Academic Physics I Scientific Method/ Metric System...

Academic Physics I Scientific Method/ Metric System/ Graphing OCASD Unit I 34 Weeks

Stage 1: Identify Desired Results

Established Goals PA Standards:

3.1.P.A9:

Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world

and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements. Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional

investigable questions, or advance a solution. Communicate and defend a scientific argument.

PA Core Standards

CC.3.5.1112.C. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

CC.3.5.1112.G. o 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 CC.3.5.1112.H.

o Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

CC.3.5.1112.I. o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a

coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

CC.3.6.1112.B. * o Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element

builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

o Use precise language, domainspecific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CC.3.6.1112.E. o Use technology, including the Internet, to produce, publish, and update individual or shared writing

products in response to ongoing feedback, including new arguments or information. CC.3.6.1112.H.

o Draw evidence from informational texts to support analysis, reflection, and research. CC.3.6.1112.I.

o Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences

CC.2.4.5.A.1 o Solve problems using conversions within a given measurement system.

CC.2.4.5.A.2 o Represent and interpret data using appropriate scale

CC.2.1.HS.F.3 o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data

displays. CC.2.2.HS.D.2

o Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4

o Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs

CC.2.2.HS.D.5 o Use polynomial identities to solve problems

CC.2.2.HS.D.7 o Create and graph equations or inequalities to describe numbers or relationships

CC.2.2.HS.D.8 o Apply inverse operations to solve equations or formulas for a given variable

CC.2.2.HS.D.9 o Use reasoning to solve equations and justify the solution method.

CC.2.2.HS.D.10 o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities

algebraically and graphically. CC.2.2.HS.C.2

o Graph and analyze functions and use their properties to make connections between the different representations.

CC.2.2.HS.C.5 o Construct and compare linear, quadratic, and exponential models to solve problems

CC.2.4.HS.B.3 o Analyze linear models to make interpretations based on the data

CC.2.4.HS.B.5

o Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.

Enduring Understandings or Big Ideas

Students will understand that:

1. The scientific method is defined as: principles and procedures for the systematic pursuit of knowledge involving the recognition and formulation of a problem, the collection of data through observation and experiment, and the formulation and testing of hypotheses

2. The scientific method is an approach used daily by many individuals to solve problems and answer questions of various sorts

3. The scientific method is a procedure followed with specific steps and variables to accurately and precisely answer questions or solve problems resulting in adequate reasoning

4. The metric system is an internationally used base 10 system of measurement used in everyday life

Essential Questions

1. What is the purpose of the scientific method?

2. How is the scientific method implemented into daily problem solving?

3. What is the importance of accuracy and precision in scientific problem solving?

4. How will the metric system be implemented into the course and other areas of science?

Addressing Knowledge and Skills

Knowledge (Content) Students will know:

The scientific method is a multistep process that is used to solve and answer everyday problems and questions

The collection and analysis of accurate and precise data is essential to answer and evaluate problems and questions scientifically

The metric system is a system of measurement used worldwide to describe and evaluate daily functions

Skills (Verb) Students will be able to:

Utilize and implement the scientific method into their everyday problem solving techniques

Collect and analyze scientific data accurately and precisely

Utilize the metric system to evaluate this course

Stage 2: Determine Acceptable Assessment Evidence

Performance Task(s): 1. You will be given the task to design and build a tower out of paper, paperclips, and tape.

a. How was the scientific method used in your approach to complete this task?

b. Was the scientific method followed step by step, or did were there modifications? Explain. c. What are the variables in this task? Explain how the variables were tested and controlled.

d. How could the scientific method be used to solve or answer other questions/ problems

similar to this? Explain.

2. You will be given a task to take various measurements of a campfire favorite snack, the smore. You will be required to use accuracy and precision in your measurements, and then utilize the metric system to convert those measurements.

3. You will be given a sample set of data and have to generate a graph using pencil/paper, and Microsoft Excel. a. When generating any scientific graph, which axis do the variables correspond?

b. What is the importance of generating a graph to analyze data?

c. What all information can be gathered from a graph, rather than just looking at a set of data?

Other Evidence—Summative and Formative:

Formal In class assignments pertaining to the scientific method, variables, and the metric

system and how it will apply to this course and everyday life. Unit exam on the introduction to physics (conceptual and mathematical)

Informal

Bell ringers will be used on a daily basis to check understand of previously covered material and identify understandings/ misunderstanding of new material

Question and answer techniques will be used with class discussions to assess student understandings.

Homework and class work will be used regularly to assess student understanding Observation of student work will be used to assess student understanding

Stage 3: Learning Activities/Agenda/Plan

Week 1

1. Students will complete paper tower challenge. The task will be a pre assessment of student knowledge and understanding of scientific method and variables. The task will also lead into further discussion of the scientific method and variables and their use in science and everyday life.

