. 142 Chapter 16 Light and Color Pg. 337 INV 16.1 Pgs Chapter 28 Inside the Atom Pgs Chapter 14 Pgs. 284 and 285 Instructional Manual INV 15.9 Pgs Chapter 17 Pgs INV 17.1 Pgs Page 7 of 10

8 Supports the intertwined three-dimensional nature of the Tennessee State Standards (DCIs, SEPs, CCCs) through the integration of conceptual understandings linked to explanations and empirical investigations within each course disciplinary core idea (DCI) and associated Provides learning experiences that support a progression of student competencies and skills through active engagement in SEPs and CCCs and continuous refinement of knowledge and abilities in each DCI and associated Unit 5 Waves and Sound Chapters Pgs Connection Pgs. 279, , 325 and 326 Pgs , , DCI s SEPS, CCC s are all in evidence as students read the content in the textbook, and do the hands-on activities in the Investigation Manual, answer the embedded questions in the content paragraphs, and answer the end of unit assessment/evaluation questions. Unit 5 Waves and Sound Chapters Pgs Connection Pgs. 279, , 325 and 326 Pgs , , All Chapters start with a summary of what content is covered and is introduced in a logical learning progression. The content is introduced starting with vocabulary definitions required for students to progress through the learning process of newly introduced content. The Assessment section at the end of each Chapter starts with a vocabulary fill in the blank test. This is followed by a Concept Review section asking students to answer questions that review the content covered in the chapter. The third section of the Assessment section, titled Problems, are more rigorous questions that allow students to apply the content they have learned in the Chapter to solve the problems usually requiring them to incorporate calculations to attain an answer. The last section of the Assessment section is titled Apply Your Knowledge, and provides students with additional challenging questions which require students to have a thorough understanding of the Chapter content to answer. Additional Alignment Criteria Areas of Focus Rigor: Learning experiences provide opportunities for thought, discourse, and practice in an interconnected and social context. Coherence: Units and instructional sequences are coherent and organized in a logical manner that builds upon knowledge and skills learned in prior grades or earlier in the year. Literacy: Supports student communication within a scientific context through providing consistent opportunities for students to utilize literacy skills in reading, writing, vocabulary, speaking and listening. Evidence The laboratory activities in the encourage students to work in groups to plan and perform experiments, to collect data, and determine if that data supports their hypothesis. The sequencing of the physics content builds upon physics information that is tangible and part of everyday life, such as the motion of cars (speed, velocity, acceleration), and moves toward more recent physics knowledge such at Quantum Mechanics. The last Chapter is titled. Frontiers in Physic, which explores new exploration in this field of science. The Foundations of Physics Student Textbook is written with the purpose of having students take the lead in their learning, working together in small groups to design and perform experiments to support their understanding of physics content, and the role it plays in their lives. Page 8 of 10

9 Student Engagement and Instructional Supports a. Provides learning experiences that incorporate the three dimensions of the standards (i.e., each of the dimensions is learned in the context of the other two and not taught in isolation). b. Engages students through real-world, relevant, thoughtprovoking questions, problems, and tasks that stimulate interest and elicit critical thinking and problem solving. c. Adheres to safety rules and regulations where appropriate and provides a thorough list of materials as needed. d. Integrates appropriate supports for students who are ELL, have disabilities, or perform below grade level. e. Includes differentiated materials that provides support for students approaching mastery as well as extensions for students already meeting mastery or with high interest. Monitoring Student Progress a. collect data on all three dimensions and allow students to show mastery on using the dimensions in concert with each other (e.g., assessments are contextualized and serve to address specific problems or answer specific questions). b. Assesses student mastery using methods that are unbiased and accessible to all students. c. Includes aligned rubrics or scoring guidelines that provide sufficient guidance for interpreting student performance. d. Uses varied modes of curriculum embedded assessments that may include pre-, formative-, summative-, and selfassessment measures. e. are embedded throughout instructional materials as tools for students learning and teachers monitoring of instruction. Evidence Each Chapter in each of the Units in the Foundation of Physics Student Text book incorporates aspect of Cross Cutting Concepts (CCC s), Student Performance Expectations, (SPE s), and Discipline Core Ideas (DCI s). Each Chapter in the Foundations of Physics Student Textbook contains questions for students to answer as they review the content, and an extensive assessment section at the end of each Chapter. On the first page of the there is a Laboratory Safety Guide. At the start of each Chapter in the Foundations of Physics Student Textbook, if needed, there are safety procedures for students to follow, such as wearing safety googles. The Foundations of Physics Textbook is designed so that at the left side of each page there is a topic heading indicating what information is being covered in the adjacent paragraph. On the left side of the page the pictures and drawings directly relate to the information in the same paragraph. The subject content matter is concisely written to cover the topic on one page. At the end of each Chapter Assessment there is an Apply Your Knowledge section which teachers can assign to students to challenge students who are already meeting mastery or have a high interest in the Chapter content. Evidence Each Chapter ends with an Assessment section that students and teachers can use as they proceed through the Chapter to test understanding of the content. All questions at the end of each Chapter and interspersed throughout the written content, are accessible to all students and cover the topic area without bias. Illustrations and pictures depict the various ethnic groups and both genders. Teachers can determine guidelines/rubrics for scoring each assessment section at the end of each Chapter, and for assessing/evaluating student laboratory data recovery and reports. Teachers can determine formative and summative assessment methods using assessment questions provided in Foundations of Physics Student Textbook and. Students can self-assess content understanding when teacher and class discuss answers for formative assessment embedded questions. Each Chapter in the Foundations of Physics Student Textbook and each Investigation in the, has embedded questions. Teachers can use these questions as discussion topics as they cover the content. Students can assess their understanding of the content by discussing the correct responses to these questions, and thereby clear up any misconceptions they might have had regarding the physics content being taught. Page 9 of 10

10 f. provide teachers with a range of data to inform instruction. Teacher Support Materials a. Provides grade-level background information and context to guide integration of the three dimensions within the lessons, units, and grade. b. Includes strategies that assist teachers in incorporating appropriate and integral connections between science and other subject areas (e.g., mathematics, ELA, social studies, visual and performing arts, CTE) c. Provides strategies and guidance to support the inclusion of hands-on practices (e.g., carrying out investigations, designing solutions) with other practices (e.g., asking questions, engagement in argument). d. Strategies included to assist teachers in identifying student misconceptions and the reason(s) that prevent student mastery of the three dimensions within the standards. e. Includes strategies to help teachers identify ways in which activities or learning experiences can be contextualized to the school environment (e.g., place- based learning experiences). Teachers can use the assessment questions and laboratory activities to determine student understanding of the physics content being taught. They can also observe students performing physics experiments and review student laboratory reports to better assess student understanding of the content. Evidence Physics is an upper grade high school course. The content and reading level are consistent with those grades. Also, the page formatting is designed to assist students that are at reading levels below their grade level. Algebra is often used to solve physics formulas and students are often called upon to collect and graph data. Energy production, and consumption as well as other social issues such as clean energy production are Chapter topics. The connections between Chemistry and Physics are intertwined in the topics of the atom, and energy transformations. The has hands-on activities for each Unit in the Foundations of Physics Student Textbook. There are questions embedded in the instructions for students to answer as they proceed through the laboratory activity. The last section in the is title the Engineering Design Challenge that teachers can assign students to promote carrying out design solutions. Throughout the Foundations of Physics Student Textbook there are pictures, illustrations, and text that address physics content that students could have misconceptions about. All of the physics laboratory activities in the investigation Manual can be conducted in a high school physics laboratory classroom. Page 10 of 10

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