Physics Instructional Guide

Instructional Guide 202 4 -202 5

Physics

SCOPE & SEQUENCE

PHYSICS

YEAR AT A GLANCE

Quarter 1

Quarter 2

Quarter 3

Quarter 4

Concepts

Motion & Forces

Conservation Laws

Waves

Fields

1.2, 1.3, 2.1, 2.2, 2.3, 2.4

Standards

1.1

4.1, 4.2, 4.3, 4.4, 4.5 3.1, 3.2, 3.3, 3.4, 2.5

Module 1: A Physics ToolKit Module2: Representing Motion Module3: Accelerated Motion Module 4: Forces in One Dimension

Module9: Momentum & Its Conservation

Module13: Vibrations & Waves

Module7: Gravitation

Module 14: Sound

Module18: Electrostatics

Module 10: Energy and Its Conservation Module 11: Thermal Energy

Module15: Fundamentals of Light Module16: Refection & Refraction Module17: Interference & Diffraction

Module 19: Electric Current and Current

McGraw Hill Modules

Module20: Magnetism

Module5: Displacement and

Module21: Electromagnetism

Force in Two Dimensions

Module 22: Quantum Theory And the Atom

DWSBA & Testing Window Accessing the District-Wide Standards-Based Assessment (DWSBA)

A Physics Toolkit

Physics

Quarter 1

McGraw Hill Module 1

RESOURCES

PACING

● 240 Minutes

Module 1: A Physics Toolkit ● Phenomena: What tools and skills do physicists use? ● Lesson 1: Methods of Science ● Lesson 2: Mathematics and Physics ● Lesson 4: Graphing Data

STANDARD

LEARNING PROGRESSIONS

● I can construct an explanation of the structure and function of physics ● I can use mathematics and

No specifc Utah SEEd Standard. This is Physics and Science basics.

computational thinking to analyze data using graphs

CONCEPTS (Nouns)

SKILLS (Verbs)

● Graphing ● Modeling ● Data Collection ● Scientifc Methods ● Mathematical Representations

● Analyze Data ● Obtain, evaluate, and

communicate information

VOCABULARY

● Physics ● Science

● Independent Variables ● Dependent Variables ● Line of best ft ● Inverse Relationship

● Model ● Investigation ● Signifcant Figures ● Inverse-Squared Relationship ● Exponential Relationship

● Scientifc Notation ● Linear Relationship ● Quadratic Relationship

DIFFERENTIATION IN ACTION ● Skill Building - STEM Unit Project: Have students apply what they learned in the module to their Unit Project ● Extension - Data Analysis Lab: How is string length and the square of the period of a pendulum related? (pg. 27)

A Physics Toolkit

Physics

Quarter 1

McGraw Hill Module 1

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● 4pennies ● Meterstick ● stopwatch

Module Launch

Encounter the Phenomena: A Physics Toolkit

2-3

45Min

Launch Lab: Mass and Falling Objects

● Chromebooks ● DQB ● 5 identical washers and a spring ● Metric ruler ● Graph paper

Lesson1: Methods of Science Lesson2: Mathematics and Physics

Engage:

4

20Min

Launch the Lesson: Methods of Science Quick Investigation: Measuring Change

● Chromebooks 50 Min

Explore/Explain:

Online

Combined

L1 Explore & Explain: What is Physics? L1 Explore and Explain: Branches of Physics L1 Explore & Explain: What is science? L1 Explore & Explain: Models L1 Explore & Explain: Scientifc Theories andLaws L2 Explore & Explain Operations with Scientifc Notation L2 Explore & Explain: Uncertainty and Data: Signifcant Figures

● DQB ● Chromebook

Elaborate:

Online

10min

Return to the DQB and have students determine what questions they can answer.

● Chromebook 10 Min

Evaluate:

Online

Lesson 1 Check: Methods of Science Lesson 2 Check: Mathematics of Physics

● Chromebook ● Fakeblood

Lesson4: Graphing Data

Engage

Online

10Min

A Physics Toolkit

Physics

Quarter 1

McGraw Hill Module 1

● Small beaker ● Dropper with .5ml graduation ● Graph paper ● Ruler ● Meterstick ● Unknown

Launch the Lesson: Graphing Data Forensics Lab: It’s in the Blood

droplet spatter

Explore/Explain:

Online

30Min

Explore & Explain: Line Graphs Explore & Explain: Nonlinear relationships PhET: Graphing Lines

● Chromebook 10 Min

Elaborate:

Return to the DQB and have students determine what questions they can answer.

● Chromebook 10 Min

Evaluate

Lesson Check: Graphing Data

● CER Reading ● CER Sentence Stems& Rubric ● Chromebook

Module Wrap-Up

Teach students to write a CER as a class prior to having them create their own. Using the Doritos Dog Commercial can be a fun way to introduce the CER. Have students watch the commercial and make a claim together as a class. Then have them list evidence to support their claim with a partner and share evidence with the class. Last, help them write reasons to connect their evidence to their claim. Revisit the Phenomena: What tools and skills do physicist use? Students complete a CER using evidence from their learning in the module.