2. Through discussion and notes, students will further investigate the scientific method and variables.

3. Students will be introduced to the metric system through a series of short videos and notes. The students will complete assignments in conjunction with the videos to test understanding and identify misunderstandings.

Weeks 23

4. Students will complete a metric measuring and conversion activity (Metric S’mores) The activity will allow for hands for experience with the metric system while allowing for the practice of converting and maneuvering through the system.

5. Student will continue with the video notes series on accuracy and precision and their importance in the lab.

6. Students will complete a short lab activity pertaining to accuracy and precision. The lab to demonstrate the importance of proper lab equipment utilization to obtain accurate and precise data, which will lead to justifiable analysis of data.

7. Students will be introduced to proper scientific graphing procedures both using paper/pencil, and technology techniques.

8. Students will be given sample data and have to properly generate graphs using both paper/pencil and Microsoft Excel and asked to analyze and draw conclusions from the generated graphs.

Week 4

9. Students will partake in a unit review game and complete an end of the unit study guide.

10. Unit Exam

Academic Physics I Kinematics Motion in 1 Dimension OCASD Unit II 45 Weeks


Established Goals PA Academic Standards:

3.2.10.B1. Analyze the relationships among the net forces acting on a body, the mass of the body, and the

resulting acceleration using Newton’s Second Law of Motion. Use Newton’s Third Law to explain forces as interactions between bodies. Describe how interactions between objects conserve momentum

3.2.P.B1. Differentiate among translational motion, simple harmonic motion, and rotational motion in terms

of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects.

3.2.P.B6.

o PATTERNS, SCALE, MODELS, CONSTANCY/CHANGE Use Newton’s laws of motion and gravitation to describe and predict the motion of objects

ranging from atoms to the galaxies. 3.2.12.B6.

o CONSTANCY/CHANGE Compare and contrast motions of objects using forces and conservation laws

3.2.10.B7: Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world

and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models.

3.2.12.B7:

Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional


PA Core Standards

CC.3.5.1112.C.

o Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

























CC.2.2.HS.D.8

o Apply inverse operations to solve equations or formulas for a given variable CC.2.2.HS.D.9

o Use reasoning to solve equations and justify the solution method. CC.2.2.HS.D.10

o Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.

CC.2.2.HS.C.2 o Graph and analyze functions and use their properties to make connections between the different

representations. CC.2.2.HS.C.5

o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3

o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5




1. Kinematics is the study of object movement. 2. Object motion can be described using the following variables: distance, displacement,

speed, velocity, acceleration, and time. 3. Object motion can be described in either vector or scalar forms. 4. Kinematics can be described and analyzed graphically.

Essential Questions

1. Explain how motion can be described using the following variables: distance, displacement, speed, velocity, acceleration, and time.

2. What is the difference between a scalar and vector quantity? Explain a practical application of the difference.

3. Given various graphs, describing motion, what all can be known about the motion of an object?



Kinematics is the study of motion Object motion can be described using

the following variables: distance,


Define, explain, calculate, and analyze kinematics of various sorts

displacement, speed, velocity, acceleration, and time

Object motion can be described in vector or scalar form

Kinematics and be described and analyzed graphically

Utilize kinematic equations to solve for any of the following: distance, displacement, speed, velocity, acceleration, and time

Utilize vectors and scalars to justify and analyze kinematics

Interpret graphs pertaining to kinematics to explain object motion


Performance Task(s): 1. Speed Challenge Lab

a. Students will complete a lab doing various walking activities in which they will measure their distance traveled and time taken.

b. Students will calculate their instantaneous speeds at each point along with their average speeds.

c. Students will justify their calculations using Google Spreadsheet to create a graph and using computer functions to calculate speed.

2. Acceleration Lab a. Students will complete a lab verifying the findings of Galileo and the acceleration

of gravity. b. Students will collect and analyze data c. Students will generate and analyze graphical data d. Student will generate a written formal lab report to report their lab findings.


Formal In class assignments pertaining to motion in one dimension and how it will apply to

this course and everyday life. Unit exam on motion in one dimension

Informal





Weeks 12

1. Students will take a preunit assessment pertaining to motion in one dimension on study island 2. Students will read and take notes from the text on motion in one dimension 3. Students will be lectured and given notes on motion in one dimension 4. Students will complete various practice problems pertaining to motion in one dimension 5. Students will develop and manage a formula sheet from this point forward in the course 6. Students will complete a speed challenge lab

Weeks 34

7. Student will read and take notes from the text on acceleration 8. Student will be lectured and given notes on acceleration 9. Students will complete various practice exercises pertaining to acceleration and motion in one

dimension 10. Students will complete an acceleration lab

Week 5

11. Student will retake the pre unit assessment to measure growth 12. Student will be given a study guide 13. Students will play a review game 14. Students will take a unit exam

Academic Physics I Kinematics Motion in 2 Dimension OCASD Unit III

56 Weeks







3.2.P.B6.






