c of s u p g f p cp · 2018-12-12 · macroscopic bodies moving in one dimension. • describe the...

COURSE OF STUDY UNIT PLANNING GUIDE FOR:

PHYSICS CP

5 CREDITS GRADE LEVEL: 11 12 1 FULL YEAR PREPARED BY: ANDREW SCHMIDT

TRICIA ALESANDRO ANDREW WELLS

SHANNON WARNOCK

SUPERVISOR OF MATHEMATICS & SCIENCE

JULY 2018 DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

BORN DATE: AUGUST 25, 2016 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018

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Physics CP – Grades 1112 – Full Year – 6 Credits Motion, energy, and their interrelationships are studied with a contemporary interdisciplinary approach. This course covers topics including motion, forces, momentum, energy, waves, sound, light, electricity, gravitation, and the physics of the geosphere. Laboratory work is incorporated throughout the curriculum. This course is designed for students who are enrolled in an Algebra 2 or Precalculus course. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course: A. Tests 60% of the grade

Tests will be given periodically. These may include alternative assessments that will count as tests. B. Labs 20% of grade

Students will be completing different labs and are expected to follow basic lab safety precautions. They will complete a worksheet or lab report demonstrating inquiry skills.

C. Quizzes 10% of the grade Quizzes (announced and unannounced) based on class lessons or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

D. Homework 5% of the grade Homework will be evaluated for completeness, neatness, and/or accuracy.

E. Class Participation/Class Work 5% of the grade Class Participation/Class Work will be evaluated a minimum of twice per marking period according to the departmental rubric (see page 3). The grade is based on the student's participation/work during class. Thus, consistent attendance is imperative.

F. Final Examination Final examinations will count as follows: FullYear Courses Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade

Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

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High School Science Participation Rubric

1(60) Inadequate

2(70) Limited

3(80) Partial

4(90) Adequate

5(100) Superior

Attendance

Almost never with attendance policies and/or punctuality Almost never makes up work in timely fashion

Rarely abides by attendance policies and/or punctuality Rarely makes up work in timely fashion

Sometimes struggles with attendance policies and/or punctuality Sometimes makes up work in timely fashion

Almost always punctual Almost always makes up work in timely fashion Not disruptive when tardy

Always punctual Always makes up work in a timely fashion

Preparedness

Almost never has pencil, books, calculators, and/or notebooks Almost never has assignments on time

Rarely has pencil, books, calculators, and/or notebooks Rarely has assignments on time

Sometimes has pencil, books, calculators, and/or notebooks Sometimes has assignments on time

Almost always has pencil, books, calculators, and/or notebooks Almost always has assignments on time

Always has pencil, books, calculators, and/or notebooks Always has assignments on time

Oral

Participation

Almost never asks & answers questions without prompting

Rarely asks & answers questions without prompting

Sometimes asks & answers questions without prompting

Almost always asks & answers questions without prompting

Always asks & answers questions without prompting (daily)

Written

Participation

Almost never takes notes Almost never makes corrections on homework/ class work and/or applies teacher recommendations to writing

Rarely takes notes Rarely makes corrections on homework/ class work and/or applies teacher recommendations to writing

Sometimes takes notes Sometimes makes corrections on homework/ class work and/or applies teacher recommendations to writing

Almost always takes notes Almost always makes corrections on homework/ class work and applies teacher recommendations to writing

Always takes notes Always makes corrections on homework/ class work and applies teacher recommendations to writing

Cooperative Learning/Lab Activities

Almost never provides meaningful input Almost never focused on the assignment Almost never assumes a leadership role

Rarely provides meaningful input Rarely focused on the assignment Rarely assumes a leadership role

Sometimes provides meaningful input Sometimes focused on the assignment Sometimes assumes a leadership role

Almost always provides meaningful input Almost always focused on the assignment Almost always assumes a leadership role

Always provides meaningful input Always focused on the assignment Usually assumes a leadership role

General Behavior

Almost never shows respect for peers and teacher Almost never remains focused on assignments Almost never abides by all class & school rules ALMOST NEVER HAS CELL PHONE

Rarely shows respect for peers and teacher Rarely remains focused on assignments Rarely abides by all class & school rules ALMOST NEVER HAS CELL PHONE

Sometimes shows respect for peers and teacher Sometimes remains focused on assignments Sometimes abides by all class & school rules NEVER HAS CELL PHONE

Almost always shows respect for peers and teacher Almost always remains focused on assignments Almost always abides by all class & school rules NEVER HAS CELL PHONE

Always shows respect for peers and teacher Always remains focused on assignments Always abides by all class & school rules NEVER HAS CELL PHONE

*Score of Zero Results from Limited or No Response to Class Participation/Class Work

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Physics Unit 1: Forces and Mo�on Instruc�onal Days: 20

Unit Summary How can one explain and predict interac�ons between objects and within systems of objects?

