Physics Topic Sequence with Embedded Earth-Space Topics:

1. Introduction: Graphing/Mathematical Models/Scientific Methods/Technology – Weeks 1-3 (note- these topics are also integrated throughout all units)

2. Constant Velocity – Weeks 4-6

3. Constant Acceleration – Weeks 7-10

4. Forces (Statics) – Weeks 11-14 ( Physics + CCA 2.3.1)

5. Forces (Dynamics) – Weeks 15-18 (Physics + CCA 2.3.1)

6. *Multi-dimensional Motion (Projectiles, Circular Motion) – Weeks 19-21 (Physics + CCA 2.3.1)

7. Energy – Weeks 22-25 (Physics + CCA 4.6.8)

8. Momentum – Weeks 26-28

9. *Waves/Stars – Weeks 29-32 (Physics + CCA 4.6.11, 2.3.2, 2.3.3,2.3.4, 2.3.5)

10. *Electricity & Magnetism – Weeks 33-36

* This sequence/recommended timeline (sequence dates are flexible approximations) assumes a traditional 55-minute instructional period every school day. Topics selected from those listed in italics may be omitted for block-schedule courses due to reduced instructional time.

This research-based mechanics sequence follows the National Science Foundation-funded Modeling Instruction in High School Physics program. The U.S. Department of Education recognized this program as one of the seven best K-12 educational technology programs in 2000 and one of only two exemplary programs in K-12 science education in 2001.

Physics Curriculum Framework
Big Idea: All
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Structure and Transformation of Matter High School Enduring Knowledge – Understandings Students will understand that • STM-U-9 accurate record-keeping, openness and replication are essential for maintaining credibility with other scientists and society. High School Skills and Concepts Students will • STM-SC-13 create and/or interpret graphs and equations to depict and analyze patterns of change • STM-SC-15 generate investigable questions and conduct experiments or non-experimental research to address them, using evidence to defend conclusions Motion and Forces High School Enduring Knowledge – Understandings Students will understand that • MF-U-2 the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work. High School Skills and Concepts Students will • MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways • MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly • MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena The Earth and the Universe High School Enduring Knowledge – Understandings Students will understand that • EU-U-6 mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe. • EU-U-7 scientists rely on increasingly sophisticated methods of measurement in order to investigate a variety of phenomena that were previously immeasurable. • EU-U-8 curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the way science is carried out. High School Skills and Concepts Students will • EU-SC-9 employ scientific notation to communicate and compare astronomical phenomena Biological Change High School Enduring Knowledge – Understandings Students will understand that • BC-U-5 in science the term theory is reserved to describe only those ideas that have been well tested through scientific investigation. Scientific theories are judged by how well they fit with other theories, the range of observations they explain, how well they explain observations and their usefulness in predicting new findings. Scientific theories usually grow slowly through contributions from many investigators. High School Skills and Concepts Students will • BC-SC-6 distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim • BC-SC-7 investigate the historical development and revision of a variety of accepted scientific laws, theories and claims Energy Transformations High School Enduring Knowledge – Understandings Students will understand that • ET-U-12 technological problems often create a demand for new scientific knowledge, and new technologies make it possible for scientists to conduct their research more effectively or to conduct new lines of research. The availability of new technology often sparks scientific advances. • ET-U-13 technology affects society because it solves practical problems and serves human needs. Science affects society by stimulating thought or satisfying curiosity, or by influencing views of the world, or by providing knowledge necessary for new technological advances. High School Skills and Concepts Students will • ET-SC-14 describe how science and technology interact. Research and investigate the impact of technology on society and how technological advances have driven scientific research Interdependence High School Enduring Knowledge – Understandings Students will understand that • I-U-5 human creativity, inventiveness and ingenuity have brought new risks as well as improvements to human existence. People control technology and are ultimately responsible for its effects. • I-U-6 science/technology occasionally provides the means to do questionable things. Decisions about doing these things require exercising a sense of responsibility. Just because something can be done does not mean it should be done. • I-U-7 the critical assumptions behind any line of reasoning must be made explicit, so that the validity of the position being taken can be judged.	The goal for this unit is to develop skills used to construct an understanding of specific Core Content in subsequent units. While these skills are essential to mastering Core Content, specific Core Content statements are not addressed in this introductory unit.	Labs/Activities Measurement lab Circle lab Pendulum lab Ball bounce lab Analyzing data sets with Graphical Analysis Resources Graphical Analysis available from Vernier Software ‘Graphical Methods’ reading ‘Significant Figures’ reading ‘Error Analysis’ reading Newtonian Physics free electronic text from Light and Matter Modeling materials available free from Arizona State University Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 1 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Data table, units, graphs, axes, slope, area under curve, equations for a line (slope/intercept, point/slope, two-point), mathematical relationships (proportional, linear, quadratic, inverse, inverse-square, exponential, logarithmic, power functions), independent variable, dependent variable, constants, repeated trials, experimental error, percent error, uncertainty, qualitative, quantitative, significant figures, conclusion, electronic probes and sensors (e.g. motion detector, force probe, photogate)
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework Graphical Analysis quiz

Physics Curriculum Framework

Topic: Graphing/Mathematical Models/Scientific Methods/Technology (Weeks 1-3)

Big Idea: All

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Structure and Transformation of Matter

High School Enduring Knowledge – Understandings

Students will understand that

• STM-U-9 accurate record-keeping, openness and replication are essential for maintaining credibility with other scientists and society.

High School Skills and Concepts

Students will

• STM-SC-13 create and/or interpret graphs and equations to depict and analyze patterns of change

• STM-SC-15 generate investigable questions and conduct experiments or non-experimental research to address them, using evidence to defend conclusions

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

• MF-U-2 the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work.

High School Skills and Concepts

Students will

• MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways

• MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

• MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena

The Earth and the Universe

High School Enduring Knowledge – Understandings

Students will understand that

• EU-U-6 mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.

• EU-U-7 scientists rely on increasingly sophisticated methods of measurement in order to investigate a variety of phenomena that were previously immeasurable.

• EU-U-8 curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the way science is carried out.

High School Skills and Concepts

Students will

• EU-SC-9 employ scientific notation to communicate and compare astronomical phenomena

Biological Change

High School Enduring Knowledge – Understandings

Students will understand that

• BC-U-5 in science the term theory is reserved to describe only those ideas that have been well tested through scientific investigation. Scientific theories are judged by how well they fit with other theories, the range of observations they explain, how well they explain observations and their usefulness in predicting new findings. Scientific theories usually grow slowly through contributions from many investigators.