3.2.12.B7:



PA Core Standards

CC.3.5.1112.C. o Follow precisely a complex multistep procedure when carrying out experiments, taking





CC.3.5.1112.I.

o Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

























CC.2.2.HS.C.5

o Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3

o Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5




Vector operations are essential in analyzing and solving two dimensional problems Two dimensional motion is nothing more than a practical application of vector operations Two dimensional motion is a two step process, analyzing motion along two different axis Relative motion is dependent to the observer’s point of view

Essential Questions

What is the difference between a scalar and vector quantity? Explain a practical application of the difference, in terms of two dimensional motion.

Compare and contrast motion in one and two dimensions. What are the similarities and differences?

How is motion relative, explain?



Vector operations are essential in analyzing and solving two dimensional problems

Two dimensional motion is nothing more than a practical application of vector operations

Two dimensional motion is a two step process, analyzing motion along two different axis

Relative motion is dependent to the observer's point of view


Define key terms associated with 2D motion

Describe and differentiate between vector and scalar quantities

Execute and solve vector addition problems using vector addition rules and trig functions

Analyze and solve problems pertaining to 2d motion, projectile motion in particular

Apply knowledge and understanding of trig functions and vector addition rules to solve

real life events pertaining to projectile motion, including relative motion


Performance Task(s):

1. Vector Addition Lab a. Students will use vector addition knowledge and understanding to execute and solve a

problem to orient and find a desired location 2. Catapult Project

a. Students will design, construct, and test a catapult. Student will be given parameters and must utilize knowledge and understanding of two dimensional motion to successfully complete the project. A written formal lab report will also be evaluated.


Formal In class assignments pertaining to motion in two dimensions and how it will apply to

this course and everyday life. Unit exam on motion in two dimensions

Informal





Weeks 12

1. Students will take a preunit assessment pertaining to two dimensional motion on Study island

2. Students will be lectured and given notes on vector addition. 3. Students will be given various practice worksheets on vector addition. 4. Students will execute a treasure hunt to demonstrate knowledge and understanding of vector

addition

Weeks 34

5. Students will read and take notes on their own from the text in regards to projectile and two dimensional motion

6. Students will lectured and given notes on projectile and two dimensional motion 7. Students will be assigned a homework assignment pertaining to projectile and two

dimensional motion 8. Students will begin catapult project

Week 45

9. Students will read and take notes from the text on relative motion 10. Student will be given opportunities to solve relative motion problems 11. Students will have to describe, in writing, relative motion. They will chose a scenario, and

have to describe how the motion can be different, depending on perspective. 12. Student will execute a catapult project

Week 6

13. Students will test catapults 14. Students will retake the preunit assessment to measure growth 15. Students will be given a study guide for the unit exam 16. Students will play a review jeopardy game 17. Students will take the unit exam

Academic Physics I Unit IV: Newton’s Laws of Motion/ Forces & Bridges OCASD 57 Weeks




resulting acceleration using Newton’s Second Law of Motion.

Use Newton’s Third Law to explain forces as interactions between bodies. Describe how interactions between objects conserve momentum



3.2.P.B6.






3.2.12.B7:



PA Core Standards


































CC.2.4.HS.B.5




Newton’s 3 Law of Motion are the foundation of motion Forces can be analyzed by way of vector operations All motion is dependent of some unbalanced force Bridges are practical application of forces used everyday The engineering method is a problem solving process

Essential Questions

What are Newton’s 3 Laws of Motion? How are Newton’s 3 Laws of Motion the foundation of motion? Explain. How does vector analysis apply to force analysis and eventually motion analysis? Explain the concept of balanced and unbalanced forces and how they apply to motion. How are bridges a practical application of forces? What are the similarities and differences between the scientific method and engineering

method? How are the two process applied within this unit?



Newton’s 3 Laws of Motion Freebody diagrams are used to analyze

force vectors Mathematical operations can be used to

evaluate and explain motion by way of force analysis.

Force analysis can be used to solve and explain real life scenarios.


Define and describe Newton’s 3 Laws of Motion

Illustration freebody diagrams to identify forces acting within a system

Solve algebraic/ calculus problems pertaining to Newton’s 3 Laws of Motion (i.e. Conservation Force, force of friction, etc.)

Verify motion in realworld situational with laws of motion and mathematics within the laws.