45Min

A Physics Toolkit

Physics

Quarter 1

McGraw Hill Module 1

Representing Motion

Physics

Quarter 1

McGraw Hill Module 2

RESOURCES

PACING

● 350 Minutes

Module 2: Representing Motion ● Phenomena: How does a GPS unit know where you are?

● Lesson 1: Picturing Motion ● Lesson 2: Where & When? ● Lesson 3: Position-Time Graphs ● Lesson 4: How Fast?

STANDARD

LEARNING PROGRESSIONS

● I can describe types of motion. ● I can show how motion changes using diagrams. ● I can create a position vs. time graph to illustrate the motion of an object. ● I can describe motion using mathematical equations. ● I can explain the difference between speed and velocity. ● I can determine how fast something is moving. ● I can gather and analyze data to describe motion. ● I can utilize informational text to support a claim. ● Ask Questions ● Developing and Using Model ● Analyzing and interpreting data ● Mathematical and computational thinking

PHYS.1.1 Analyze and interpret data to determine the cause and effect relationship between the net force on an object and its change in motion as summarized by Newton’s Second Law of Motion. Emphasize one-dimensional motion and macroscopic objects moving at non-relativistic speeds. Examples could include objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force. (PS2.A, PS2.C)

CONCEPTS (Nouns)

SKILLS (Verbs)

● Linear Motion

VOCABULARY

● Scalar ● Vector

● Speed ● Velocity

● Displacement ● Delta (Change in)

Representing Motion

Physics

Quarter 1

McGraw Hill Module 2

● Distance ● Motion graph K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.1

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Organizing Data Students organize and describe data (e.g., via tables, graphs, charts, vector drawings) that represents: ● the net force on an object, its mass (which is held constant), and its acceleration (e.g., via tables, graphs, charts, vector drawings). Identifying Relationships Students use tools, technologies, and/or models to analyze the data and identify and describe relationships in the datasets, including: ● How different masses experiencing the same net force accelerate differently. ● How different net forces on a given object produce different accelerations. ● How gravitation is a constant acceleration as evidenced by the fact that the ratio of net force to mass remains constant. Interpreting Data Students use the analyzed data as: ● Evidence to describe that the relationship between the observed quantities is accurately modeled across the range of data by the formula a = Fnet/m (e.g., double force yields double acceleration, etc.). ● Empirical evidence to distinguish between causal and correlational relationships linking force, mass, and acceleration. ● Empirical evidence to express the relationship Fnet=ma in terms of causality, namely that a net force on an object causes the object to accelerate.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects

Extension

Data Analysis Lab: How can you rank velocity from a graph? (p. 54)

FORMATIVE ASSESSMENTS

Standard 1.1

ELA CONNECTIONS ● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Representing Motion

Physics

Quarter 1

McGraw Hill Module 2

● Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. ● Draw evidence from informational texts to support analysis, refection, and research. MATH CONNECTIONS ● Reason abstractly and quantitatively. ● Model with mathematics. ● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Interpret expressions that represent a quantity in terms of its context. ● Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. ● Create equations and inequalities in one variable and use them to solve problems. ● Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ● Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. ● Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. ● Represent data with plots on the real number line (dot plots, histograms, and box plots).

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● CER

Module Opener

Encounter the Phenomena: Representing Motion

30-31

45min

document ● Sticky notes ● Toy cars ● Timing device (phones) ● Meter Sticks ● Phones ● Chromebooks ● DQB

Launch Lab: Toy Car Race

Lesson1: Picturing Motion

Engage:

32

5min

Launch the Lesson: Picturing Motion

Representing Motion

Physics

Quarter 1

McGraw Hill Module 2

● Books ● Toywindup cars ● Meterstick ● Foamboard ● Video

Explore & Explain:

32 - 34

30Min

Explore & Explain: Motion Diagrams PhysicsLAB: Motion Diagrams

camera/phone

● Chromebooks ● DQB

Elaborate:

34

10Min

Return to the DQB and have students determine what questions they can answer.

● Chromebooks ● Online Access

Evaluate:

34

10min

Lesson Check: Picturing Motion

● DQB ● Chromebook

Lesson2: Where and When

Engage:

35

20Min

Launch the Lesson: Where and when? Quick Investigation: Vector Models

● Chromebooks

Explore and Explain:

35-39

10min

Explore & Explain: Coordinates and Vectors

● Chromebook 15 min

Elaborate:

39

Return to the DQB and have students determine what questions they can answer.

● Chromebook 10 min

Evaluate:

39

Lesson Check: Where and When?