In this unit of study, students are expected to plan and conduct inves�ga�ons , analyze data and using math to support claims , and apply scien�fic ideas to solve design problems students in order to develop an understanding of ideas related to why some objects keep moving and some objects fall to the ground. Students will also build an understanding of forces and Newton’s second law. Finally, they will develop an understanding that the total momentum of a system of objects is conserved when there is no net force on the system. Students are also able to apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. The crosscu�ng concepts of pa�erns , cause and effect , and systems and systems models are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate proficiency in planning and conduc�ng inves�ga�ons , analyzing data and using math to support claims , and applying scien�fic ideas to solve design problems and to use these prac�ces to demonstrate understanding of the core ideas.

Student Learning Objec�ves Given a graph of posi�on or velocity as a func�on of �me, recognize in what �me intervals the posi�on, velocity and accelera�on of an object are posi�ve, nega�ve, or zero and sketch a graph of each quan�ty as a func�on of �me. [Clarifica�on Statement: Students should be able to accurately move from one representa�on of mo�on to another.] ( PS2.A )

Represent forces in diagrams or mathema�cally using appropriately labeled vectors with magnitude, direc�on, and units during the analysis of a situa�on. ( PS2.A )

Understand and apply the rela�onship between the net force exerted on an object, its iner�al mass, and its accelera�on to a variety of situa�ons. ( PS2.A )

Analyze data to support the claim that Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on. [Clarifica�on Statement: Examples of data could include tables or graphs of posi�on or velocity as a func�on of �me for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one‐dimensional mo�on and to macroscopic objects moving at non‐rela�vis�c speeds.] ( HS‐PS2‐1 )

Use mathema�cal representa�ons to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarifica�on Statement: Emphasis is on the quan�ta�ve conserva�on of momentum in interac�ons and the qualita�ve meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] ( HS‐PS2‐2 )

Apply scien�fic and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. [Clarifica�on Statement: Examples of evalua�on and refinement could include determining the success of the device at protec�ng an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualita�ve evalua�ons and/or algebraic manipula�ons.] ( HS‐PS2‐3 )

Design a solu�on to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. ( HS‐ETS1‐2 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs, as well as possible social, cultural, and environmental impacts. ( HS‐ETS1‐3 )

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Part A: How do they know how long the yellow light should be on before it turns red? ( traffic light )

Concepts Forma�ve Assessment ● Theories and laws provide explana�ons in science.

● Laws are statements or descrip�ons of the rela�onships among observable phenomena.

● Empirical evidence is required to differen�ate between cause and correla�on and to make claims about specific causes and effects.

● Newton’s second law accurately predicts changes in the mo�on of macroscopic objects.

Students who understand the concepts are able to:

● Analyze data using tools, technologies, and/or models to support the claim that Newton's second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on.

● Analyze data using one‐dimensional mo�on at nonrela�vis�c speeds to support the claim that Newton's second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on.

Part B: How can a piece of space debris the size of a pencil eraser destroy the Interna�onal Space Sta�on?

Concepts Forma�ve Assessment • Momentum is defined for a par�cular frame of reference; it is the mass

�mes the velocity of the object.

• If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.

• When inves�ga�ng or describing a system, the boundaries and ini�al condi�ons of the system need to be defined.


• Use mathema�cal representa�ons to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

• Use mathema�cal representa�ons of the quan�ta�ve conserva�on of momentum and the qualita�ve meaning of this principle in systems of two macroscopic bodies moving in one dimension.

• Describe the boundaries and ini�al condi�ons of a system of two macroscopic bodies moving in one dimension.

Part C: Red light cameras were placed in intersec�ons to reduce the number of collisions caused by cars running red lights. Many people thought that they were unfair and demanded that they be removed. As an expert on the physics of moving bodies, you are challenged to engineer traffic signals to proac�vely reduce the number of people entering an intersec�on a�er the light turns red. The cost of the redesign must not exceed 10% of the current cost of current traffic signals or the energy needed to operate them.