High School Skills and Concepts

Students will

• BC-SC-6 distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim

• BC-SC-7 investigate the historical development and revision of a variety of accepted scientific laws, theories and claims

Energy Transformations

High School Enduring Knowledge – Understandings

Students will understand that

• ET-U-12 technological problems often create a demand for new scientific knowledge, and new technologies make it possible for scientists to conduct their research more effectively or to conduct new lines of research. The availability of new technology often sparks scientific advances.

• ET-U-13 technology affects society because it solves practical problems and serves human needs. Science affects society by stimulating thought or satisfying curiosity, or by influencing views of the world, or by providing knowledge necessary for new technological advances.

High School Skills and Concepts

Students will

• ET-SC-14 describe how science and technology interact. Research and investigate the impact of technology on society and how technological advances have driven scientific research

Interdependence

High School Enduring Knowledge – Understandings

Students will understand that

• I-U-5 human creativity, inventiveness and ingenuity have brought new risks as well as improvements to human existence. People control technology and are ultimately responsible for its effects.

• I-U-6 science/technology occasionally provides the means to do questionable things. Decisions about doing these things require exercising a sense of responsibility. Just because something can be done does not mean it should be done.

• I-U-7 the critical assumptions behind any line of reasoning must be made explicit, so that the validity of the position being taken can be judged.

The goal for this unit is to develop skills used to construct an understanding of specific Core Content in subsequent units. While these skills are essential to mastering Core Content, specific Core Content statements are not addressed in this introductory unit.

Labs/Activities

Measurement lab

Circle lab

Pendulum lab

Ball bounce lab

Analyzing data sets with Graphical Analysis

Resources

Graphical Analysis available from Vernier Software

‘Graphical Methods’ reading

‘Significant Figures’ reading

‘Error Analysis’ reading

Newtonian Physics free electronic text from Light and Matter

Modeling materials available free from Arizona State University

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 1

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Data table, units, graphs, axes, slope, area under curve, equations for a line (slope/intercept, point/slope, two-point), mathematical relationships (proportional, linear, quadratic, inverse, inverse-square, exponential, logarithmic, power functions), independent variable, dependent variable, constants, repeated trials, experimental error, percent error, uncertainty, qualitative, quantitative, significant figures, conclusion, electronic probes and sensors (e.g. motion detector, force probe, photogate)

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

Graphical Analysis quiz

Physics Curriculum Framework
Big Idea: Motion and Forces
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Motion and Forces High School Enduring Knowledge – Understandings Students will understand that • MF-U-1 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena. • MF-U-2 the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work. • MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion. High School Skills and Concepts Students will • MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways • MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly • MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena	Motion and Forces SC-HS-1.2.1 Students will v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical); v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data. DOK 3	Labs/Activities Battery-powered car lab Graph match with motion detector Motion maps with video camera Resources Motion detector available from Vernier Software Newtonian Physics free electronic text from Light and Matter ‘Motion Maps’ reading Modeling materials available free from Arizona State University The Physics Classroom free online tutorials Flash Animations for Physics: Motion Animation Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 2 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Position, distance, displacement, speed, velocity, scalar, vector, slope of position vs. time graph, frame of reference, relative motion, motion map
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Earthquake Practicum: two battery-powered cars Car and two-mile mountain

Physics Curriculum Framework

Topic: Constant Velocity (Weeks 4-6)

Big Idea: Motion and Forces

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

• MF-U-1 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena.

• MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion.

High School Skills and Concepts

Students will

• MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways

• MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

• MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena

Motion and Forces

SC-HS-1.2.1 Students will

v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical);

v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.

DOK 3

Labs/Activities

Battery-powered car lab

Graph match with motion detector

Motion maps with video camera

Resources

Motion detector available from Vernier Software

Newtonian Physics free electronic text from Light and Matter

‘Motion Maps’ reading

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

Flash Animations for Physics: Motion Animation

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 2

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Position, distance, displacement, speed, velocity, scalar, vector, slope of position vs. time graph, frame of reference, relative motion, motion map

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Earthquake

Practicum: two battery-powered cars

Car and two-mile mountain

Physics Curriculum Framework
Big Idea: Motion and Forces
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Motion and Forces High School Enduring Knowledge – Understandings Students will understand that • MF-U-1 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena. • MF-U-2 the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work. • MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion. High School Skills and Concepts Students will • MF-SC-1design and conduct investigations involving the motion of objects and report the results in a variety of ways • MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly • MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena	Motion and Forces SC-HS-1.2.1 Students will v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical); v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data. DOK 3	Labs/Activities Cart on incline with motion detector lab Accelerated motion maps with video camera Graphs & Tracks simulation Fan carts with motion detector Ticker tape investigation Resources Motion detector and photogates available from Vernier Software Tickers, carts, fan carts and tracks available from PASCO Scientific Newtonian Physics free electronic text from Light and Matter Graphs & Tracks available from Physics Academic Software Ramp n’ Roll (similar to Graphs & Tracks but web-based and free) Modeling materials available free from Arizona State University The Physics Classroom free online tutorials Applet Collection: GraphLab Flash Animations for Physics: Motion Animation, Constant Acceleration PhET: The Moving Man Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 3 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Acceleration (positive, negative), slope of velocity vs. time graph, area under velocity vs. time graph, area under acceleration vs. time graph
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Daredevil Train Jump IMMEX Problem: Daredevil Plane Jump Practicum: cart on ramp with photogates

Physics Curriculum Framework

Topic: Constant Acceleration (Weeks 7-10)

Big Idea: Motion and Forces

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

• MF-U-1 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena.

• MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion.

High School Skills and Concepts

Students will

• MF-SC-1design and conduct investigations involving the motion of objects and report the results in a variety of ways

• MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

• MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena

Motion and Forces

SC-HS-1.2.1 Students will

v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical);

v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.

