Physics
is the most basic of sciences. It is the study of the physical world, the
interrelationship between matter and energy. Topics included in the study of
Physics include the theoretical and experimental study of motion and forces,
friction and momentum, fluid dynamics, thermodynamics and heat, wave motion,
sound, light and optics, electromagnetism and modern physics. An integral part
of the course is extensive laboratory experiments with a variety of equipment,
from simple to highly technological. Students are expected to mathematically
analyze physical phenomena and apply the laws of physics. Students will work
with scientific concepts by analyzing data, solving problems, group work and
discussion and extensive applications of math and writing.
Throughout
the course students work in cooperatively to investigate physical phenomena,
collect and analyze data and draw conclusions. Students also apply physics to
real world situations, and use their experiences to make decisions. All
students who plan any type of scientific, medical or engineering career should
complete a high school physics course.
Honors
students are expected to complete extensive projects, be independently
motivated, and have high-level math ability.
Prerequisites:
443 (Academic)
C or better in Algebra I, completion of Geometry
completion or concurrent enrollment in Chemistry
441 (Honors)
B or better in Algebra I, completion of Algebra II.
C or better in Chemistry
Science Department recommendation
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Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 2005-2006Year: |
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August/September |
October |
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Essential Questions |
How do we analyze moving objects? What makes a good observation, measurement and
experiment in physics? |
Should I speed up or slow down at a yellow light? How can physics be used to analyze motion and
traffic? |
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Content |
-Properties and measurement -Graphing -Graphing of motion -Distance and Velocity |
-One Dimensional Acceleration (Kinematics) - Relative Motion |
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Objectives |
-use measuring devices and senses to observe and
record physical properties of matter -Develop an understanding of the measurements and
units used in physics -Design and conduct a good physics experiment. -Use distance time and velocity time graphs to
analyze moving objects -Be able to explain speed (velocity), time, and
acceleration. |
-continue using math, measurement, observation and
experimentation skills to analyze moving objects. -use computer assisted technology to analyze moving objects. -develop the relationships between the variables
involved in moving objects. -use algebraic equations to solve simple one
dimensional motion word problems. -use physics to make predictions about accelerated
objects. -use research skills and algebra to apply knowledge
of accelerated motion to a real life situation. -determine what factors affect the acceleration due
to gravity. |
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Instructional Strategies/ Activities |
-gyroscope investigation -science sleuth day at the races -moving on down car lab (open ended) -stump the teacher, design own unit activities -graphing motion lab with graphing calculators. -graphing motion activities |
-Interactive Physics with accelerated motion -Rolling Down ramp lab with “Where Will They
Collide?” and “Half The Trip” components. - Determination of g gravity lab. (open ended) - word problem group activities -Yellow Light Project -Long Term Traffic Study |
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Assessment Types |
-moving on down car lab (schoolwide rubric) -group lab activities -essay on speed in life (schoolwide rubric) -quizzes and tests |
-labs, including g lab (schoolwide rubric) -word problems -Yellow Light Project -essay on traffic (schoolwide rubric) -test |
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Science Inquiry Skills |
ALL (numeracy, experimentation, measurement,
communication, society) |
ALL (numeracy, experimentation, measurement,
communication, society) |
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Interdisciplinary Connections |
MATH |
MATH SOCIAL STUDIES |
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|
Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 Year: 2005-2006 |
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November |
December |
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Essential Questions |
Why is all motion relative? How can we analyze two
dimensional motion? How can I use physics to
shoot a dart gun at my teacher? |
What makes things move? What are the fundamental
forces? How do Newton’s Laws
predict the behavior of moving objects? How do other forces (air
resistance/friction) affect moving objects? (dynamics) |
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Content |
-Relative Motion -Special Relativity -Vectors -Projectile Motion |
-Forces -Newton’s Laws -Air Resistance/Friction |
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Objectives |
1. continue using math,
measurement, observation and experimentation skills to analyze moving
objects. 2. use computer assisted
technology to analyze moving objects. 3. use the concepts of
relative motion. 4. be able to explain the consequences