1. Friction Lab

a. Students will complete a lab to measure the coefficient of kinetic friction of wood on wood. Students will use technology to develop a spreadsheet to analyze data. Students will gather data in the lab and execute and analyze to verify and draw new conclusion on forces and friction.

2. Online Simulation Lab a. Student will use an online simulation lab to study the cause of motion through

varying forces 3. Bridge Project

a. Student will study the engineering method as an extension of this unit to apply force knowledge and understanding. (See attached bridge unit plan)


Formal In class assignments pertaining to force and how it will apply to this course and

everyday life. Unit exam on forces Bridge Unit Project (See attached bridge unit plan)

Informal





Weeks 12

1. Students will take a preunit assessment pertaining to forces on Study island 2. Students will be lectured and given notes on force. 3. Students will be given various practice worksheets on forces. 4. Students will execute an online force lab

Weeks 34

5. Students will read and take notes on their own from the text in regards forces and motion 6. Students will lectured and given notes frictional force 7. Students will be assigned a homework assignment pertaining to forces and friction 8. Students will read and take notes from the text on relative motion 9. Student will be given opportunities to solve various force problems 10. Students will execute frictional force lab 11. Students will re take the preunit assessment to measure growth 12. Students will be given a study guide for the unit exam 13. Students will play a review jeopardy game 14. Students will take the unit exam

Weeks 57

15. Students will execute bridge project

Academic Physics I Work, Energy, and Momentum OCASD Unit V 34 Weeks







3.2.10.B2: Explain how the overall energy flowing through a system remains constant. Describe the

workenergy theorem. Explain the relationships between work and power.

3.2.12.B2: Explain how energy flowing through an open system can be lost.Demonstrate how the law of

conservation of momentum and conservation of energy provide alternate approaches to predict and describe the motion of objects.

3.2.P.B6. o PATTERNS, SCALE, MODELS, CONSTANCY/CHANGE

Use Newton’s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies.

3.2.12.B6. o CONSTANCY/CHANGE

Compare and contrast motions of objects using forces and conservation laws 3.2.10.B7:

Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world


3.2.12.B7:



PA Core Standards


































CC.2.4.HS.B.5




Work is the energy used to create or retard motion of object Energy of a system is conserved. Energy can be neither created nor destroyed Power is a rate function in which energy is transferred or work is done Momentum is a calculation that is dependent on mass and velocity of an object and is a

measure of the object’s “motion”

Essential Questions

What is work? How are work and energy related, especially in terms of motion and causing it or prohibiting it?

Define and explain the conservation of energy. How is the conservation of energy applied to real life scenarios?

What is power? Explain a real life instance where power is generated, distributed, and paid for?

What is momentum? How can momentum be used in everyday life?



Definitions and terms associated with energy, work, and momentum

Energy, work, power, and momentum and can be applied to everyday application and mathematically sought

Energy is conserved, either mechanically or non mechanically

Momentum of a system is conserved


Define the following terms: o Work o Kinetic Energy o Potential Energy o Gravitational Potential Energy o Elastic Potential Energy o Mechanical Energy o Power o Momentum o Collision

Elastic Inelastic

Calculate and solve problems pertaining to the terms above.

Relate energy types to everyday scenarios and where those energies apply.

Apply and justify the Work Energy Theorem, Conservation of energy, and conservation of momentum to reallife scenarios.

Collect and analyze data pertaining terms above in the events of everyday occurrences.



1. Conservation of Energy lab b. Students will complete a lab to study and verify the conservation of energy

2. Stair Climb Lab b. Students will execute a stair climb to calculate their power in Watts and HP

3. Mouse trap car Project b. Students will apply engineering method to a mouse trap car project to demonstrate

understanding of work, energy, power, and momentum. 4. Conservation of Momentum Lab

a. Students will complete a lab to test and verify the conservation of momentum


Formal In class assignments pertaining to force and how it will apply to this course and

everyday life. Unit exam on work, energy, and momentum

Informal Bell ringers will be used on a daily basis to check understand of previously covered

material and identify understandings/ misunderstanding of new material Question and answer techniques will be used with class discussions to assess student

understandings. Homework and class work will be used regularly to assess student understanding Observation of student work will be used to assess student understanding


Weeks 12

1. Students will take a preunit assessment pertaining to forces on Study island 2. Students will be lectured and given notes on work

3. Students will be given various practice worksheets on work. 4. Students will be lectured and given notes on energy 5. Students will execute a conservation of energy lab

Weeks 34

6. Students will read and take notes on their own from the text in regards to power 7. Students will execute a stair climb lab 8. Students will lectured and given notes momentum 9. Students will be assigned a homework assignment pertaining to work, energy and

momentum 10. Students will execute conservation of momentum lab 11. Students will retake the preunit assessment to measure growth 12. Students will be given a study guide for the unit exam 13. Students will play a review jeopardy game 14. Students will take the unit exam

Academic Physics I Circular Motion OCASD Unit VI 45 Weeks



PA Academic Standards: Standard 3.2.P.B1: Differentiate among translational motion, simple harmonic motion,

and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects

Standard 3.2.P.B2: Explain the translation and simple harmonic motion of objects using

conservation of energy and conservation of momentum. Describe the rotational motion of objects using the conservation of energy and conservation of angular momentum. Explain how gravitational, electrical, and magnetic forces and torques give rise to rotational motion.