DOK 3

Labs/Activities

Cart on incline with motion detector lab

Accelerated motion maps with video camera

Graphs & Tracks simulation

Fan carts with motion detector

Ticker tape investigation

Resources

Motion detector and photogates available from Vernier Software

Tickers, carts, fan carts and tracks available from PASCO Scientific

Newtonian Physics free electronic text from Light and Matter

Graphs & Tracks available from Physics Academic Software

Ramp n’ Roll (similar to Graphs & Tracks but web-based and free)

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

Applet Collection: GraphLab

Flash Animations for Physics: Motion Animation, Constant Acceleration

PhET: The Moving Man

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 3

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Acceleration (positive, negative), slope of velocity vs. time graph, area under velocity vs. time graph, area under acceleration vs. time graph

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Daredevil Train Jump

IMMEX Problem: Daredevil Plane Jump

Practicum: cart on ramp with photogates

Physics Curriculum Framework
Big Idea: Motion and Forces
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Motion and Forces High School Enduring Knowledge – Understandings Students will understand that • MF-U-4 the strength of the gravitational force between objects is proportional to the masses and weakens rapidly with increasing distance between them. • MF-U-5 electricity and magnetism are two inseparable aspects of the same force (electromagnetism). • MF-U-6 electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between the atoms. At the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus are involved in all chemical reactions. On a larger scale, these forces hold solid and liquid materials together and act between objects when they are in contact—as in sticking or sliding friction. • MF-U-7 the forces that hold the nucleus of an atom together are much stronger than the electromagnetic force. That is why such great amounts of energy are released from the nuclear reactions in the sun and other stars. • EU-U-1gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it. High School Skills and Concepts Students will • MF-SC-2 investigate Newton’s Laws of Motion and Gravitation. Experimentally test inertia • MF-SC-6 investigate the attraction and repulsion of electrical charges to predict the behavior of charged objects • MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena • MF-SC-8 explain why the strength of the nuclear force is responsible for the great energy release involved in nuclear reactions • MF-SC-9 predict which forces would be predominant in a given system and explain • EU-SC-6 investigate, describe and document patterns of interaction of matter and gravity	Motion and Forces SC-HS-1.2.1 Students will v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical); v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data. Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects. DOK 3 SC-HS-4.6.12 Students will understand that the forces that hold the nucleus together, at nuclear distances, are usually stronger than the forces that would make it fly apart. The Earth and the Universe SC-HS-2.3.1 Students will v explain phenomena (falling objects, planetary motion, satellite motion) related to gravity; v describe the factors that affect gravitational force Gravity is a universal force that each mass exerts on every other mass. DOK 3	Labs/Activities Gravitational field strength lab Inertial balance lab Inertia demonstrations v quarter & index card v wedge & hammer v bottle & hoop v table cloth v hover craft Ride kinesthetics cart Bowling ball/volleyball race Two cars and rope Newton’s third law with two force probes Resources Force probes available from Vernier Software Inertial balances, kinesthetics cart and force table available from PASCO Scientific Newtonian Physics free electronic text from Light and Matter Minds on Physics: Fundamental Forces & Fields book Mechanical Universe video on fundamental forces Modeling materials available free from Arizona State University The Physics Classroom free online tutorials Applet Collection: Net Force Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 4, 5 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Free body (force) diagram, four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear), contact forces (friction, air resistance, normal, tension, spring, buoyant), net force, equilibrium, vector components, vector addition, vector resultant, co-ordinate system, inertia, Newton’s First Law, Newton’s Third Law
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Equilibrium Practicum: cart on ramp (modified Atwood’s machine) Practicum: force table

Physics Curriculum Framework

Topic: Forces (Statics) (Weeks 11-14)

Big Idea: Motion and Forces

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

• MF-U-4 the strength of the gravitational force between objects is proportional to the masses and weakens rapidly with increasing distance between them.

• MF-U-5 electricity and magnetism are two inseparable aspects of the same force (electromagnetism).

• MF-U-6 electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between the atoms. At the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus are involved in all chemical reactions. On a larger scale, these forces hold solid and liquid materials together and act between objects when they are in contact—as in sticking or sliding friction.

• MF-U-7 the forces that hold the nucleus of an atom together are much stronger than the electromagnetic force. That is why such great amounts of energy are released from the nuclear reactions in the sun and other stars.

• EU-U-1gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it.

High School Skills and Concepts

Students will

• MF-SC-2 investigate Newton’s Laws of Motion and Gravitation. Experimentally test inertia

• MF-SC-6 investigate the attraction and repulsion of electrical charges to predict the behavior of charged objects

• MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena

• MF-SC-8 explain why the strength of the nuclear force is responsible for the great energy release involved in nuclear reactions

• MF-SC-9 predict which forces would be predominant in a given system and explain

• EU-SC-6 investigate, describe and document patterns of interaction of matter and gravity

Motion and Forces

SC-HS-1.2.1 Students will

v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical);

v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.

Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects.

DOK 3

SC-HS-4.6.12 Students will understand that the forces that hold the nucleus together, at nuclear distances, are usually stronger than the forces that would make it fly apart.

The Earth and the Universe

SC-HS-2.3.1 Students will

v explain phenomena (falling objects, planetary motion, satellite motion) related to gravity;

v describe the factors that affect gravitational force

Gravity is a universal force that each mass exerts on every other mass.

DOK 3

Labs/Activities

Gravitational field strength lab

Inertial balance lab

Inertia demonstrations

v quarter & index card

v wedge & hammer

v bottle & hoop

v table cloth

v hover craft

Ride kinesthetics cart

Bowling ball/volleyball race

Two cars and rope

Newton’s third law with two force probes

Resources

Force probes available from Vernier Software

Inertial balances, kinesthetics cart and force table available from PASCO Scientific

Newtonian Physics free electronic text from Light and Matter

Minds on Physics: Fundamental Forces & Fields book

Mechanical Universe video on fundamental forces

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

Applet Collection: Net Force

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 4, 5

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Free body (force) diagram, four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear), contact forces (friction, air resistance, normal, tension, spring, buoyant), net force, equilibrium, vector components, vector addition, vector resultant, co-ordinate system, inertia, Newton’s First Law, Newton’s Third Law

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Equilibrium

Practicum: cart on ramp (modified Atwood’s machine)