of special relativity for moving objects. 5. use vectors to
analyze 2 dimensional motion. 6. determine the results
of projectile motion using x and y sets of kinematic equations. |
1. continue using math,
measurement, observation and experimentation skills to analyze moving
objects. 2. use computer assisted
technology to analyze moving objects. 3. explain the
fundamental forces in the universe. 4. use Newton’s Laws to
explain the relationship between force, mass and acceleration. 5. be able to predict the results of air
resistance (terminal velocity) 6. find out what factors
affect friction 7. use physics to
analyze Santa Claus |
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Instructional
Strategies/ Activities |
-Relative Motion on
Interactive Physics -Special Relativity Movies
and Readings. -Vector Mapping Lab and
Class Races. -Projectile Lab (Ball off a
Table), using 2D. -Dart Gun Lab “The Firing
Squad” -vector movie -Three sets of word
problems and group sheets |
-movie/reading on
fundamental field forces. -Newton’s Laws
Investigation -Terminal Velocity Lab
(interactive physics and real (coffee filters/balloons) ). -Determination of Friction
Lab -Three sets of word
problems and group sheets. -Physics of Santa activity |
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Assessment Types |
-Group Labs (Vector,
relative, Projectile) -Individual Lab “Firing
Squad” (schoolwide rubric) -Homework checks quiz and test |
-Homework and group class
work. -Group Labs -Individual Labs (Friction)
(schoolwide rubric) -Quiz |
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Science Inquiry Skills |
ALL (numeracy,
experimentation, measurement, communication, society) |
ALL (numeracy,
experimentation, measurement, communication, society) |
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|
Interdisciplinary Connections |
MATH |
MATH |
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|
Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 Year: 2005-2006 |
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January |
February |
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|
Essential Questions |
How can physics be used to
analyze traffic collisions? |
How much energy does my
life use in a week? Should we use simple
machines? How are mechanical energy
transformations analyzed and how do they affect your life? |
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Content |
Forces (continued) Conservation of Momentum Collisions |
-Energy -Work and Mechanical
Advantage -Simple and Complex
Machines -Mechanical Energy |
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Objectives |
1. continue using math,
measurement, observation and experimentation skills to analyze moving
objects. 2. use computer assisted
technology to analyze moving objects. 3. determine all the
forces and properties, including momentum, on a moving object. 4. use the principle of
conservation of momentum in elastic and inelastic collisions. 5. determine all the
factors involved in common collisions, and use physics to evaluate. |
1. describe how energy
is transformed and conserved in everyday life and technology. 2. explain the use of
machines to gain mechanical advantage and in assisting society. 3. analyze the
transformations of mechanical energy (kinetic, gravitational and elastic) in
moving objects. 4. relate the different
types of energy and how they are measured. |
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Instructional
Strategies/ Activities |
-conservation of momentum
lab. -pool game activity -collision of cars activity -police/traffic
investigation -videodisc science sleuth
traffic accident |
-energy transformations in
society discussion, video and activity. -simple and complex
machines lab -word problems on
mechanical energy and work. -science sleuths collapsing
bleachers, moving monuments. -energy of bouncing ball
lab, energy of elastic ball lab -Energy in Life Project -Rube Goldberg competition
and videos |
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Assessment Types |
-one set of word problems -traffic study (pt 2) -group labs -test |
- group labs -two sets of word problems -use of complex machines in
society essay (schoolwide rubric) -test |
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|
Science Inquiry Skills |
ALL (numeracy,
experimentation, measurement, communication, society |
ALL (numeracy,
experimentation, measurement, communication, society) |
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|
Interdisciplinary Connections |
MATH SOCIAL STUDIES |
MATH TECH ED SOCIAL STUDIES ART |
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|
Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 Year: 2005-2006 |
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March |
April |
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|
Essential Questions |
How much energy does my
life use in one week? How are energy
transformations analyzed and how do they affect your life? How do we get and use
electricity? How do we get and use heat? |
How is fluid pressure like
energy? How can we use physics to
make things fly? How do we analyze simple
harmonic oscillators and wave motion, and how can they be useful? |
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Content |
-Energy transformations
(cont) -Electricity, electric
generation, circuits -Heat and thermodynamics |
-Pressure and density -Bernouilli’s Principle and
flight -Simple harmonic
oscillators -Wave Motion |