Concepts Forma�ve Assessment • If a system interacts with objects outside itself, the total momentum of the

system can change; however, any such change is balanced by changes in the momentum of objects outside the system.


• Apply scien�fic and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

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• Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and the criteria and constraints should be quan�fied to the extent possible and stated in such a way that one can determine whether a given design meets them.

• Criteria may need to be broken down into simpler ones that can be approached systema�cally, and decisions about the priority of certain criteria over others (trade‐offs) may be needed.

• When evalua�ng solu�ons, it is important to take into account a range of constraints— including cost, safety, reliability, and aesthe�cs—and to consider social, cultural, and environmental impacts.

• New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology.

• Systems can be designed to cause a desired effect.

• Apply scien�fic ideas to solve a design problem for a device that minimizes the force on a macroscopic object during a collision, taking into account possible unan�cipated effects.

• Use qualita�ve evalua�ons and /or algebraic manipula�ons to design and refine a device that minimizes the force on a macroscopic object during a collision.

What It Looks Like in the Classroom

This unit begins with a focus on forces, and students need to have a founda�onal understanding of the kinema�c equa�ons in order to understand accelera�on and, subsequently, Newton’s second law. Emphasis in understanding Newton’s second law is on data collec�on and analysis to support mathema�cal rela�onships.

Students will require deeper prerequisite knowledge in order to deal with the accelera�on por�on of � = �� . Students should be taught how to calculate displacement, velocity, and accelera�on using the following equa�ons: Students should use experimental data to confirm the mathema�cal rela�onships among displacement, �me, velocity, and accelera�on. Students might also use accelerometers in order to measure accelera�on. Provide opportuni�es to measure, record, and analyze accelera�on values from observed laboratory data in order to confirm Newton’s second law. This can be done using accelerometers to generate data that will allow students to determine the mathema�cal rela�onship � = �� or using the previously developed equa�on for accelera�on.

Displacement

Students should construct and analyze models with regard to force, mass, and accelera�on. These models may include drawn diagrams, mathema�cal models, graphs, and laboratory equipment. For example, a lab car with a lighter mass and a lab car with a heavier mass are launched with the same ini�al force. The accelera�on of each car is measured directly or calculated. Students must be able to use the models they construct to make valid and reliable scien�fic claims using Newton’s second law, and they must be able to predict changes in the mo�on of objects.

Students will need an understanding of the cause‐and‐effect rela�onships among force, mass, and accelera�on in order to predict the mo�on of a body. For example, if a physics car’s mass is increased, then the effect is that it does not accelerate as quickly when launched by a rubber band. The lesser accelera�on is a result of the increased mass while the rubber band provides a constant force. Students will need to perform calcula�ons using � = �� , including in free‐fall situa�ons, in order to demonstrate the uniform accelera�on of the force of gravity.

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Students should be given opportuni�es to graph data rela�ng to � = �� . Graphs should have appropriate labels, units, and scale. Students must be able to recognize and interpret trends in data. For example, students could calculate the slope of a trend line on a velocity–�me or force–mass graph and interpret its meaning. It is important to note that assessment is limited to mo�on in one dimension.

Students should be able to discuss, explain, interpret, and apply Newton’s first and second laws. In the second half of this unit, Newton’s third law will be further developed with regard to momentum. Students will also demonstrate that momentum is conserved when the net force is zero.

As the unit progresses to a focus on momentum, Newton’s third law should be introduced and rela�onships to the Law of Conserva�on of Momentum should be outlined. For example, put two physics cars with spring triggers against each other and depress the mechanism. Observe how the cars behave. Which goes farther, which goes faster, and so on? Try this with equal masses and various different masses and ask students to discuss the implica�ons regarding force, mass, and accelera�on. This naturally leads to Newton’s third law regarding how � a on b = � b on a With different masses, this iden�cal force in opposite direc�ons results in propor�onally different accelera�ons. Other examples may include fan cars, marbles of different masses, sumo wrestlers, egg drops, egg drops under bleachers with different helmets, force meters, bungee jumping, diving, forces, spring constants, bumpers, seat belts, foam, etc. It is important to note that assessment is limited to two interac�ng objects in one dimension.

Students should understand what a system is, how it can change, how to define its boundaries, what is meant by ini�al condi�ons, and how the system interacts with other systems. Students must be able to define the boundaries and ini�al condi�ons of a closed system.