Practicum: force table

Physics Curriculum Framework
Big Idea: Motion and Forces
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Motion and Forces High School Enduring Knowledge – Understandings Students will understand that • MF-U-4 the strength of the gravitational force between objects is proportional to the masses and weakens rapidly with increasing distance between them. • MF-U-6 electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between the atoms. At the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus are involved in all chemical reactions. On a larger scale, these forces hold solid and liquid materials together and act between objects when they are in contact—as in sticking or sliding friction. • EU-U-1gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it. High School Skills and Concepts Students will • MF-SC-2 investigate Newton’s Laws of Motion and Gravitation. Experimentally test gravitational acceleration • MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena • MF-SC-9 predict which forces would be predominant in a given system and explain • EU-SC-6 investigate, describe and document patterns of interaction of matter and gravity	Motion and Forces SC-HS-1.2.1 Students will v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical); v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data. Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects. DOK 3 The Earth and the Universe SC-HS-2.3.1 Students will v explain phenomena (falling objects, planetary motion, satellite motion) related to gravity; v describe the factors that affect gravitational force Gravity is a universal force that each mass exerts on every other mass. DOK 3	Labs/Activities Modified Atwood’s machine lab Friction lab Friction sled Cart on ramp with sail Riding an elevator with scale Resources Electronic scale and interfacing equipment available from Vernier Software Cart sails and friction trays available from PASCO Scientific Newtonian Physics free electronic text from Light and Matter Virtual Physics Labs available from Kinetic Books Modeling materials available free from Arizona State University The Physics Classroom free online tutorials PhET: The Ramp Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 4, 5 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Newton’s Second Law, net force, coefficient of friction, kinetic friction, static friction, mass, weight
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Slip n Slide Practicum: Atwood’s machine Practicum: Modified Atwood’s machine Practicum: cart on ramp with photogates

Physics Curriculum Framework

Topic: Forces (Dynamics) (Weeks 15-18)

Big Idea: Motion and Forces

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

• MF-U-4 the strength of the gravitational force between objects is proportional to the masses and weakens rapidly with increasing distance between them.

• EU-U-1gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it.

High School Skills and Concepts

Students will

• MF-SC-2 investigate Newton’s Laws of Motion and Gravitation. Experimentally test gravitational acceleration

• MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena

• MF-SC-9 predict which forces would be predominant in a given system and explain

• EU-SC-6 investigate, describe and document patterns of interaction of matter and gravity

Motion and Forces

SC-HS-1.2.1 Students will

v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical);

v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.

Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects.

DOK 3

The Earth and the Universe

SC-HS-2.3.1 Students will

v explain phenomena (falling objects, planetary motion, satellite motion) related to gravity;

v describe the factors that affect gravitational force

Gravity is a universal force that each mass exerts on every other mass.

DOK 3

Labs/Activities

Modified Atwood’s machine lab

Friction lab

Friction sled

Cart on ramp with sail

Riding an elevator with scale

Resources

Electronic scale and interfacing equipment available from Vernier Software

Cart sails and friction trays available from PASCO Scientific

Newtonian Physics free electronic text from Light and Matter

Virtual Physics Labs available from Kinetic Books

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

PhET: The Ramp

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 4, 5

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Newton’s Second Law, net force, coefficient of friction, kinetic friction, static friction, mass, weight

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Slip n Slide

Practicum: Atwood’s machine

Practicum: Modified Atwood’s machine

Practicum: cart on ramp with photogates

Physics Curriculum Framework
Big Idea: Motion and Forces
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Motion and Forces High School Enduring Knowledge – Understandings Students will understand that • MF-U-2 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena. • MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion. • EU-U-1gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it. High School Skills and Concepts Students will • MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways • MF-SC-2 investigate Newton’s Laws of Motion and Gravitation. Experimentally test inertia and gravitational acceleration • MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly • MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena • MF-SC-9 predict which forces would be predominant in a given system and explain • EU-SC-6 investigate, describe and document patterns of interaction of matter and gravity	Motion and Forces SC-HS-1.2.1 Students will v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical); v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data. Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion. DOK 3 The Earth and the Universe SC-HS-2.3.1 Students will v explain phenomena (falling objects, planetary motion, satellite motion) related to gravity; v describe the factors that affect gravitational force Gravity is a universal force that each mass exerts on every other mass. DOK 3	Labs/Activities Launch and drop projectile Horizontally-launched projectile lab ‘Monkey & Hunter’ demonstration Motion maps with video camera for various projectiles Rockets lab Resources Interfacing equipment available from Vernier Software Monkey & hunter and projectile launchers available from PASCO Scientific Newtonian Physics free electronic text from Light and Matter Rockets available from Arbor Scientific Modeling materials available free from Arizona State University The Physics Classroom free online tutorials Flash Animations for Physics: Dropping Two Balls Near the Earth's Surface, Galilean Relativity, Projectile Motion, The Monkey and the Hunter PhET: Projectile Motion Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 6, 8 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Trajectory, range, centripetal, centrifugal, uniform circular motion, apparent weight
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Bombs Away IMMEX Problem: Speed Demon Banked Turn Practicum: projectile range Practicum: projectile flight time Practicum: tension in string Practicum: time for rotation

Physics Curriculum Framework

Topic: Multi-dimensional Motion (Projectiles, Circular Motion) (Weeks 19-22)

Big Idea: Motion and Forces

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

• MF-U-2 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena.

• MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion.

• EU-U-1gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it.

High School Skills and Concepts

Students will

• MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways

• MF-SC-2 investigate Newton’s Laws of Motion and Gravitation. Experimentally test inertia and gravitational acceleration

• MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

• MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena

• MF-SC-9 predict which forces would be predominant in a given system and explain

• EU-SC-6 investigate, describe and document patterns of interaction of matter and gravity

Motion and Forces

SC-HS-1.2.1 Students will

v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical);

v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.

Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion.

DOK 3

The Earth and the Universe

SC-HS-2.3.1 Students will

v explain phenomena (falling objects, planetary motion, satellite motion) related to gravity;

v describe the factors that affect gravitational force

Gravity is a universal force that each mass exerts on every other mass.