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Objectives |
1. analyze energy
transformations in electricity and heat. 2. explain basic
concepts of power, current, voltage, resistance in electrical circuits and
relate it to mechanical energy. 3. describe the energy
transformations needed to generate electricity for our devices. 4. analyze series and
parallel circuits. 5. explain the concepts
of heat transfer 6. relate the laws of
thermodynamics and work |
1. explain the units and
measurements of pressure and density. 2. describe how
Bernouilli’s Principle is a restatement of the conservation of energy. 3. use fluid pressure
principles to analyze flight ---------------------------- 4. describe and analyze
the behavior of simple harmonic oscillator systems, such as pendulums and
springs. 5. describe the property
of waves |
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|
Instructional
Strategies/ Activities |
-electrical investigations
online -science sleuth energy
mystery house -electric generator/motor
demo/lab -electric circuit lab -Energy to take a shower
activity -Energy in Life Project -Heat and Work Lab
(specific heat) -Newton’s Law of Cooling
Lab -science sleuth burning
barn |
-pressure investigation
with water and bottles. -pressure word problems and
conceptual questions. -videos and notes on
flight. -paper airplane contest. -lab with pendulum and
spring -wave motion problems. -wave tank labs. |
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Assessment Types |
-essay on energy use in
life (school-wide rubric) -group labs (electric,
heat) -Individual lab: Heat
Cooling (School-wide rubric) -Conceptual question sets
(three) on heat -electric word problems -Energy in Life Project,
and discussion/forum -Test |
-group labs -word problem sets -individual lab (school-wide rubric) -test |
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|
Science Inquiry Skills |
ALL (numeracy,
experimentation, measurement, communication, society) |
ALL (numeracy,
experimentation, measurement, communication, society) |
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|
Interdisciplinary Connections |
MATH HEALTH SOCIAL STUDIES |
MATH TECH ED |
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|
Beginning Curriculum Map |
Subject: PHYSICS |
Grade: 11-12 Year: 2005-2006 |
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May |
June |
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|
Essential Questions |
How can we build better rides at an amusement park? How are all types of waves related? How do sound waves make music? |
What causes us to see the things we do? |
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Content |
-Circular Motion -Sound Waves -Music |
-Light production -color -reflection and refraction -polarization |
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Objectives |
1. relate motion, waves and circular motion with
frequency, period and wavelength. 2. use principles of physics in designing and
analyzing amusement park rides. 3. explain the cause of different sounds. 4. describe and predict music |
1. explain how light is produced and perceived 2. describe applications of color addition and
subtraction 3. use the principles of reflection and refraction
to analyze light. |
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|
Instructional Strategies/ Activities |
-circular motion investigation -design roller coaster lab -Lake Compounce Amusement Park Field trip -circular motion word problems -sound wave notes -computer analysis of sound activity. -resonance sound lab -musical instrument study --science sleuths noises in school |
-Light notes -Color/Spectra Lab -Dark Suckers -Mirror/Lenses Lab -Group Laser Challenge - science sleuth fogged filters |
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Assessment Types |
-group labs -design process worksheets -word problem and classwork checks -quiz (circular) |
-group labs -conceptual question sheets -essay on application of light and sound waves
(school-wide rubric) -Test |
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|
Science Inquiry Skills |
ALL (numeracy, experimentation, measurement,
communication, society) |
ALL (numeracy, experimentation, measurement,
communication, society) |
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|
Interdisciplinary Connections |
MATH MUSIC |
MATH ART |
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OBJECTIVES |
CORRESPONDING
CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. use measuring devices and senses to observe
and record physical properties of matter 2. Develop an understanding of the measurements
and units used in physics 3. Design and conduct a good physics experiment. 4. Use distance time and velocity time graphs to
analyze moving objects 5. Be able to explain speed (velocity), time, and
acceleration. |
|
1. gyroscope investigation 2. science sleuth day at the races 3. moving on down car lab (open ended) 4. stump the teacher, design own unit activities 1. graphing motion lab with graphing calculators. 2. graphing motion activities |
moving on down car lab (school-wide rubric) -group lab activities -essay on speed in life (school-wide rubric) -quizzes and tests |
2 weeks 2 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and sheets lab equipment videodisc computers labpros measuring tools teacher made labs and sheets |
PHYSICS CURRICULUM
TEMPLATE
Essential Questions: How do we analyze moving objects?