Students will need to use and manipulate various equa�ons rela�ng to conserva�on of momentum. These equa�ons include � = �� , � = �� , Δ � = �� , and total ini�al momentum of a system = total final momentum of a system. Students should already have a good understanding of � = �� from the first part of this unit. The same spring cars used to introduce the second half of the lesson can be analyzed in terms of � = �� . Given � = �� , students should be able to derive Δ � = �� by subs�tu�ng

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To develop an understanding of the equa�ons above, students should construct and analyze models with regard to momentum, mass, velocity, force, and �me. These models may include drawn diagrams, mathema�cal models, graphs, and laboratory equipment. Students should be able to use these models to make valid and reliable scien�fic claims and predict changes in the mo�on of objects with regard to momentum, mass, velocity, and force. These predic�ons and claims must be both qualita�ve and quan�ta�ve. Students must understand that by increasing the �me of a collision, they are decreasing the force of the collision.

In working to design, evaluate, and refine a device to minimize force, students could design and perform a crash‐preven�on and force‐reduc�on inves�ga�on. For example, students might pad an egg sufficiently to prevent it from breaking when dropped. This inves�ga�on may include use of a toilet paper tube, �ssue paper, bubble wrap, foam rubber, shredded paper, zip‐top bags, parachutes, plas�c bags, boxes, cartons, etc. The drop may be a�empted from varying heights. Be sure to engage students in discussion of the implica�ons of momentum, force, �me, and impulse. What were students’ design ideas and methodology? What designs did students decide on and why? What did they think was a good idea and why? If they were to do it again, what would they change? Later in the year, you can go back to this ac�vity, have students carefully consider analyses, and then have them redo the experiment.

Students should analyze and compare data from labs that they have performed in order to determine consistency, accuracy, and trends. For example, trends may include rela�onships among force, mass, and accelera�on. Trends may be linear or exponen�al. Students must also be able to account for possible unan�cipated effects. Students should also be able to evaluate the results of an experiment to determine rela�onships among variables and ways to improve upon their results in future trials. Students will need to cite experimental evidence from their data to make and support valid, reliable scien�fic claims regarding Newton’s second law and the Law of Conserva�on of Momentum. Students could construct and analyze models including drawn diagrams, mathema�cal models, graphs, and laboratory equipment to represent rela�onships among force, mass, accelera�on, and momentum.

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Students might also generate explana�ons for observed phenomena and designs that are supported by mul�ple and independent student‐generated sources of evidence consistent with scien�fic ideas, principles, and theories.

Connec�ng with English Language Arts/Literacy and Mathema�cs

English Language Arts/Literacy

● Cite specific textual evidence to support the claim that Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on.

● Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media in order to support the claim that Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on.

● Draw evidence from informa�onal texts to support the claim that Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on.

● Conduct short as well as more sustained research projects to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

● Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media in order to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

● Evaluate the hypotheses, data, analysis, and conclusions in a scien�fic or technical text in order to refine a device that minimizes the force on a macroscopic object during a collision.

● Analyze mul�ple sources to inform design decisions.

Mathema�cs

● Represent the claim that Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on symbolically and manipulate the representa�ve symbols. Make sense of quan��es and rela�onships among net force on a macroscopic object, its mass, and its accelera�on.

● Use a mathema�cal model to describe how Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on. Iden�fy important quan��es represen�ng the net force on a macroscopic object, its mass, and its accelera�on and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use units as a way to understand how Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on. Choose and interpret units consistently in Newton’s second law of mo�on, and choose and interpret the scale and origin in graphs and data displays represen�ng the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on.

● Define appropriate quan��es for the purpose of descrip�ve modeling of Newton’s second law of mo�on.

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Modifica�ons

Teacher Note: Teachers iden�fy the modifica�ons that they will use in the unit. The unneeded modifica�ons can then be deleted from the list.

● Restructure lesson using UDL principals ( h�p://www.cast.org/our‐work/about‐udl.html#.VXmoXcfD_UA )

● Structure lessons around ques�ons that are authen�c, relate to students’ interests, social/family background and knowledge of their community.

● Provide students with mul�ple choices for how they can represent their understandings (e.g. mul�sensory techniques‐auditory/visual aids; pictures, illustra�ons, graphs, charts, data tables, mul�media, modeling).

● Provide opportuni�es for students to connect with people of similar backgrounds (e.g. conversa�ons via digital tool such as SKYPE, experts from the community helping with a project, journal ar�cles, and biographies).

● Provide mul�ple grouping opportuni�es for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. mul�ple representa�on and mul�modal experiences).