DOK 3

Labs/Activities

Launch and drop projectile

Horizontally-launched projectile lab

‘Monkey & Hunter’ demonstration

Motion maps with video camera for various projectiles

Rockets lab

Resources

Interfacing equipment available from Vernier Software

Monkey & hunter and projectile launchers available from PASCO Scientific

Newtonian Physics free electronic text from Light and Matter

Rockets available from Arbor Scientific

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

Flash Animations for Physics: Dropping Two Balls Near the Earth's Surface, Galilean Relativity, Projectile Motion, The Monkey and the Hunter

PhET: Projectile Motion

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 6, 8

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Trajectory, range, centripetal, centrifugal, uniform circular motion, apparent weight

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Bombs Away

IMMEX Problem: Speed Demon Banked Turn

Practicum: projectile range

Practicum: projectile flight time

Practicum: tension in string

Practicum: time for rotation

Physics Curriculum Framework
Big Idea: Energy Transformations
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Energy Transformations High School Enduring Knowledge – Understandings Students will understand that • ET-U-2 while the total amount of energy in the universe is constant, the amount that is available for useful transformations is always decreasing. Systems within the universe will cease to function once the energy differential becomes zero. • ET-U-8 heat is a manifestation of the random motion and vibrations of atoms or molecules within a substance. Interactions between or among atoms or molecules naturally move toward states of higher disorder. • ET-U-9 many different sources of energy are used for a variety of purposes, including powering machines designed to do useful work. Regardless of function or energy source, the useful energy output of any machine is always less than the total energy input. • ET-U-10 all Earth systems/processes require either an internal or external source of energy to function. Changes to any component, or to the quantity or type of energy input, may influence all components of the system. High School Skills and Concepts Students will • ET-SC-3 apply the law of conservation of energy and explore heat flow in real-life phenomena • ET-SC-9 apply the concept of entropy to molecular interactions and to interactions within the universe • ET-SC-10 analyze a variety of energy sources, their potential uses and their relative costs/benefits • ET-SC-11 investigate the relationship of energy input vs. useful energy output in mechanical systems	Energy Transformations SC-HS-4.6.1 Students will v explain the relationships and connections between matter, energy, living systems, and the physical environment; v give examples of conservation of matter and energy. As matter and energy flow through different organizational levels (e.g., cells, organs, organisms, communities) and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change. DOK 3 SC-HS-4.6.6 Students will understand that heat is the manifestation of the random motion and vibrations of atoms. SC-HS-4.6.7 Students will v explain real world applications of energy using information/data; v evaluate explanations of mechanical systems using current scientific knowledge about energy. The universe becomes less orderly and less organized over time. Thus, the overall effect is that the energy is spread out uniformly. For example, in the operation of mechanical systems, the useful energy output is always less than the energy input; the difference appears as heat. DOK 2 SC-HS-4.6.8 Students will v describe the connections between the functioning of the Earth system and its sources of energy (internal and external); v predict the consequences of changes to any component of the Earth system. Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from Earth’s original formation. DOK 3	Labs/Activities Ball on multiple-shape energy tracks Hooke’s law lab Swinging bowling ball demonstration Swinging pendulum with reference line and block rod Running up hill lab Flywheel car investigation Roller coaster lab Resources Interfacing equipment available from Vernier Software Flywheel car available from Educational Innovations Roller coaster available from Arbor Scientific Spring sets for Hooke’s law available from PASCO Scientific Conservation Laws free electronic text from Light and Matter Six Easy Pieces audio track on energy by Richard Feynman Modeling materials available free from Arizona State University The Physics Classroom free online tutorials PhET: Masses & Springs Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 10-11 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Energy, kinetic energy, potential energy (e.g. chemical, thermal, elastic, gravitational, nuclear), mechanical energy, energy transfer (e.g. work, heat, radiation), energy flow diagram (schema), conservation of energy, energy output, energy input, energy differential, efficiency, entropy, area under force vs. distance graph, power, Hooke’s Law
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Bungee Practicum: mass, spring & egg Practicum: cart & spring on ramp Practicum: swinging bowling ball

Physics Curriculum Framework

Topic: Energy (Weeks 23-26)

Big Idea: Energy Transformations

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Energy Transformations

High School Enduring Knowledge – Understandings

Students will understand that

• ET-U-2 while the total amount of energy in the universe is constant, the amount that is available for useful transformations is always decreasing. Systems within the universe will cease to function once the energy differential becomes zero.

• ET-U-8 heat is a manifestation of the random motion and vibrations of atoms or molecules within a substance. Interactions between or among atoms or molecules naturally move toward states of higher disorder.

• ET-U-9 many different sources of energy are used for a variety of purposes, including powering machines designed to do useful work. Regardless of function or energy source, the useful energy output of any machine is always less than the total energy input.

• ET-U-10 all Earth systems/processes require either an internal or external source of energy to function. Changes to any component, or to the quantity or type of energy input, may influence all components of the system.

High School Skills and Concepts

Students will

• ET-SC-3 apply the law of conservation of energy and explore heat flow in real-life phenomena

• ET-SC-9 apply the concept of entropy to molecular interactions and to interactions within the universe

• ET-SC-10 analyze a variety of energy sources, their potential uses and their relative costs/benefits

• ET-SC-11 investigate the relationship of energy input vs. useful energy output in mechanical systems

Energy Transformations

SC-HS-4.6.1 Students will

v explain the relationships and connections between matter, energy, living systems, and the physical environment;

v give examples of conservation of matter and energy.

As matter and energy flow through different organizational levels (e.g., cells, organs, organisms, communities) and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.

DOK 3

SC-HS-4.6.6 Students will understand that heat is the manifestation of the random motion and vibrations of atoms.

SC-HS-4.6.7 Students will

v explain real world applications of energy using information/data;

v evaluate explanations of mechanical systems using current scientific knowledge about energy.

The universe becomes less orderly and less organized over time. Thus, the overall effect is that the energy is spread out uniformly. For example, in the operation of mechanical systems, the useful energy output is always less than the energy input; the difference appears as heat.

DOK 2

SC-HS-4.6.8 Students will

v describe the connections between the functioning of the Earth system and its sources of energy (internal and external);

v predict the consequences of changes to any component of the Earth system.

Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from Earth’s original formation.