What makes a good observation, measurement and
experiment in physics?
PHYSICS CURRICULUM
Essential Questions: Should I speed up or slow down at a yellow light?
How can physics be
used to analyze motion and traffic?
|
OBJECTIVES |
CORRESPONDING
CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. continue using math, measurement, observation
and experimentation skills to analyze moving objects. 2. use computer assisted technology to analyze moving
objects. 3. develop the relationships between the
variables involved in moving objects. 4. use algebraic equations to solve simple one
dimensional motion word problems. 5. use physics to make predictions about
accelerated objects. 6. use research skills and algebra to apply
knowledge of accelerated motion to a real life situation. 7. determine what factors affect the acceleration
due to gravity |
|
-Interactive Physics with accelerated motion -Rolling Down ramp lab with “Where Will They
Collide?” and “Half The Trip” components. - Determination of g gravity lab. (open ended) - word problem group activities -Yellow Light Project -Long Term Traffic Study |
labs, including g lab (school-wide rubric) -word problems -Yellow Light Project -essay on traffic (school-wide rubric) -test |
4 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |
PHYSICS CURRICULUM
Essential Questions: Why is all motion relative?
How can
we analyze two dimensional motion?
|
OBJECTIVES |
CORRESPONDING
CT
FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. continue using math, measurement, observation
and experimentation skills to analyze moving objects. 2. use computer assisted technology to analyze
moving objects. 3. use the concepts of relative motion. 4.
be able to explain the consequences of special relativity for moving
objects. 5. use vectors to analyze 2 dimensional motion. 6. determine the results of projectile motion
using x and y sets of kinematic equations. |
|
Relative Motion on Interactive Physics -Special Relativity Movies and Readings. -Vector Mapping Lab and Class Races. -Projectile Lab (Ball off a Table), using 2D. -Dart Gun Lab “The Firing Squad” -vector movie -Three sets of word problems and group sheets |
-Group Labs (Vector, relative, Projectile) -Individual Lab “Firing Squad” (schoolwide rubric) -Homework checks quiz and test |
4 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and sheets |
PHYSICS CURRICULUM
|
OBJECTIVES |
CORRESPONDING CT FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. continue using math,
measurement, observation and experimentation skills to analyze moving
objects. 2. use computer assisted
technology to analyze moving objects. 3. explain the
fundamental forces in the universe. 4. use Newton’s Laws to
explain the relationship between force, mass and acceleration. 5. be able to predict the results of air
resistance (terminal velocity) 6. find out what factors
affect friction 7. use physics to
analyze Santa Claus |
|
-movie/reading on
fundamental field forces. -Newton’s Laws
Investigation -Terminal Velocity Lab
(interactive physics and real (coffee filters/balloons) ). -Determination of Friction
Lab -Three sets of word
problems and group sheets. -Physics of Santa activity |
-Homework and group class
work. -Group Labs -Individual Labs (Friction)
(schoolwide rubric) -Quiz |
3 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |
PHYSICS CURRICULUM
Essential Question: How can physics be used to analyze traffic
collisions?
|
OBJECTIVES |
CORRESPONDING CT FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. continue using math,
measurement, observation and experimentation skills to analyze moving
objects. 2. use computer assisted
technology to analyze moving objects. 3. determine all the
forces and properties, including momentum, on a moving object. 4. use the principle of
conservation of momentum in elastic and inelastic collisions. 5. determine all the
factors involved in common collisions, and use physics to evaluate. |
|
-conservation of momentum
lab. -pool game activity -collision of cars activity -police/traffic
investigation -videodisc science sleuth
traffic accident |
-one set of word problems -traffic study (pt 2) -group labs -test MIDTERM EXAM: Motion, Forces |
3 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |
PHYSICS CURRICULUM
Essential Questions: How much energy does my life use in a week?
Should we
use simple machines?