Standard 3.2.P.B6: PATTERNS SCALE MODELS CONSTANCY/CHANGE Use Newton’s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies.

PA Core Standards

CC.3.5.1112.C.


CC.3.5.1112.G.

o 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

CC.3.5.1112.H.


CC.3.5.1112.I.


CC.3.6.1112.B. *

o Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.





CC.3.6.1112.E.

o Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CC.3.6.1112.H.

o Draw evidence from informational texts to support analysis, reflection, and research.

CC.3.6.1112.I.


CC.2.4.5.A.1

o Solve problems using conversions within a given measurement system.

CC.2.4.5.A.2

o Represent and interpret data using appropriate scale

CC.2.1.HS.F.3

o Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays.

CC.2.2.HS.D.2

o Write expressions in equivalent forms to solve problems

CC.2.2.HS.D.4


CC.2.2.HS.D.5

o Use polynomial identities to solve problems

CC.2.2.HS.D.7

o Create and graph equations or inequalities to describe numbers or relationships

CC.2.2.HS.D.8

o Apply inverse operations to solve equations or formulas for a given variable

CC.2.2.HS.D.9

o Use reasoning to solve equations and justify the solution method.

CC.2.2.HS.D.10


CC.2.2.HS.C.2


CC.2.2.HS.C.5

o Construct and compare linear, quadratic, and exponential models to solve problems

CC.2.4.HS.B.3

o Analyze linear models to make interpretations based on the data

CC.2.4.HS.B.5




The direction of an object’s velocity in circular motion is continually changing to the point of the object about the circular path

Object’s travelling in circular motion (uniform and nonuniform) experience a centripetal acceleration do to the continuous change of velocity about the circular path of motion , which is caused by a net centripetal force and is dependent on object mass, circular radius, and object speed

Circular/ rotational motion is similar to linear motion conceptually and mathematically.

Essential Questions

What is the importance of an object’s direction in circular motion? How/ why is that concept important to our everyday lives? Explain.

If all objects in circular motion are accelerating toward the center of the path, what keeps the object from moving toward the center? Why is this concept vital to human life and how we function?

How do the similarities and differences between linear and circular motion affect our lives and how we as humans use circular motion. (Consider any and all circular motion).



Circular motion is either uniform (at constant speed) or nonuniform (at nonconstant speed) and the object’s velocity in is always tangent to the circular path of travel

Newton’s 3 Laws of Motion describe and justify the concepts of circular motion

An object in circular motion accelerates toward the center of its circular path of travel due to a net centripetal force which is reliant on object mass, path radius, and object speed

Circular motion refers to an object travelling in a circular path, rotational motion refers to an object spinning about an axis and both relate to linear motion conceptually and mathematically


Calculate the following regarding an object in circular or rotational motion (mass, centripetal acceleration and force, tangential speed, angular speed, and acceleration, torque)

Analyze and evaluate circular/ rotational motion graphically

Identify and explain relationships of an object in circular motion in the form of a written lab report displaying understanding and knowledge through experimentation and analysis of lab content

Analyze and explain reallife situations pertaining to circular/ rotational motion and how the motion affects every day human life Collect and analyze data pertaining terms above in the events of everyday occurrences.



1. Most of you are able to drive, or will soon be able to drive. As you study for your learners permit and/or drivers exams you come across many different road signs, all with different meanings. Analyze the following situation: You are driving on a road

with a posted speed limit of 50 MPH. As you approach a bend in the road you notice this sign.

a. Why does the road sign suggest navigating the bend at a speed 15 MPH less than the posted speed limit? Explain your answer in terms of centripetal/ rotational motion.

b. As you approach the bend in road, you notice how “flat” the road is, but as you navigate the bend, you feel as if you are on an incline. Are you on an incline as you round the bend? Why is the road designed and built with an incline, or embankment?

c. You have been driving for a while now and understand the importance of safe driving. You also understand the physics behind road design and the posted signs as you approach and navigate bends in the road. You are out driving and what to “defy” physics, and you do not slow down to navigate the turn. You enter the turn and navigate the whole way through the turn at 50MPH.

a. Explain the difference you felt as you navigated the bend at 50MPH compared to 35 MPH.

b. Explain the engineering and physics behind as why you were able to navigate the bend at a high speed than posted.

c. If everything I taught you about circular/ rotational motion is completely true, what is the maximum speed you could navigate this particular bend in the road?