DOK 3

Labs/Activities

Ball on multiple-shape energy tracks

Hooke’s law lab

Swinging bowling ball demonstration

Swinging pendulum with reference line and block rod

Running up hill lab

Flywheel car investigation

Roller coaster lab

Resources

Interfacing equipment available from Vernier Software

Flywheel car available from Educational Innovations

Roller coaster available from Arbor Scientific

Spring sets for Hooke’s law available from PASCO Scientific

Conservation Laws free electronic text from Light and Matter

Six Easy Pieces audio track on energy by Richard Feynman

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

PhET: Masses & Springs

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 10-11

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Energy, kinetic energy, potential energy (e.g. chemical, thermal, elastic, gravitational, nuclear), mechanical energy, energy transfer (e.g. work, heat, radiation), energy flow diagram (schema), conservation of energy, energy output, energy input, energy differential, efficiency, entropy, area under force vs. distance graph, power, Hooke’s Law

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Bungee

Practicum: mass, spring & egg

Practicum: cart & spring on ramp

Practicum: swinging bowling ball

Physics Curriculum Framework
Big Idea: Motion and Forces
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Motion and Forces High School Enduring Knowledge – Understandings Students will understand that • MF-U-1 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena. • MF-U-2 the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work. • MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion. High School Skills and Concepts Students will • MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways • MF-SC-3 experimentally test conservation of momentum. Use tables, charts and graphs in making arguments and claims in oral and written presentations • MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly • MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena • MF-SC-9 predict which forces would be predominant in a given system and explain	Motion and Forces SC-HS-1.2.1 Students will v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical); v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data. Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion. DOK 3	Labs/Activities Conservation of momentum lab v elastic collisions v inelastic collisions v explosions ‘Happy/sad’ wrecking balls Water balloon toss Throw egg at sheet Resources Interfacing equipment available from Vernier Software Carts and tracks for momentum lab and ballistic pendulum available from PASCO Scientific Happy/sad balls available from Arbor Scientific Conservation Laws free electronic text from Light and Matter Modeling materials available free from Arizona State University The Physics Classroom free online tutorials Applet Collection: Virtual Air Track Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" Chapter 9 book website: physicspp.com log-in code: DC238F67EB
Vocabulary: What terms could students use to clarify communication about this content?	Momentum, impulse, area under force vs. time graph, conservation of momentum, elastic collisions, inelastic collisions
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Accident Reconstruction Practicum: ballistic pendulum Practicum: ballistic cart

Physics Curriculum Framework

Topic: Momentum (Weeks 27-29)

Big Idea: Motion and Forces

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

• MF-U-1 representing and describing motion in a variety of ways provides data that can be used to construct explanations and make predictions about real-life phenomena.

• MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion.

High School Skills and Concepts

Students will

• MF-SC-1 design and conduct investigations involving the motion of objects and report the results in a variety of ways

• MF-SC-3 experimentally test conservation of momentum. Use tables, charts and graphs in making arguments and claims in oral and written presentations

• MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

• MF-SC-7 create conceptual and mathematical models of motion and test them against real-life phenomena

• MF-SC-9 predict which forces would be predominant in a given system and explain

Motion and Forces

SC-HS-1.2.1 Students will

v select or construct accurate and appropriate representations for motion (visual, graphical, and mathematical);

v defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.

DOK 3

Labs/Activities

Conservation of momentum lab

v elastic collisions

v inelastic collisions

v explosions

‘Happy/sad’ wrecking balls

Water balloon toss

Throw egg at sheet

Resources

Interfacing equipment available from Vernier Software

Carts and tracks for momentum lab and ballistic pendulum available from PASCO Scientific

Happy/sad balls available from Arbor Scientific

Conservation Laws free electronic text from Light and Matter

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

Applet Collection: Virtual Air Track

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

Chapter 9

book website: physicspp.com

log-in code: DC238F67EB

Vocabulary:

What terms could students use to clarify communication about this content?

Momentum, impulse, area under force vs. time graph, conservation of momentum, elastic collisions, inelastic collisions

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Accident Reconstruction

Practicum: ballistic pendulum

Practicum: ballistic cart

Physics Curriculum Framework
Big Idea: Energy Transformations
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Energy Transformations High School Enduring Knowledge – Understandings Students will understand that • ET-U-1 transformations that occur within the nuclei of atoms release vastly greater energy than those that involve only electrons, and result in the emission of radiation and/or transformation of elements. • ET-U-3 waves, including electromagnetic radiation, are an important form of energy transfer. Waves are governed by rules that can be investigated and used to predict/explain their behavior. • EU-U-1 gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it. • EU-U-2 current estimates of the ages of the Earth (4.6 billion years) and the universe (10+ billion years) are based on a variety of measurement techniques that have unique strengths and limitations. The same evidence that establishes the extreme age of the universe also indicates its vastness. •EU-U-3 stars have cycles of birth and death, and the lives of large stars end in explosions that provide the elements to create new stars and planets. All living things on Earth are also formed from this recycled matter. • EU-U-4 the speed of light is dwarfed by the vastness of the universe; resulting in the human view of the sky being essentially a “look back in time” as we view light that was emitted long in the past and has been traveling across the cosmos to reach Earth. • EU-U-6 mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe. •EU-U- 7 scientists rely on increasingly sophisticated methods of measurement in order to investigate a variety of phenomena that were previously immeasurable. • EU-U-8 curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the way science is carried out. High School Skills and Concepts Students will • ET-SC-4 investigate waves, the rules describing wave behavior and energy transfer via waves in real life phenomena (e.g., nuclear medicine, industrial applications) • EU-SC-3 analyze the supporting evidence for the nebular theory of formation of the solar system • EU-SC-4 analyze the supporting evidence for the Big Bang theory of formation of the universe • EU-SC-5 explain the role of gravity in the formation and function of the universe • EU-SC-7 describe the life cycle of stars and the products/consequences of their deaths • EU-SC-8 explain how technological solutions permit the study of phenomena too faint, small, distant or slow to be directly measured • EU-SC-9 employ scientific notation to communicate and compare astronomical phenomena • EU-SC-10 explore real-life implications of current findings in Earth/space research and communicate findings in an authentic form, exemplifying the traits of curiosity, honesty, openness and skepticism	Energy Transformations SC-HS-4.6.2 Students will v predict wave behavior and energy transfer; v apply knowledge of waves to real life phenomena/investigations. Waves, including sound and seismic waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion. DOK 3 SC-HS-4.6.3 Students will understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated. SC-HS-4.6.11 Students will v explain the difference between alpha and beta decay, fission, and fusion; v identify the relationship between nuclear reactions and energy. Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. Fission (alpha and beta decay) is the splitting of a large nucleus into smaller pieces. Fusion is the joining of two nuclei at extremely high temperature and pressure. Fusion is the process responsible for the energy of the Sun and other stars. DOK 2 . The Earth and the Universe SC-HS-2.3.2 Students will v describe the current scientific theory of the formation of the universe (Big Bang) and its evidence; v explain the role of gravity in the formation of the universe and it’s components. The big bang theory and observational measurements that support it place the origin of the universe at a time between 10 and 20 billion years ago, when the universe began in a hot dense state. According to this theory, the universe has been expanding since then. Early in the history of the universe, the first atoms to form were mainly hydrogen and helium. Over time, these elements clump together by gravitational attraction to form trillions of stars. DOK 2 SC-HS-2.3.3 Students will explain the origin of the heavy elements in planetary objects (planets, stars). Some stars explode at the end of their lives, and the heavy elements they have created are blasted out into space to form the next generation of stars and planets. DOK 2 SC-HS-2.3.4 Students will understand that stars have life cycles of birth through death that are analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS-2.3.5 Students will understand that the Sun, Earth, and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas	Labs/Activities Traveling waves on spring lab Standing waves lab Emission spectrum lab Interference patterns Radio and light wave communication demonstration Resources Interfacing equipment available from Vernier Software Wave demonstrator, long springs and spectrum tubes available from PASCO Scientific Vibrations and Waves free electronic text from Light and Matter Modeling materials available free from Arizona State University The Physics Classroom free online tutorials Flash Animations for Physics: Beats, Doppler Effect, Reflections from a Barrier PhET: Wave on a String Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" book website: physicspp.com log-in code: DC238F67EB Waves - Chapter - 14, 15 Stars - Ch 28, 30
Vocabulary: What terms could students use to clarify communication about this content?	Wavelength, period, frequency, wave speed, amplitude, node, antinode, standing wave, interference (constructive and destructive), superposition, beats, reflection, refraction, longitudinal, transverse, electromagnetic waves, mechanical waves, spectrum, Doppler effect Gravity, universe, galaxy, supernova, protostar, main sequence, red giant, black hole, neutron star, nebular theory, solar system, alpha, beta, fission, fusion
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework IMMEX Problem: Mission Recon Wave Practicum: slide trombone Practicum: standing waves