● Engage students with a variety of Science and Engineering prac�ces to provide students with mul�ple entry points and mul�ple ways to demonstrate their understandings.

● Use project‐based science learning to connect science with observable phenomena.

● Structure the learning around explaining or solving a social or community‐based issue.

● Provide ELL students with mul�ple literacy strategies.

● Collaborate with a�er‐school programs or clubs to extend learning opportuni�es.

Research on Student Learning

Students tend to think of force as a property of an object ("an object has force," or "force is within an object") rather than as a rela�on between objects. In addi�on, students tend to dis�nguish between ac�ve objects and objects that support or block or otherwise act passively. Students tend to call the ac�ve ac�ons "force" but do not consider passive ac�ons as "forces". Teaching students to integrate the concept of passive support into the broader concept of force is a challenging task even at the high‐school level.

Students believe constant speed needs some cause to sustain it. In addi�on, students believe that the amount of mo�on is propor�onal to the amount of force; that if a body is not moving, there is no force ac�ng on it; and that if a body is moving there is a force ac�ng on it in the direc�on of the mo�on. Students also believe that objects resist accelera�on from the state of rest because of fric�on ‐‐ that is, they confound iner�a with fric�on. Students tend to hold on to these ideas even a�er instruc�on in high‐school or college physics. [6] Specially designed instruc�on does help high‐school students change their ideas.

Research has shown less success in changing middle‐school students' ideas about force and mo�on. Nevertheless, some research indicates that middle‐school students can start understanding the effect of constant forces to speed up, slow down, or change the direc�on of mo�on of an object. This research also suggests it is possible to change middle‐school students' belief that a force always acts in the direc�on of mo�on.

Students have difficulty apprecia�ng that all interac�ons involve equal forces ac�ng in opposite direc�ons on the separate, interac�ng bodies. Instead they believe that "ac�ve" objects (like hands) can exert forces whereas "passive" objects (like tables) cannot. Alterna�vely, students may believe that the object with more of some obvious property will exert a greater force. Teaching high‐school students to seek consistent explana�ons for the "at rest" condi�on of an object can lead them

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to appreciate that both "ac�ve" and "passive" objects exert forces. Showing high‐school students that apparently rigid or suppor�ng objects actually deform might also lead them to appreciate that both "ac�ve" and "passive" objects exert forces ( NSDL, 2015 ).

Prior Learning

Physical science‐

● For any pair of interac�ng objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direc�on (Newton’s third law).

● The mo�on of an object is determined by the sum of the forces ac�ng on it; if the total force on the object is not zero, its mo�on will change.

● The greater the mass of the object, the greater the force needed to achieve the same change in mo�on.

● For any given object, a larger force causes a larger change in mo�on.

● All posi�ons of objects and the direc�ons of forces and mo�ons must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share informa�on with other people, these choices must also be shared.

● When two objects interact, each one exerts a force on the other that can cause energy to be transferred from one object to the other.

Connec�ons to Other Courses

Physical science

● When two objects interac�ng through a field change rela�ve posi�on, the energy stored in the field is changed.

Earth and space science

● The star called the Sun is changing and will burn out over a lifespan of approximately 10 billion years.

● The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth.

● The Big Bang theory is supported by observa�ons of distant galaxies receding from our own, by measured composi�on of stars and nonstellar gases, and by the maps of spectra of the primordial radia�on (cosmic microwave background) that s�ll fills the universe.

● Other than the hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

● Con�nental rocks, which can be more than 4 billion years old, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.

● Although ac�ve geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed li�le over billions of years. Studying these objects can provide informa�on about Earth’s forma�on and early history.

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● The abundance of liquid water on Earth’s surface and its unique combina�on of physical and chemical proper�es are central to the planet’s dynamics. Water’s physical and chemical proper�es include its excep�onal capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosi�es and mel�ng points of rocks.

Sample of Open Educa�on Resources

Forces in One Dimension: Explore the forces at work when you try to push a filing cabinet. Create an applied force and see the resul�ng fric�on force and total force ac�ng on the cabinet. Charts show the forces, posi�on, velocity, and accelera�on vs. �me. View a Free Body Diagram of all the forces (including gravita�onal and normal forces).

Forces and Mo�on: Explore the forces at work when you try to push a filing cabinet. Create an applied force and see the resul�ng fric�on force and total force ac�ng on the cabinet. Charts show the forces, posi�on, velocity, and accelera�on vs. �me. View a Free Body Diagram of all the forces (including gravita�onal and normal forces).