How are
mechanical energy transformations analyzed and how do they affect your life?
|
OBJECTIVES |
CORRESPONDING CT FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCE |
|
1. describe how energy
is transformed and conserved in everyday life and technology. 2. explain the use of
machines to gain mechanical advantage and in assisting society. 3. analyze the
transformations of mechanical energy (kinetic, gravitational and elastic) in
moving objects. 4. relate the different
types of energy and how they are measured. |
|
1. energy transformations
in society discussion, video and activity. 2. simple and complex
machines lab 3. word problems on
mechanical energy and work. 4. science sleuths
collapsing bleachers, moving monuments. 5. energy of bouncing ball
lab, energy of elastic ball lab 6. Energy in Life Project 7.Rube Goldberg competition
and videos |
- group labs -two sets of word problems -use of complex machines in
society essay (school-wide rubric) -test |
3 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |
PHYSICS CURRICULUM
Essential Questions: How much energy does my life use in one week?
How are energy
transformations analyzed and how do they affect your life?
How do we get
and use electricity?
How do we get
and use heat?
|
OBJECTIVES |
CORRESPONDING CT FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. analyze energy
transformations in electricity and heat. 2. explain basic
concepts of power, current, voltage, resistance in electrical circuits and
relate it to mechanical energy. 3. describe the energy
transformations needed to generate electricity for our devices. 4. analyze series and
parallel circuits. 5. explain the concepts
of heat transfer 6. relate the laws of
thermodynamics and work |
|
electrical investigations
online -science sleuth energy
mystery house -electric generator/motor
demo/lab -electric circuit lab -Energy to take a shower
activity -Energy in Life Project -Heat and Work Lab
(specific heat) -Newtons Law of Cooling Lab -science sleuth burning
barn |
-essay on energy use in
life (schoolwide rubric) -group labs (electric,
heat) -Individual lab: Heat
Cooling (Schoolwide rubric) -Conceptual question sets
(three) on heat -electric word problems -Energy in Life Project,
and discussion/forum -Test |
4 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |
PHYSICS CURRICULUM
Essential Questions: How is
fluid pressure like energy?
How can
we use physics to make things fly?
How do we
analyze simple harmonic oscillators and wave motion, and how can they be useful?
|
OBJECTIVES |
CORRESPONDING CT FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. explain the units and
measurements of pressure and density. 2. describe how
Bernouilli’s Principle is a restatement of the conservation of energy. 3. use fluid pressure
principles to analyze flight -------------------- 1. describe and analyze
the behavior of simple harmonic oscillator systems, such as pendulums and
springs. 2. describe the property
of waves |
|
1. pressure investigation
with water and bottles. 2.pressure word problems
and conceptual questions. 3. videos and notes on
flight. 4. paper airplane contest ------------------ 1. sho lab with pendulum
and spring 2. wave motion problems. 3. wave tank labs. |
-group labs -word problem sets -test -word problem sets -test -individual lab (sho)
(schoolwide rubric) |
2 weeks 2 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |
PHYSICS CURRICULUM
Essential Questions: How can we build better rides at an amusement park?
How are all
types of waves related?
How do sound
waves make music?
|
OBJECTIVES |
CORRESPONDING CT FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. relate sho motion,
waves and circular motion with frequency, period and wavelength. 2. use principles of
physics in designing and analyzing amusement park rides. --------------- 1. explain the cause of
different sounds. 2. describe and predict
music |
|
-circular motion
investigation -design roller coaster lab -Lake Compounce Amusement
Park Field trip -circular motion word
problems ------------ -sound wave notes -computer analysis of sound
activity. -resonance sound lab -musical instrument study --science sleuths noises in
school |
-group labs -design process worksheets -word problem and classwork
checks -quiz (circular) -group labs -word problem and classwork
checks -quiz (sound) |
|
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |
PHYSICS CURRICULUM
Essential Questions: What causes us to see the things we do?
|
OBJECTIVES |
CORRESPONDING CT FRAMEWORKS |
RECOMMENDED INSTRUCTIONAL STRATEGIES |
ASSESSMENT TOOL |
TIMELINES |
RESOURCES |
|
1. explain how light is
produced and perceived 2. describe applications
of color addition and subtraction 3. use the principles of
reflection and refraction to analyze light. |
|
-Light notes -Color/Spectra Lab -DarkSuckers -Mirror/Lenses Lab -Group Laser Challenge - science sleuth fogged
filters |
-group labs -conceptual question sheets -essay on application of
light and sound waves (schoolwide rubric) -Test FINAL EXAM (Energy, Waves) |
2 weeks |
lab equipment videodisc computers labpros measuring tools teacher made labs and
sheets |