Physics Curriculum Framework

Topic: Waves (Weeks 30-32)/ Stars (Could be separated into two units)

Big Idea: Energy Transformations

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Energy Transformations

High School Enduring Knowledge – Understandings

Students will understand that

• ET-U-1 transformations that occur within the nuclei of atoms release vastly greater energy than those that involve only electrons, and result in the emission of radiation and/or transformation of elements.

• ET-U-3 waves, including electromagnetic radiation, are an important form of energy transfer. Waves are governed by rules that can be investigated and used to predict/explain their behavior.

• EU-U-1 gravity played an essential role in the formation of the universe and is one of the fundamental forces that controls the function of the universe and the systems within it.

• EU-U-2 current estimates of the ages of the Earth (4.6 billion years) and the universe (10+ billion years) are based on a variety of measurement techniques that have unique strengths and limitations. The same evidence that establishes the extreme age of the universe also indicates its vastness.

•EU-U-3 stars have cycles of birth and death, and the lives of large stars end in explosions that provide the elements to create new stars and planets. All living things on Earth are also formed from this recycled matter.

• EU-U-4 the speed of light is dwarfed by the vastness of the universe; resulting in the human view of the sky being essentially a “look back in time” as we view light that was emitted long in the past and has been traveling across the cosmos to reach Earth.

• EU-U-6 mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.

•EU-U- 7 scientists rely on increasingly sophisticated methods of measurement in order to investigate a variety of phenomena that were previously immeasurable.

• EU-U-8 curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the way science is carried out.

High School Skills and Concepts

Students will

• ET-SC-4 investigate waves, the rules describing wave behavior and energy transfer via waves in real life phenomena (e.g., nuclear medicine, industrial applications)

• EU-SC-3 analyze the supporting evidence for the nebular theory of formation of the solar system

• EU-SC-4 analyze the supporting evidence for the Big Bang theory of formation of the universe

• EU-SC-5 explain the role of gravity in the formation and function of the universe

• EU-SC-7 describe the life cycle of stars and the products/consequences of their deaths

• EU-SC-8 explain how technological solutions permit the study of phenomena too faint, small, distant or slow to be directly measured

• EU-SC-9 employ scientific notation to communicate and compare astronomical phenomena

• EU-SC-10 explore real-life implications of current findings in Earth/space research and communicate

findings in an authentic form, exemplifying the traits of curiosity, honesty, openness and

skepticism

Energy Transformations

SC-HS-4.6.2 Students will

v predict wave behavior and energy transfer;

v apply knowledge of waves to real life phenomena/investigations.

Waves, including sound and seismic waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion.

DOK 3

SC-HS-4.6.3 Students will understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated.

SC-HS-4.6.11 Students will

v explain the difference between alpha and beta decay, fission, and fusion;

v identify the relationship between nuclear reactions and energy.

Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. Fission (alpha and beta decay) is the splitting of a large nucleus into smaller pieces. Fusion is the joining of two nuclei at extremely high temperature and pressure. Fusion is the process responsible for the energy of the Sun and other stars.

DOK 2

The Earth and the Universe

SC-HS-2.3.2 Students will

v describe the current scientific theory of the formation of the universe (Big Bang) and its evidence;

v explain the role of gravity in the formation of the universe and it’s components.

The big bang theory and observational measurements that support it place the origin of the universe at a time between 10 and 20 billion years ago, when the universe began in a hot dense state. According to this theory, the universe has been expanding since then. Early in the history of the universe, the first atoms to form were mainly hydrogen and helium. Over time, these elements clump together by gravitational attraction to form trillions of stars. DOK 2

SC-HS-2.3.3 Students will explain the origin of the heavy elements in planetary objects (planets, stars).

Some stars explode at the end of their lives, and the heavy elements they have created are blasted out into space to form the next generation of stars and planets. DOK 2

SC-HS-2.3.4 Students will understand that stars have life cycles of birth through death that are analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements.

SC-HS-2.3.5 Students will understand that the Sun, Earth, and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas

Labs/Activities

Traveling waves on spring lab

Standing waves lab

Emission spectrum lab

Interference patterns

Radio and light wave communication demonstration

Resources

Interfacing equipment available from Vernier Software

Wave demonstrator, long springs and spectrum tubes available from PASCO Scientific

Vibrations and Waves free electronic text from Light and Matter

Modeling materials available free from Arizona State University

The Physics Classroom free online tutorials

Flash Animations for Physics: Beats, Doppler Effect, Reflections from a Barrier

PhET: Wave on a String

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

book website: physicspp.com

log-in code: DC238F67EB

Waves - Chapter - 14, 15

Stars - Ch 28, 30

Vocabulary:

What terms could students use to clarify communication about this content?

