COURSE: PHYSICS
Established Goals:
Goal 11: Inquiry and Design
Understand the process of scientific inquiry and technological design to
investigate questions, conduct experiments and solve problems.
Goal 12: Concepts and Principles
Understand the fundamental concepts, principles and interconnections of the
life, physical and earth/space sciences.
Goal 13: Science, Technology and
Society
Understand the relationships among science, technology and society in historical
and contemporary contexts.
Department Program Goal:
The science curriculum is designed
to facilitate the transformation of all students into life-long problem
solvers. Through experimentation, inquiry, critical thinking, and teamwork, all
students are provided with the experiences necessary to become responsible
decision-makers in this increasingly technological world.
School District: Concepts (Know) and Skills (Do)
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Demonstrate the use of inquiry to answer and formulate questions
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Understand the nature of science and inquiry
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Improve observation, analysis, and questioning skills
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Use of all the processes of science necessary to conduct investigations
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Proper use of a computer
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Creating analogous relationships between force and motion
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Relate Newton’s laws of motion to everyday phenomenon
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Compare and contrast vectors and scalars
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Compare and contrast work and energy
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Explain the significance of these processes
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Describe the factors which affect 1 and 2 dimensional motion
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Proper construction of force and motion graphs
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Explain what happens to objects under the influence of gravity
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Describe how acceleration differs from constant velocity
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Explain the number and types of charge
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Use an electroscope to identify types of charge
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Identify diagrams of simple circuits
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Illustrate a transverse and longitudinal wave
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Analyze data which illustrates relationships between mass, velocity, and
momentum
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Successfully utilize vectors to analyze forces, momentum, velocity, and
acceleration
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Understand the connections between physics and technology
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Weigh the pros and cons of nuclear power
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Perform Young’s 2-slit experiment
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Analyze the frequency range of visible light
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Newton’s third law states that forces exist only in equal and opposite pairs
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Drawing conclusions based on observations, inferences, and data
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Make inferences about observations and use deductive reasoning to answer
questions and make conclusions based on evidence
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Create testable hypotheses
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Identify different types of energy
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Differentiate between elastic and inelastic collisions
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Differentiate between series and parallel circuits
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Explain the dual nature of light
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Use collaborative groups to share ideas and develop knowledge
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Apply the understandings to the learning activities
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Ability to utilize computer technology to enhance data collection and
analysis during laboratory investigations
Enduring Understandings:
Goal 1:
Use inquiry, reasoning, and critical thinking skills to asses and analyze
biological phenomena.
·
Inquiry
·
Critical Thinking
·
Reasoning
· Decision-making
·
Problem-solving
Goal 2: Understand and apply
the scientific process skills to answer questions and
Solve problems within a biological context.
·
Inquiry
·
Critical Thinking
·
Reasoning
·
Decision-making
·
Problem-solving
Goal 3:
Use collaborative groups to conduct scientific investigations, share ideas, and
present research findings.
·
Team work
·
Decision-making
·
Problem-solving
·
Inquiry
Goal 4:
Identify, understand, and appreciate the diversity, continuity, and
relationships among physical things.
·
Inquiry
·
Reasoning
·
Experimentation
·
Decision-making
·
Problem-solving
Goal 5:
Assess and analyze the intra- and interconnectedness of mass and energy.
·
Inquiry
·
Reasoning
·
Experimentation
·
Decision-making
·
Problem-solving
Goal 6:
Provide opportunities for students to utilize educational institutions,
programs, and technology
·
Decision-making
·
Problem-solving
·
Critical thinking
·
Inquiry
·
Technology
·
Team work
Essential Questions:
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What is science?
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How does one “do” science?
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How is science and everyday experience?
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Why is observation important in doing science?
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What process do scientists go through to answer a question or solve a
problem?
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What is the difference between making an observation and making an
inference?
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What does it mean to accelerate?
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How do forces affect motion?
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How are vector quantities different from scalar quantities?
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What similarities and differences exist between light and sound waves?
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What would be the result if there was no resistive forces in a laboratory
experiment in terms of energy?
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What are the main areas of physics?
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What happens when waves intersect or collide?
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How do electromagnetic waves travel through empty space?
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What is polarized light?
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What happens to a plane wave when it reflects from a parabolic surface?
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What are converging and diverging lenses?
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What are converging and diverging mirrors?
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What are similarities and differences between mirrors and lenses?
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What are the similarities and differences between real and virtual images?
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How is motion represented mathematically?
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What is the relationship between wavelength, frequency, and wave speed?
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What is the relationship between frequency and period?
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How is color affected by wavelength?
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What is the difference and significance of standing waves in open and closed
columns of air?
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How does a string bass work?
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How does the tension of a string affect the frequencies of a string?
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Contrast and utilize four force types (weight, friction, normal, tension).
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How do force diagrams help analyze motion?
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What are some differences between AC and DC current?
Assessments
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Tests
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Quizzes
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Projects
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Labs
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Homework
Connected/Related Co-curricular Support, Activities & Experiences
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Speakers
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Field Trips
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Physics-classroom Website
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Web (internet) activities
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Supplemental Investigations
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Real-world physics investigations outside of a classroom