● Motion sensor device and display system (Vernier or Pasco)

Lesson3: Position time graphs

Engage:

40

10min

Launch the Lesson: Position-Time Graphs

Optional: Pull out the motion sensor. Have a student move around the room

Representing Motion

Physics

Quarter 1

McGraw Hill Module 2

with the sensor collecting data from the student. Have the students look at the data and write down one “I noticed” statement about the student’s motion and the generated graph.

● Chromebooks 20 min

Explore and Explain:

40 - 44

Explore & Explain: Finding Positions Explore & Explain: Multiple Objects on a Position-Time graph

● Chromebooks ● DQB

Elaborate:

44

20min

Return to the DQB and have students determine what questions they can answer.

● Chromebooks 20 min

Evaluate

44

Lesson Check: Position-Time Graphs.

● Clamps ● Constant

Lesson 4: How Fast

Engage:

45

20min

Launch the Lesson: How Fast? PhysicsLAB: Constant Speed

speed vehicle

● Meterstick ● Masking tape ● Photogate ● stopwatch

● Pascoor Vernier

Explore and Explain:

45 - 49

50min

Explore and Explain: Velocity and Speed Explore and Explain: Equation of Motion Probeware Lab: Measuring Velocity Quick Investigation: Velocity Vectors

Equiment & probes

● 1m long string ● Hooked mass ● DQB ● Chromebooks

Elaborate:

51

10Min

Return to the DQB and have students determine what questions they can answer.

Representing Motion

Physics

Quarter 1

McGraw Hill Module 2

Evaluate:

51

10Min

Lesson Check: How Fast

Module Wrap Up

CER: Representing Motion

54

35Min

Accelerated Motion

Physics

Quarter 1

McGraw Hill Module 3

RESOURCES

PACING

● 270 Minutes

Module 3: Accelerated Motion ● Phenomena: Why do sudden changes in the direction or speed of jet planes affect pilots? ● Lesson 1: Acceleration ● Lesson 2: Motion & Constant Acceleration

● Lesson 3: Free Fall ● Module Wrap Up

STRAND 1: Forces & Interactions

Uniform motion of an object is natural. Changes in motion are caused by a nonzero sum of forces. A “net force” causes an acceleration as predicted by Newton’s 2nd Law. Qualitative and quantitative analysis of position, velocity, and acceleration provide evidence of the effects of forces.

STANDARD

LEARNING PROGRESSIONS

● I can describe changes in motion with words, graphically and mathematically. ● I can describe an object moving with a constant acceleration ● I can apply knowledge of acceleration to real world ● I can describe the effect of air-resistance on an object in freefall. phenomena including freefall.

Standard PHYS.1.1 Analyze and interpret data to determine the cause and effect relationship between the net force on an object and its change in motion as summarized by Newton’s Second Law of Motion. Emphasize one-dimensional motion and macroscopic objects moving at non-relativistic speeds. Examples could include objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force. (PS2.A, PS2.C)

CONCEPTS (Nouns)

SKILLS (Verbs)

● Change in velocity ● Rate of change ● Acceleration ● Free-fall

● Ask questions ● Carry out investigation ● Communicate fndings ● Cause and effect

VOCABULARY

● Acceleration ● Free fall

● Resistance ● Projectile

● Relative ● Air

Accelerated Motion

Physics

Quarter 1

McGraw Hill Module 3

● Rate ● Parabola K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.1

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Organizing Data Students organize and describe data (e.g., via tables, graphs, charts, vector drawings) that represents: ● the net force on an object, its mass (which is held constant), and its acceleration (e.g., via tables, graphs, charts, vector drawings). Identifying Relationships Students use tools, technologies, and/or models to analyze the data and identify and describe relationships in the datasets, including: ● How different masses experiencing the same net force accelerate differently. ● How different net forces on a given object produce different accelerations. ● How gravitation is a constant acceleration as evidenced by the fact that the ratio of net force to mass remains constant. Interpreting Data Students use the analyzed data as: ● Evidence to describe that the relationship between the observed quantities is accurately modeled across the range of data by the formula a = Fnet/m (e.g., double force yields double acceleration, etc.). ● Empirical evidence to distinguish between causal and correlational relationships linking force, mass, and acceleration. ● Empirical evidence to express the relationship Fnet=ma in terms of causality, namely that a net force on an object causes the object to accelerate.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects Data Analysis Lab: How do free fall motion on Earth and Jupiter compare? (p. 82)

Extension

FORMATIVE ASSESSMENTS

Standard 1.1

ELA CONNECTIONS

Accelerated Motion

Physics

Quarter 1

McGraw Hill Module 3

● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. ● Draw evidence from informational texts to support analysis, refection, and research. MATH CONNECTIONS ● Reason abstractly and quantitatively. ● Model with mathematics. ● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Interpret expressions that represent a quantity in terms of its context. ● Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. ● Create equations and inequalities in one variable and use them to solve problems. ● Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ● Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. ● Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. ● Represent data with plots on the real number line (dot plots, histograms, and box plots).

