Building: | High School | Preparer(s): | Heidi Hamilton |
Grade Level: | 11,12 | Credit: | 1 |
Course Name/Duration: | Physics/Year Long | Revision Date: | 2021-2022 |
Course/Grade Description: Students learn the basic motions of the universe and the equations that describe them. Topics include one-dimensional kinematics, two-dimensional kinematics, vectors, projectiles, Newton’s Laws, momentum and its conservation; work, energy, and power, electrostatics, current, circuits, and harmonics. Students will perform calculations, experiments, and interpret results to support their understanding. |
Potential Coursework:
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Unit Description: Motion In One Dimension, Two-Dimensional Motion, Forces and The Laws Of Motion |
Essential Learning Outcomes:
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Standard(s) Covered in Unit:
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Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Describe an object’s acceleration in terms of its mass and the net force acting on it. -Predict the direction and magnitude of the acceleration caused by a known net force. | Force Inertia Net force Equilibrium Vector Scalar Magnitude Direction | -Identify and label forces. -Make a free body diagram. -Determine net force using a free body diagram and by resolving vectors. -Perform a force and acceleration lab. -Perform calculations with F=ma formula. -Identify action-reaction pairs. | -How can students make a free body diagram? -How can students use properties of force and acceleration to predict and describe an object’s acceleration? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Forces And The Laws Of Motion, Momentum And Collisions |
Essential Learning Outcomes:
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Standard(s) Covered in Unit:
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Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Describe how force affects the motion of an object. -Interpret and construct free-body diagrams. -Compare the momentum of different moving objects. -Compare conservation of momentum and conservation of kinetic energy in perfectly inelastic and elastic collisions. | Force Momentum Impulse Perfectly inelastic collision Elastic collision | -Make a free body diagram. -Conservation of momentum lab. -Calculate momentum. | -How can students make a free body diagram? -How can students use cars to demonstrate the conservation of momentum? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Momentum And Collisions |
Essential Learning Outcomes:
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Standard(s) Covered in Unit:
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Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Identify examples of change in the momentum of an object. -Describe changes in momentum in terms of force and time. | Momentum Impulse | -Build and test egg drop device. | -How can students build and test an egg drop device that demonstrates forces, momentum, and impulse? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Forces And The Laws Of Motion, Circular Motion And Gravitation, Electric Forces And Fields |
Essential Learning Outcomes:
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Standard(s) Covered in Unit:
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Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Apply Newton’s law of universal gravitation to solve problems. -Calculate electric force using Coulomb’s law. | Gravitational force | -Calculate Newton’s Law of Gravitation and Coulomb’s Law. | -How can students calculate Newton’s Law of Gravitation and Coulomb’s Law to solve problems? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Electrical Energy And Current, Magnetism |
Essential Learning Outcomes:
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Standard(s) Covered in Unit:
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Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Describe the magnetic field produced by current in a straight conductor. | Magnetic domains Magnetic field | -Magnetism and electricity lab. | -How can students use magnetism and electricity to describe magnetic fields. |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Work And Energy, Vibrations And Waves |
Essential Learning Outcomes:
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Standard(s) Covered in Unit:
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Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Apply the work-kinetic energy theorem to solve problems. -Identify situations in which conservation of mechanical energy is valid. -Solve problems using conservation of mechanical energy. | Work Kinetic energy Gravitational potential energy Work-kinetic energy theorem Elastic potential energy Potential energy Spring constant Mechanical energy | -Calculate kinetic energy. -Calculate gravitational and elastic potential energy. -Calculate conservation of energy. -Conservation of mechanical energy lab. -Hooke’s Law lab. -Work-Energy labs. -Skate Park simulation. | -How can students identify and calculate types of energy to solve problems? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Work And Energy |
Essential Learning Outcomes:
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Standard(s) Covered in Unit:
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Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Identify where work is being performed in a variety of situations. -Identify several forms of energy. -Calculate kinetic energy for an object. -Distinguish between kinetic and potential energy. -Calculate the potential energy associated with an object’s position. -Identify situations in which conservation of mechanical energy is valid. -Recognize the forms that conserved energy can take. | Work Kinetic energy Gravitational potential energy Work-kinetic energy theorem Elastic potential energy Potential energy Spring constant Mechanical energy | -Build a Rube Goldberg machine. -Identify and calculate energy changes throughout the device. | -How can students design and build a machine using simple machines and calculate energy changes? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Electric Forces and Fields |
Essential Learning Outcomes:
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Standard(s) Covered in Unit: HS.PS3.5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. |
Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Understand the basic properties of electric charge. -Calculate electric force using Coulomb’s law. -Calculate electric field strength. | Electrical conductor Electrical insulator Induction Electric field | -Conduct an electric force field lab. | -How can students develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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Unit Description: Vibrations, Waves, and Sound |
Essential Learning Outcomes:
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Standard(s) Covered in Unit: HS.PS4.1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
Unit Topics: Name each topic that will be covered in the unit. | Vocabulary: | Learning Targets (from unpacked standards): By the end of this unit, students will be able to (I Can statements)… | Unit Questions: Restate the Learning Targets as questions. Use these to invite student curiosity at the beginning of a unit of study. |
-Identify the conditions of simple harmonic motion. -Explain how force, velocity, and acceleration change as an object vibrates with simple harmonic motion. -Calculate the spring force using Hooke’s law. -Identify the amplitude of vibration. -Recognize the relationship between period and frequency. -Calculate the period and frequency of an object vibrating with simple harmonic motion. | Simple harmonic motion Amplitude Period Frequency | -Calculations of frequency, wavelength, speed, and period. -Hooke’s law lab. -Series of labs to determine the relationship between variables. | -How can students use mathematical representations to support a claim regarding the relationship around the frequency, wavelength, and speed of waves traveling in various media.? |
Formative / Summative Assessments (include whether it is formative or summative in the description):
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