2. Americans are wild about amusement parks. Each day, we flock by the millions to the

nearest park, paying a sizable hunk of money to wait in long lines for a short 60second ride on our favorite roller coaster. The thought prompts one to consider what is it about a roller coaster ride that provides such widespread excitement among so many of us and such dreadful fear in the rest?

a. Is our excitement about coasters due to their high speeds/ velocities? b. Explain the feelings of weightlessness and weightiness that are produced during

the 60 second thrill rides.

3. It has been determined that Earth, and the other 7, or 8 planets rotate around the sun in an elliptical shape. Kelper derived mathematical relationships to describe how our solar system functions.

a. What one year is on Earth? Venus? Saturn? b. Does the moon orbit Earth or the sun? Justify your reasoning. c. Using your knowledge and understandings of circular/ rotational motion,

explain your thoughts of our universe. Is the universe infinitely big? Is the Milky Way galaxy the center? (Base all answers with physical knowledge).

d. Using the concepts of circular/ rotational motion, explain how we are able to watch TV through a satellite dish, and use cell phones.


Formal Quizzes on circular motion (conceptual and mathematical) Lab experiment pertaining to circular motion (findings will be documented in a

formal, written lab report) o Prove/ disprove concepts of circular motion with graphical data

obtained from mathematical relationships Lab experiment will be completed with a lab partner Formal written report will be done individually

Unit exam on circular/ rotational motion (conceptual and mathematical) Informal



Homework and class work will be used regularly to assess student understanding

Observation of student work will be used to assess student understanding Question and answer techniques will be used with class discussions to assess student understandings.


Observation of student work will be used to assess student understanding


Weeks 12

1. Gain student interest through questioning/ demonstration of reallife scenarios (i.e. Why do we love/ hate to ride roller coasters? What is the physical meaning behind road signs? What is race fun for the driver, and potentially boring for the observer? How does our solar system exist? Is it moving? Where? How fast? Why?)

2. Through discussion and demonstration/ observation. Identify and justify to concepts behind circular motion. (Teacher will demonstrate circular motion by spinning bucket of water around in a circular path. Student will discuss, as a class, why the water does not spill.)

3. Students will justify concepts of circular motion with mathematical equations and relationships.

4. Students will solve and explain problems pertaining to circular motion. Displaying understanding of concepts and mathematical relationships.

Week 3

5. Students will complete a predesigned lab experiment to further discover concepts of circular motion and how various parts of circular motion effect the overall outcome. (i.e. How is the period of an object in circular motion affected if the mass, radius, and centripetal force of the object is changed?)

6. Students will document and explain findings of the lab in the form of a written lab report.

Week 4

7. Students will begin to make connections between circular motion and rotational motion by exploring the solar system and thrill rides and how the concepts of circular motion cause rotational motion. (Teacher will begin discussion, then allow students to pair or group to develop own ideas. Teacher will gather class back as a whole and dissect each though to develop a class understanding)

8. Students will complete an online simulation to relate circular/ rotational motion to Newton’s 3 Laws of Motion.

9. Students will use knowledge and understandings of circular/ rotational motion and Newton’s 3 Laws of Motion to derive equations to explain circular/ rotational motion in terms of linear motion. (i.e. If a racecar completes 500 laps in 3 hours, how many miles did the car actually go? What if the car accelerates at any point with in the race?)

10. Students will solve problems pertaining to circular/ rotational motion, Newton’s 3 Laws of Motion, and linear motion.

Week 5

11. Students will use understandings of circular/ rotational motion, Newton’s 3 Laws of Motion, and linear motion to explain reallife events. (i.e. How are we able to use satellites to watch TV and use cell phones?)

12. Unit Exam

Academic Physics I Waves, Vibrations, and Sound OCASD Unit VII 34 Weeks


Established Goals PA Academic Standards

3.2.10.B5: o Understand that waves transfer energy without transferring matter . Compare and contrast the wave

nature of light and sound. Describe the components of the electromagnetic spectrum. Describe the

difference between sound and light waves.

3.2.12.B5:

o Research how principles of wave transmissions are used in a wide range of technologies. Research

technologies that incorporate principles of wave transmission.

3.2.P.B6: PATTERNS SCALE MODELS CONSTANCY/CHANGE


PA Core Standards CC.3.5.1112.C.


CC.3.5.1112.G.


CC.3.5.1112.H.


CC.3.5.1112.I.


CC.3.6.1112.B. *







CC.3.6.1112.E.


CC.3.6.1112.H.