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● Chromebooks ● Spark Timer ● Piece of Timer tape ● Wind-up toy car

Module Opener

Encounter the Phenomenon: Accelerated Motion

56

30min

Launch Lab: Graphing Motion (if you don’t have a spark timer, you can modify the lab and use vernier instead. You may need to tape a large square onto the back of the cars so that the motion sensor can pick it up.

● Chromebooks ● DQB

Lesson1: Acceleration

Engage:

57

30min

Accelerated Motion

Physics

Quarter 1

McGraw Hill Module 3

● Vernier/Pasco ● Motion detector ● Volleyball or basketball ● Wire basket ● UChannel ● 2 meter sticks raped together ● Steel balls

Launch the Lesson: Acceleration Probeware Lab: Tossed Ball Motion

Explore and Explain:

58-64

30min

Explore & Explain: Nonuniform Motion Diagrams Explore & Explain: Direction of Acceleration and Velocity-Time Graphs Virtual Investigation: Steel Ball Races Explore & Explain: Calculating Acceleration

● Chromebooks ● DQB

Elaborate:

64

10min

Return to the DQB and have students determine what questions they can answer.

● Chromebook 10 min

Evaluate

65

Lesson Check: Acceleration

● DQB ● Chromebooks ● Vernier/Pasco motion detector ● 100gmass ● Masking tape ● Heavy string ● Pulley ● C-clamp

Lesson2: Motion with Constant Acceleration

Engage

66

30min

Lesson Launch: Motion with Constant Acceleration.

Probeware Lab: Measuring Acceleration

● Chromebooks

Explore and Explain:

66-72

20min

Accelerated Motion

Physics

Quarter 1

McGraw Hill Module 3

Explore & Explain: Position with Constant Acceleration Explore & Explain: Velocity with Average Acceleration Explore & Explain: Motion with an Initial Nonzero Velocity Explore & Explain: An Alternative Equation

● Chromebooks ● DQB

Elaborate

73

30min

Return to the DQB and have students determine what questions they can answer.

● Sticky notes for their work andanswer

Evaluate

73

10min

Lesson Check: Motion & Constant Acceleration

● DQB ● Chromebook ● Timer ● 1 kgmass ● C-claim ● Motion sensor ● Stack of newspapers ● Masking tape

Lesson3: FreeFall

Engage

74

Launch the Lesson: Free Fall PhysicsLAB: Free Fall Acceleration

● Ball ● Meterstick

Explore and Explain:

74 - 79

20min

Explore & Explain: Galileo’s Discovery Explore & Explain: Free-Fall Acceleration Quick Investigation: Free Fall

● Balls, meter sticks, timer, calculator

Elaborate

78

20min

Return to the DQB and have students determine what questions they can answer.

● Chromebook 10 min

Evaluate:

79

Accelerated Motion

Physics

Quarter 1

McGraw Hill Module 3

Lesson Check: Free Fall

● CER ● Chromebooks

Module Wrap Up

CER: Accelerated Motion

82

20min

Forces in One Dimension

Physics

Quarter 1

McGraw Hill Module 4

RESOURCES

PACING

● 340 Minutes

Module 4: Forces in One Dimension ● Phenomena: How do wing suits help BASE jumpers control their velocity? ● Lesson 1: Force & Motion ● Lesson 2: Weight and Drag Force ● Lesson 3: Newton’s Third Law ● Module Wrap Up

STANDARD

LEARNING PROGRESSIONS

● Make Claims About Phenomena

PHYS.1.1 Analyze and interpret data to determine the cause and effect relationship between the net force on an object and its change in motion as summarized by Newton’s 2 nd Lawof Motion. Emphasize one-dimensional motion and macroscopic objects moving at non-relativistic speeds. Examples could include objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force. (PS2.A)

● Obtain Information ● Evaluate Information ● Construct an Explanation of Cause and Effect Using Proper Reasoning

CONCEPTS (Nouns)

SKILLS (Verbs)

● Net force ● Change in motion ● Newton’s Second Law

● Analyze and interpret

VOCABULARY

● Velocity ● Acceleration ● Net force ● Balanced forces

● Unbalanced forces ● Friction ● Air resistance ● Vectors

● Slope ● Y-intercept ● Macroscopic ● Non-relativistic speeds

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.1

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Organizing Data Students organize and describe data (e.g., via tables, graphs, charts, vector drawings) that represents:

Forces in One Dimension

Physics

Quarter 1

McGraw Hill Module 4

● the net force on an object, its mass (which is held constant), and its acceleration (e.g., via tables, graphs, charts, vector drawings). Identifying Relationships Students use tools, technologies, and/or models to analyze the data and identify and describe relationships in the datasets, including: ● How different masses experiencing the same net force accelerate differently. ● How different net forces on a given object produce different accelerations. ● How gravitation is a constant acceleration as evidenced by the fact that the ratio of net force to mass remains constant. Interpreting Data Students use the analyzed data as: ● Evidence to describe that the relationship between the observed quantities is accurately modeled across the range of data by the formula a = Fnet/m (e.g., double force yields double acceleration, etc.). ● Empirical evidence to distinguish between causal and correlational relationships linking force, mass, and acceleration. ● Empirical evidence to express the relationship Fnet=ma in terms of causality, namely that a net force on an object causes the object to accelerate.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects Data Analysis Lab: How does weight change during a rocket launch? (p. 109)

Extension

FORMATIVE ASSESSMENTS

Standard 1.1

ELA CONNECTIONS ● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. ● Draw evidence from informational texts to support analysis, refection, and research. MATH CONNECTIONS ● Reason abstractly and quantitatively. ● Model with mathematics.

Forces in One Dimension

Physics

Quarter 1

McGraw Hill Module 4

● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Interpret expressions that represent a quantity in terms of its context. ● Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. ● Create equations and inequalities in one variable and use them to solve problems. ● Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ● Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. ● Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. ● Represent data with plots on the real number line (dot plots, histograms, and box plots).

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● Chromebook ● DBQ ● CERChart ● HeavyCord ● Book ● Lightweight string ● Chromebook ● DQB

Module Opener

Encounter the Phenomena: Forces in One Dimension

84 - 85

30min

Launch Lab: Forces in Opposite Direction

Lesson1:

Engage:

85

10min

Force and Motion

Launch the Lesson: Force and Motion

● Chromebooks 50 min

Explore and Explain:

86-93

Explore & Explain: Force PhET: Force and Motion Explore & Explain: Free Body Diagrams/Net Force Explore & Explain: Acceleration and Force Virtual Investigation: Rocket Sled

Forces in One Dimension

Physics

Quarter 1

McGraw Hill Module 4

Explore & Explain: Newton’s Second Law Explore & Explain: Newton’s First Law Applying Practices: Newton’s Second Law

● Chromebooks 10 min

Elaborate:

93

Return to DQB and have students determine what questions they can answer.

● Lesson Check 10 min

Evaluate:

94

Formative Assessment Check

● DQB ● Chromebook ● Vernier or Pasco motion detector ● Coffee flters ● Chromebooks ● Spring Scale ● RingStand ● 200gMass ● Stopwatch ● Meterstick ● Coffee flter

Lesson2:

Engage:

95

20min

Weight and DragForce

Launch the Lesson: Weight and Drag Force Probeware Lab: Terminal Velocity

Explore and Explain:

95-99

50min

Explore & Explain: Weight Explore & Explain: Apparent Weight Explore & Explain: Drag Force Quick Investigation: Mass & Weight Quick Investigation: Upside-down Parachute

● DQB ● Discussion

Elaborate:

99

10min

Return to the DQB and have students determine what questions they can answer.

● Lesson Check 10 min

Evaluate:

99

Lesson Check: Weight and Drag Force

● DQB ● Chromebook ● Cars of equal

Lesson3:

Engage:

101

30min

Newton’s Third

Launch the Lesson: Newton’s Third Law

Forces in One Dimension

Physics

Quarter 1

McGraw Hill Module 4

Law

PhysicsLAB: Newton’s Third Law

mass ● Clamps ● Pulleys ● Hanger for ● Slotted masses ● Spring scales ● string ● Launch the Lesson ● Explore and Explain ● Online Research ● DQB ● Chromebooks slotted masses

Explore and Explain:

102-106

60min

Explore & Explain: Interaction Pairs Explore & Explain: Tension Explore & Explain: The Normal Force

Elaborate:

105

10min

Return to the DQB and have students determine what questions they can answer.

● Chromebook 10 min

Evaluate:

106

Lesson Check: Newton’s Third Law

● Chromebook ● CER Resources

Module Wrap-Up

CER: Forces in One Dimension

109

30min

Displacement and Force in Two Dimensions

Physics

Quarter 1

McGraw Hill Module 5

RESOURCES

PACING

● 270 Minutes

Module 5: Displacement and Force in Two Dimensions ● Phenomena: Why is this specialized train washing the train tracks?

● Lesson 1: Vectors ● Lesson 2: Friction ● Lesson 3: Forces in Two Dimensions ● Module Wrap Up

STANDARD

LEARNING PROGRESSIONS

● Newton’s second law

PHYS.1.1 Analyze and interpret data to determine the cause and effect relationship between the net force on an object and its change in motion as summarized by Newton’s Second Law of Motion. Emphasize one-dimensional motion and macroscopic objects moving at non-relativistic speeds. Examples could include objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force. (PS2.A)

accurately predicts changes in the motion of macroscopic objects.