Wavelength, period, frequency, wave speed, amplitude, node, antinode, standing wave, interference (constructive and destructive), superposition, beats, reflection, refraction, longitudinal, transverse, electromagnetic waves, mechanical waves, spectrum, Doppler effect

Gravity, universe, galaxy, supernova, protostar, main sequence, red giant, black hole, neutron star, nebular theory, solar system, alpha, beta, fission, fusion

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

IMMEX Problem: Mission Recon Wave

Practicum: slide trombone

Practicum: standing waves

Physics Curriculum Framework
Big Idea: Motion and Forces
Content	Activities/Resources What effective instructional activities and suggested materials could be used to teach this content?
National, State and Local Standards What skills, concepts, and understandings do students need to learn and be able to do?	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Motion and Forces High School Enduring Knowledge – Understandings Students will understand that •MF-U-2 the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work. • MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion. • MF-U-5 electricity and magnetism are two inseparable aspects of the same force (electromagnetism). Moving electrical charges produce magnetic forces and moving magnetic fields produce electrical forces. Electrical current is due to the motion of charge and has a specific direction. • MF-U-6 electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between the atoms. At the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus are involved in all chemical reactions. On a larger scale, these forces hold solid and liquid materials together and act between objects when they are in contact—as in sticking or sliding friction. • MF-U-7 the forces that hold the nucleus of an atom together are much stronger than the electromagnetic force. That is why such great amounts of energy are released from the nuclear reactions in the sun and other stars. High School Skills and Concepts Students will • MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly • MF-SC-5 develop investigable questions that guide explorations of the interrelationship between electricity and magnetism • MF-SC-6 investigate the attraction and repulsion of electrical charges to predict the behavior of charged objects • MF-SC-8 explain why the strength of the nuclear force is responsible for the great energy release involved in nuclear reactions • MF-SC-9 predict which forces would be predominant in a given system and explain	Structure and Transformation of Matter SC-HS-1.1.4 Students will understand that in conducting materials, electrons flow easily; whereas, in insulating materials, they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer no resistance to the flow of electrons. Motion and Forces SC-HS-1.2.2 Students will v explain the relationship between electricity and magnetism; v propose solutions to real life problems involving electromagnetism. Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces or “fields”, and moving magnets produce electric forces or “fields”. This idea underlies the operation of electric motors and generators. DOK 3 SC-HS-1.2.3 Students will understand that the electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. Energy Transformations SC-HS-4.6.3 Students will understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated.	Labs/Activities Electrostatics lab Van de Graaff generator Tesla coil Electromagnetic mini labs v magnets, coil & galvanometer v magnet & metal tube v CRT & magnet v Electric circuit & compass v Electric motor/generator Electromagnetic ring launcher Resources Interfacing equipment available from Vernier Software Electrostatics and electromagnetic equipment available from PASCO Scientific Electricity and Magnetism free electronic text from Light and Matter The Physics Classroom free online tutorials Flash Animations for Physics: Electric and Magnetic Fields of an Oscillating Charge PhET: Faraday’s Electromagnetic Lab, Electric Field Hockey Textbook "Physics- Principles and Problems", 2009 Edition Published by Glencoe" book website: physicspp.com log-in code: DC238F67EB Chapter 21, 25
Vocabulary: What terms could students use to clarify communication about this content?	Charge, domain, magnetic poles, electric field, magnetic field, conductor, insulator, polarization, Coulomb’s Law, electromagnetic induction, electric potential, electric potential energy, current, circuit, resistance, electric motor, generator
Assessment: How will students be assessed to find out what they already know and what they’ve learned?	University of Texas web homework Practicum: current balance

Physics Curriculum Framework

Topic: Electricity and Magnetism (Weeks 33-36)

Big Idea: Motion and Forces

Content

Activities/Resources

What effective instructional activities and suggested materials could be used to teach this content?

National, State and Local Standards

What skills, concepts, and understandings do students need to learn and be able to do?

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Motion and Forces

High School Enduring Knowledge – Understandings

Students will understand that

•MF-U-2 the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work.

• MF-U-3 all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion.

• MF-U-5 electricity and magnetism are two inseparable aspects of the same force (electromagnetism). Moving electrical charges produce magnetic forces and moving magnetic fields produce electrical forces. Electrical current is due to the motion of charge and has a specific direction.

High School Skills and Concepts

Students will

• MF-SC-4 create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

• MF-SC-5 develop investigable questions that guide explorations of the interrelationship between electricity and magnetism

• MF-SC-6 investigate the attraction and repulsion of electrical charges to predict the behavior of charged objects

• MF-SC-8 explain why the strength of the nuclear force is responsible for the great energy release involved in nuclear reactions

• MF-SC-9 predict which forces would be predominant in a given system and explain

Structure and Transformation of Matter

SC-HS-1.1.4 Students will understand that in conducting materials, electrons flow easily; whereas, in insulating materials, they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer no resistance to the flow of electrons.

Motion and Forces

SC-HS-1.2.2 Students will

v explain the relationship between electricity and magnetism;

v propose solutions to real life problems involving electromagnetism.

Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces or “fields”, and moving magnets produce electric forces or “fields”. This idea underlies the operation of electric motors and generators.

DOK 3

SC-HS-1.2.3 Students will understand that the electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel.

Energy Transformations

Labs/Activities

Electrostatics lab

Van de Graaff generator

Tesla coil

Electromagnetic mini labs

v magnets, coil & galvanometer

v magnet & metal tube

v CRT & magnet

v Electric circuit & compass

v Electric motor/generator

Electromagnetic ring launcher

Resources

Interfacing equipment available from Vernier Software

Electrostatics and electromagnetic equipment available from PASCO Scientific

Electricity and Magnetism free electronic text from Light and Matter

The Physics Classroom free online tutorials

Flash Animations for Physics: Electric and Magnetic Fields of an Oscillating Charge

PhET: Faraday’s Electromagnetic Lab, Electric Field Hockey

Textbook

"Physics- Principles and Problems", 2009 Edition Published by Glencoe"

book website: physicspp.com

log-in code: DC238F67EB

Chapter 21, 25

Vocabulary:

What terms could students use to clarify communication about this content?

Charge, domain, magnetic poles, electric field, magnetic field, conductor, insulator, polarization, Coulomb’s Law, electromagnetic induction, electric potential, electric potential energy, current, circuit, resistance, electric motor, generator

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?

University of Texas web homework

Practicum: current balance