CC.3.6.1112.I.


CC.2.4.5.A.1


CC.2.4.5.A.2


CC.2.1.HS.F.3


CC.2.2.HS.D.2


CC.2.2.HS.D.4


CC.2.2.HS.D.5


CC.2.2.HS.D.7


CC.2.2.HS.D.8


CC.2.2.HS.D.9


CC.2.2.HS.D.10


CC.2.2.HS.C.2


CC.2.2.HS.C.5


CC.2.4.HS.B.3


CC.2.4.HS.B.5

o Make inferences and justify conclusions based on sample surveys, experiments, and observational studies..



Wave motion is dependent on the type of wave (mechanical or nonmechanical)

Mechanical waves are similar, independent of the wave type

All wave motion can be described as sine wave

Essential Questions

What makes a wave mechanical or nonmechanical? What is the importance of differing wave types?

How are the similarities in mechanical wave motion important/ vital to our everyday lives?

How is the ability to describe all wave motion in the form of a sine wave vital to how we function? (Consider all wave types and forms and how we use wave motion on a daily basis)



Wave motion is either mechanical or nonmechanical (needs a medium to travel or does not)


Calculate the following regarding wave motion: wave speed, frequency, period, wavelength, amplitude, displacement

All mechanical waves function

similarly

All wave motion is relevant to the observer and referenced from an equilibrium point, relevant to the observer

Specific facts of a wave can be gathered through analysis of a graph of the wave, in the form of a sine wave (i.e. amplitude, frequency, distance travelled, and place in space)

Analyze and evaluate wave motion

graphically

Identify and explain relationships of wave motion in the form of a written lab report displaying understanding and knowledge through experimentation and analysis of lab content

Analyze and explain reallife situations pertaining to wave motion and how the motion affects every day human life



1. A fisherman notices that his boat is moving up and down periodically, owing the waves on the surface of the water. It takes 2.5 seconds for the boat to travel from its highest point to its lowest, a total distance of 0.62 meters. The fisherman sees that the waves are spaced 6.0 meters apart. a. How fast are the waves traveling? b. What is the amplitude of each wave? c. If the total vertical distance traveled by the boat were 0.30 meters, and all other

data remained the same, how would the answers to a, b, and c differ?

2. Two train whistles, A and B, each have a frequency of 392 Hz. Train A is stationary and B is moving away from A at 35.0 m/s. A listener is between the two trains and moving in the same direction as B at 15.0 m/s. a. What is the frequency heard by the listener from train A? b. What is the frequency heard by the listener for train B? c. What is the beat frequency heard by the listener?

3. It is April in Northwest Pennsylvania, and the weather is very unpredictable. On a Sunday afternoon, you notice the sunny skies quickly changing to dark clouds, a thunderstorm is moving in. In Physics class, your teacher told you that you can estimate how far a storm is away. You see a lightning strike and count 5 seconds until you hear the thunder clap. a. How far away is the storm? b. As the storm approaches, you see another lightning strike, this time it only takes

2.5 seconds to hear the thunderclap. How far away is the storm now? What is the increase in sound intensity of the thunderclap? What is the increase in decibel level?


Formal Lab experiments pertaining to wave motion/ sound (findings will be

documented in a formal, written lab report, and informal questioning documents)

o Prove/ disprove concepts of wave motion/ sound with graphical data obtained from mathematical relationships

Lab experiment will be completed with a lab partner Formal written report will be done individually

Unit exam on wave motion/ sound (conceptual and mathematical) Informal




Online simulations Observation of student work will be used to assess student understanding


Weeks 1

1. Gain student interest with an introduction to wave’s lab. The lab covers mechanical waves, both longitudinal and transverse waves. Students will discovers mechanical waves all do the same thing, no matter which type of wave it is. Transverse waves allow the students to see what they hear with longitudinal sound waves.

2. Use introduction lab to lecture and demonstrate wave interference, and medium travel. Students will complete notes and a worksheet on wave interference medium travel.

3. Lecture and demonstrate wave speed and its dependency on wavelength and frequency. Students will analyze graphs of wave motion in the form of a sine wave and indentify amplitude, wavelength, and frequency of the wave.

Week 2

4. Students will justify concepts of wave motion with mathematical equations and relationships by completing a worksheet.

5. Demonstrate a standing wave. Students will explain and verify the results of a standing wave using prior knowledge of wave motion, including interference and wave speed.

6. Students will be introduced to sound through lecture. Students will verify that pitch a how the human ear perceives frequencies of sound.

7. Students will explore and discover the apparent change in frequencies of sound as result of motion by either the sound source or detector by completing an online simulation.

8. Students will further investigate sounds as result of motion, mathematically and conceptually through discussion and lecture.