● Systems often change in predictable ways;

understanding the forces that drive the transformations and cycles within a system, as well as the forces imposed on the system from the outside, helps predict its behavior under a variety of conditions.

CONCEPTS (Nouns)

SKILLS (Verbs)

● Vectors ● Friction ● Forces in Two Dimensions

● Analyze and Interpret

VOCABULARY

● Magnitude ● Vector ● Scalar

● Kinetic friction ● Static friction

● Coeffcient of friction ● Equilibrant

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.1

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Displacement and Force in Two Dimensions

Physics

Quarter 1

McGraw Hill Module 5

Organizing Data Students organize and describe data (e.g., via tables, graphs, charts, vector drawings) that represents: ● the net force on an object, its mass (which is held constant), and its acceleration (e.g., via tables, graphs, charts, vector drawings). Identifying Relationships Students use tools, technologies, and/or models to analyze the data and identify and describe relationships in the datasets, including: ● How different masses experiencing the same net force accelerate differently. ● How different net forces on a given object produce different accelerations. ● How gravitation is a constant acceleration as evidenced by the fact that the ratio of net force to mass remains constant. Interpreting Data Students use the analyzed data as: ● Evidence to describe that the relationship between the observed quantities is accurately modeled across the range of data by the formula a = Fnet/m (e.g., double force yields double acceleration, etc.). ● Empirical evidence to distinguish between causal and correlational relationships linking force, mass, and acceleration. ● Empirical evidence to express the relationship Fnet=ma in terms of causality, namely that a net force on an object causes the object to accelerate.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects

Extension

Data Analysis Lab: Who goes down the slide fastest? (p. 136)

FORMATIVE ASSESSMENTS

Standard 1.1

ELA CONNECTIONS ● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. ● Draw evidence from informational texts to support analysis, refection, and research. MATH CONNECTIONS ● Reason abstractly and quantitatively. ● Model with mathematics.

Displacement and Force in Two Dimensions

Physics

Quarter 1

McGraw Hill Module 5

● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Interpret expressions that represent a quantity in terms of its context. ● Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. ● Create equations and inequalities in one variable and use them to solve problems. ● Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ● Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. ● Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. ● Represent data with plots on the real number line (dot plots, histograms, and box plots).

Displacement and Force in Two Dimensions

Physics

Quarter 1

McGraw Hill Module 5

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● CERChart ● Spring Scale ● 200 g Object ● string

Module Launch

Encounter the Phenomenon: Displacement and Force in Two Dimensions Launch Lab: Adding Vectors

112-113

30 mins

● Chromebook ● DQB

Lesson1: Vectors

Engage:

114

10 mins

Launch the Lesson: Vectors

● Chromebook ● Items for Quick DemoonPg: 114 inTE

Explore and Explain:

114-120

70 mins

Explore & Explain: Vectors in Two Dimensions Explore & Explain: Vector Components PhET: Vector Addition Quick Demo: Vector Addition

● Chromebooks ● DQB

Elaborate:

120

10 mins

Return to the DQB and have students determine what questions they can answer.

● Chromebook 10 mins

Evaluate:

121

Lesson Check: Vectors

● Chromebook ● DQB

Lesson2: Friction

Engage:

122

10 mins

Launch the Lesson: Friction

● Chromebook ● Demo material P. 124 ● Paper Pencil

Explore and Explain:

122-127

30 mins

Explore & Explain: Kinetic and Static Friction PhET: Friction Kinetic and Static Friction Demo Explore & Explain: Calculating Friction Static v. Kinetic Friction Demo

Displacement and Force in Two Dimensions

Physics

Quarter 1

McGraw Hill Module 5

Practice Problems

●

Elaborate:

5 mins

Return to DQB and Focus Question

● Chromebook 10 mins

Evaluate:

Lesson Check: Friction

● Chromebook ● DQB

Engage:

128

10 mins

Lesson3:

Launch the Lesson: Forces in Two Dimensions

Forces in Two Dimensions

● Chromebook ● Pape Pencil ● Demo materials from pg. 128

Explore and Explain:

128-133

30 mins

Equilibrium Demo Interactive Content: Equilibrium Interactive Content: Equilibrant Interactive Content: Inclined planes Virtual Investigation Inclined plan Practice Problems Elaborate: Return to DQB and Focus Question Evaluate: Lesson Check: Forces in Two Dimensions

●

5 mins

● Chromebook 10 mins

● CERChart ● Chromebook

Module Wrap-Up

Revisit the Phenomenon:

136

Displacement and Force in Two Dimensions CER Module Test: Displacement and Force In Two Dimensions

Momentum

Physics

Quarter 2

McGraw Hill Module 9

RESOURCES

PACING

● 225 Minutes

● Phenomena: How do rockets accelerate once they reach space?

● Lesson 1: Impulse and Momentum ● Lesson 2: Conservation of Momentum ● Module Wrap Up

STANDARD

LEARNING PROGRESSIONS

● I can explore impulse, momentum and how they are related by the impulse-momentum theorem. ● I can understand how applying a force to an

Standard PHYS.1.2 - Use mathematics and computational thinking to support the claim that the total momentum of a system is conserved when there is no net force acting on the system. Emphasize the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Examples could include one-dimensional elastic or inelastic collisions between objects within the system. (PS2.A)

object over time changes its momentum.

● I can explore the conservation of

momentum in a variety of situations.

● I can understand that rockets can move in space using recoil.

CONCEPTS (Nouns)

SKILLS (Verbs)

● Impulse-Momentum Theorem ● Momentum ● Law of Conservation of Momentum ● Recoil

● Use Mathematics and Computational Thinkin g

VOCABULARY

● Momentum ● Mass ● Collisions

● Mass ● Impulse

● Velocity ● Force

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.2

Momentum

Physics

Quarter 2

McGraw Hill Module 9

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Standard 1.2 Representation Students clearly defne the system: ● of the two interacting objects that are represented mathematically, including boundaries and initial conditions. Students identify and describe momentum using mathematical representations: ● To show the momentum of each object in the system is a product of its mass and its velocity, p=mv using one-dimensional vectors Students identify if qualitative or quantitative data are best to determine the validity of the claim that: ● the total momentum of a system of two interacting objects is constant if there is no net force on the system. Mathematical modeling Students use the mathematical representations to predict: ● Model and describe the total momentum of the system by calculating the vector sum of momenta of the two objects in the system. ● Predict the physical interaction of the two objects in terms of the change in the momentum of each object as a result of the interaction. Analysis Students use the analysis of the motion of the objects to: ● Identify a system with essentially no net force on it based on the motion of the objects before the interaction. ● Support the claim that the momentum of the system is the same before and after the interaction between the objects in the system, so that momentum of the system is constant based on the analysis of the total momentum of the system. ● Identify that the momentum of each object in the system indicates that any change in momentum of one object is balanced by a change in the momentum of the other object, so that the total momentum is constant.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects Data Analysis Lab: How does velocity change in an inelastic collision? (p. 234)

Extension

FORMATIVE ASSESSMENTS

Standard 1.2

ELA CONNECTIONS

Momentum

Physics

Quarter 2

McGraw Hill Module 9

● N/A MATH CONNECTIONS ● Reason abstractly and quantitatively. ● Model with mathematics.

● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ● Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Create equations and inequalities in one variable and use them to solve problems. ● Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ● Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED

TIME

● Chromebook ● CERChart

Encounter the Phenomena

Encounter the Phenomena: How do rockets accelerate once they reach space? Engage: Focus Question: How do airbags work to save lives? Explore and Explain: Teacher Presentation: Impulse and Momentum Interactive Content: Impulse and Momentum Interactive Content: Impulse and Momentum Theorem Quick Demo: Bedsheet and raw egg. Project Activity: Egg Drop Physics.

212

15mins

● Chromebook ● DQB

Lesson1

214

10mins

● Chromebook ● Interactive Content ● SEP -

214 217

50mins

Planning and Carrying out Investigations

Applying Practices: Momentum Interactive Content: Using the

Momentum

Physics

Quarter 2

McGraw Hill Module 9

Impulse-Momentum Theorem to Save Lives

Elaborate: Return to DQB/Focus Question

220

5mins

● Lesson Check 15 mins

Evaluate: Formative Assessment Check

221

● Chromebook ● DQB

Lesson2

Engage: Focus Question: What is recoil and how is it useful?

222

10mins

● Chromebook ● Interactive Content

Explore and Explain: Interactive Content: Conservation of Momentum Interactive Content: Two-Particle Collision Virtual Investigation: A Hover Glider Applying Practice: Momentum in a Closed, Isolated system. Interactive Content: Recoil Interactive Content: Two-Dimensional Content Applying Practice: Two-Dimensional Collisions

222 228

60mins

230

Elaborate: Return to DQB/Focus Question Evaluate: Formative Assessment Check

5mins

● Lesson Check 10 mins

230

● CERChart

Module Wrap-up

Revisit the Phenomenon:

234

20mins

Energy and Its Conservation

Physics

Quarter 2

McGraw Hill Module 10

RESOURCES

PACING

● Module Launch: 45 Min ● Lesson 1: 110 Min ● Lesson 2: 75 Min ● Lesson 3: 90 Min ● Module Wrap-Up: 45 Min

● Module 10: Energy and Its Conservation

○ Phenomena: How can energy from power plants be stored in the power grid for later use? ○ Lesson 1: Work and Energy

○ Lesson 2: The Many Forms of Energy ○ Lesson 3: Conservation of Energy ○ Module Wrap Up

STANDARD

LEARNING PROGRESSIONS

● I can explore work, energy and power and the relationships among them. ● I can explore macroscopic kinetic energy and gravitational potential energy. ● I can understand that energy

Phys 2.1 Analyze and interpret data to track and calculate the transfer of energy within a system. Emphasize the identifcation of the components of the system, along with their initial and fnal energies, and mathematical descriptions to depict energy transfer in the system. Examples of energy transfer could include the transfer of energy during a collision or heat transfer. (PS3.A, PS3.B)

can be converted from one form to another during the

power generation and distribution process.