Week 3

9. Students will explore the practical use of the Doppler Effect with the use of a radar gun. Students will read an article of different types of radar guns and test their arms by using a radar gun. Discussion of other practical uses of the Doppler Effect will be held, such as radar to predict weather, and ultrasound to image within the human body.

10. Students will complete a hearing test to further investigate sound intensity and the Decibel scale.

Week 4

11. Students will complete a lab exploring standing sound waves, or resonance of sounds. Students will document findings in the form of a formal written lab report.

12. Unit Exam

Academic Physics I Optics OCASD Unit VIII 45 Weeks


Established Goals PA Academic Standards

3.2.10.B5: o Understand that waves transfer energy without transferring matter . Compare and contrast the wave

nature of light and sound. Describe the components of the electromagnetic spectrum. Describe the

difference between sound and light waves.

3.2.12.B5:

o Research how principles of wave transmissions are used in a wide range of technologies. Research

technologies that incorporate principles of wave transmission.

3.2.P.B6: PATTERNS SCALE MODELS CONSTANCY/CHANGE


PA Core Standards CC.3.5.1112.C.


CC.3.5.1112.G.


CC.3.5.1112.H.


CC.3.5.1112.I.


CC.3.6.1112.B. *







CC.3.6.1112.E.


CC.3.6.1112.H.


CC.3.6.1112.I.


CC.2.4.5.A.1


CC.2.4.5.A.2


CC.2.1.HS.F.3


CC.2.2.HS.D.2


CC.2.2.HS.D.4


CC.2.2.HS.D.5


CC.2.2.HS.D.7


CC.2.2.HS.D.8


CC.2.2.HS.D.9


CC.2.2.HS.D.10


CC.2.2.HS.C.2


CC.2.2.HS.C.5


CC.2.4.HS.B.3


CC.2.4.HS.B.5




Wave motion is dependent on the type of wave (mechanical or nonmechanical)

Light travels as a wave, nonmechanical in form

Light waves are reflected and refracted, dependant of the medium in which is traveling

Imaging is the focusing or altering of light waves

Essential Questions

What makes a wave mechanical or nonmechanical? What is the importance of differing wave types?

Why are light waves “seen” as different? Color, images bigger, smaller, different locations…?

What is the difference between reflection and refraction, and how are the two used in imaging?



Wave motion is either mechanical or nonmechanical (needs a medium to travel or does not)

Light is a non mechanical wave

Reflection is the occurrence of a light bouncing off of a medium


Calculate the following regarding wave motion: wave speed, frequency, period, wavelength, amplitude, displacement

Calculate light speed, wavelengths, and frequencies

Utilize reflection and refraction to predict image and focus points

Refraction is the occurrence of a light wave passing through a medium

Imaging is the altering and/or focusing of light waves by use of reflection and refraction

Analyze light travel in terms of imaging

by calculating index of reflection and refraction to find focus and image points



1. Ray Diagramming a. Hand draw reflected and refracted light rays to produce images at some focal point

2. Snell’s Law lab

a. Complete lab to verify Snell’s Law of refraction b. Calculate angles and indexes of refraction c. Produce hand drawn images of refracted light

3. Plane mirror imaging lab

a. Complete plane mirror lab to analyze reflection and refraction terms b. Utilize a plane mirror to see and diagram different images to verify Snell’s Law c. Produce hand drawn images of refracted light

4. Concave Convex Mirror Lab a. Complete c/c mirror lab to analyze reflection and refraction terms b. Utilize concave/ convex mirrors to see and diagram different images to verify

Snell’s Law c. Produce hand drawn images of refracted light


Formal Lab experiments pertaining to light waves and optics (findings will be

documented with informal questioning documents) o Prove/ disprove concepts of optics with visual hand drawn ray

diagramming Lab activities will be completed with a lab partner and/or

individually Unit exam on optics (conceptual and mathematical)

Informal Bell ringers will be used on a daily basis to check understand of previously

covered material and indentify understandings/ misunderstanding of new material



Observation of student work will be used to assess student understanding


Week 12

1. Begin with attention grabbing question. How does the distance you stand from a plane mirror effect how much of your body you can see? Allow students to gather info with classmates and develop answer. Have students complete an exercise to prove/ disprove their own answers. Most will be wrong, so after, have them explain the reason to why the answer is NO.

2. Ch. 14.12 reading, notes, and lecture, relating to previous activity 3. Ray diagramming. 4. Ray diagramming quiz

Weeks 34

1. Snell’s Law Lab 2. Plane Mirror Lab 3. Concave/ convex Mirror lab

Week 5

1. Review. Study guide, redo of labs for misconceptions, review game (34 days) 2. Unit exam (1 day)

Academic Physics I Scientific Method/ Metric System...

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