● I can use the law of

Phys 2.3 Develop and use models on the macroscopic scale to illustrate that energy can be accounted for as a combination of energies associated with the motion of objects and energy associated with the relative positions of objects. Emphasize relationships between components of the model to show that energy is conserved. Examples could include mechanical systems where kinetic energy is transformed to potential energy or vice versa. (PS3.A)

conservation of energy to analyze collisions. ● I can understand that some forms of energy are more useful than others, but it is never lost.

CONCEPTS (Nouns)

SKILLS (Verbs)

● Energy ● Kinetic Energy ● Potential Energy ● Mechanical Energy ● Work ● Power

● Asking Questions ● Carry out an investigation ● Use Mathematics and Computational Thinking ● Developing and Using Models

Energy and Its Conservation

Physics

Quarter 2

McGraw Hill Module 10

● Analyzing and Interpreting Data ● Constructing Explanation ● Obtaining, Evaluating, and Communicating Information

VOCABULARY

● Work ● Work-energy Theorem

● Energy ● Translational Kinetic Energy ● Potential Energy ● Gravitational Potential Energy

● Elastic Potential Energy ● Thermal Energy ● Law of Conservation of Energy ● Mechanical Energy

● Power ● Joule ● Kinetic Energy ● Watt

● Elastic Collision ● Inelastic Collision

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 2.1 Standard 2.3

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Standard 2.1 Organizing Data Students organize data that represents: ● the energy fow of the system. Students describe what each data set represents including: ● the boundaries of the system and that the reference level for potential energy = 0 (the potential energy of the initial or fnal state does not have to be zero) ● the initial energies of the system’s components (e.g., energy in felds, thermal energy, kinetic energy, energy stored in springs — all expressed as a total amount of Joules in each component), including a quantifcation in an algebraic description to calculate the total initial energy of the system. ● the energy fows in or out of the system, including a quantifcation in an algebraic description with fow into the system defned as positive. ● the fnal energies of the system components, including a quantifcation in an algebraic description to calculate the total fnal energy of the system. Identifying Relationships Students use tools, technologies, and/or models to analyze the data and identify and describe relationships in the datasets, including: ● descriptions of the initial and fnal energy state of the system, along with the energy fows to create a computational model based on the principle of the conservation of energy

Energy and Its Conservation

Physics

Quarter 2

McGraw Hill Module 10

○ Simple computer program ○ Spreadsheet ○ Simulation software package application

Students analyze data to calculate the effects of: ● Changes in one component of the system when changes in the energy of the other components and the energy fows are known. Interpreting Data Students use the analyzed data to (describe a mechanism for, support the claim that, to make a claim): ● the maximum possible change in the energy of one component of the system for a given set of energy fows Students include a statement regarding how variation or uncertainty in the data may affect the interpretation of the data, including: ● the limitations of the data based on the assumptions that were made in creating the algebraic descriptions of energy changes and fows in the system. Standard 2.3 Components of the model From the given model, students identify and describe ● all the components of the system and the surroundings, as well as energy fows between the system and the surroundings; Develop a model at a macroscopic scale based on evidence to illustrate ● The components of the system and the energy fow that occurs between the system and the surroundings ● Motion, sound, light, thermal energy, potential energy, or energy in felds Relationships Students identify the following relationships between components of the given model: ● Changes in the relative position of objects in gravitational, magnetic or electrostatic felds can affect the energy of the felds (e.g., charged objects moving away from each other change the feld energy). ● Thermal energy includes both the kinetic and potential energy of particle vibrations in solids or molecules and the kinetic energy of freely moving particles (e.g., inert gas atoms, molecules) in liquids and gasses. ● The total energy of the system and surroundings is conserved at a macroscopic and molecular/atomic level. ● Chemical energy can be considered in terms of systems of nuclei and electrons in electrostatic felds (bonds). ● As one form of energy increases, others must decrease by the same amount as energy is transferred among and between objects and felds. Connections Students use the model to illustrate: ● that in closed systems the energy is conserved on both the macroscopic and molecular/atomic scales so that as one form of energy changes, the total system energy remains constant, as