Parachute and Terminal Velocity: How does an object’s speed change as it falls through the atmosphere? When first learning about how objects fall, usually just one force—gravity—is considered. Such a simplifica�on only accurately describes falling mo�on in a vacuum. This model of a parachute carrying a load incorporates a second force—air resistance—and allows experimenta�on with two variables that affect its speed: the size of the parachute and the mass of its load. This model graphs both the parachute’s height above the Earth’s surface and its speed a�er it is released. Mo�on con�nues un�l a constant speed is achieved, the terminal velocity .

Appendix A: NJSLS‐S and Founda�ons for the Unit Given a graph of posi�on or velocity as a func�on of �me, recognize in what �me intervals the posi�on, velocity and accelera�on of an object are posi�ve, nega�ve, or zero and sketch a graph of each quan�ty as a func�on of �me . [Clarifica�on Statement: Students should be able to accurately move from one representa�on of mo�on to another.] ( PS2.A )

Represent forces in diagrams or mathema�cally using appropriately labeled vectors with magnitude, direc�on, and units during the analysis of a situa�on. ( PS2.A )

Understand and apply the rela�onship between the net force exerted on an object, its iner�al mass, and its accelera�on to a variety of situa�ons. ( PS2.A )

Analyze data to support the claim that Newton’s second law of mo�on describes the mathema�cal rela�onship among the net force on a macroscopic object, its mass, and its accelera�on. [Clarifica�on Statement: Examples of data could include tables or graphs of posi�on or velocity as a func�on of �me for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one‐dimensional mo�on and to macroscopic objects moving at non‐rela�vis�c speeds.] ( HS‐PS2‐1 )

Use mathema�cal representa�ons to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarifica�on Statement: Emphasis is on the quan�ta�ve conserva�on of momentum in interac�ons and the qualita�ve meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] ( HS‐PS2‐2 )

Apply scien�fic and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. [Clarifica�on Statement: Examples of evalua�on and refinement could include determining the success of the device at protec�ng an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualita�ve evalua�ons and/or algebraic manipula�ons.] ( HS‐PS2‐3 )

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The Student Learning Objec�ves above were developed using the following elements from the NRC document A Framework for K‐12 Science Educa�on :

Science and Engineering Prac�ces Disciplinary Core Ideas Crosscu�ng Concepts Analyzing and Interpre�ng Data

● Analyze data using tools, technologies, and/or models (e.g., computa�onal, mathema�cal) in order to make valid and reliable scien�fic claims or determine an op�mal design solu�on. (HS‐PS2‐1)

Using Mathema�cs and Computa�onal Thinking

● Use mathema�cal representa�ons of phenomena to describe explana�ons. (HS‐PS2‐2)

Construc�ng Explana�ons and Designing Solu�ons

● Apply scien�fic ideas to solve a design problem, taking into account possible unan�cipated effects. (HSPS2‐3)

● Design a solu�on to a complex real world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐2)

● Evaluate a solu�on to a complex real world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐3)

PS2.A: Forces and Mo�on

● Newton’s second law accurately predicts changes in the mo�on of macroscopic objects. (HS‐PS2‐1)

● Momentum is defined for a par�cular frame of reference; it is the mass �mes the velocity of the object. (HS‐PS2‐2)

● If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (HS‐PS2‐2)

ETS1.A: Defining and Delimi�ng Engineering Problems

● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS‐PS23)

ETS1.C: Op�mizing the Design Solu�on

● Criteria may need to be broken down into simpler ones that can be approached systema�cally, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary to (HS‐PS2‐3)

ETS1.B: Developing Possible Solu�ons

Cause and Effect

● Empirical evidence is required to differen�ate between cause and correla�on and make claims about specific causes and effects. (HS‐PS21)

● Systems can be designed to cause a desired effect. (HS‐PS2‐3)

Systems and System Models

● When inves�ga�ng or describing a system, the boundaries and ini�al condi�ons of the system need to be defined. (HS‐PS2‐2)

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Connec�ons to Engineering, Technology, and Applica�ons of Science

Influence of Science, Engineering, and Technology on Society and the Natural World

● New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology. (HS‐ETS1‐3)

Connec�ons to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

● Theories and laws provide explana�ons in science. (HS‐PS2‐1)

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● When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthe�cs, and to consider social, cultural, and environmental impacts. (HS‐ETS1‐3)

● Laws are statements or descrip�ons of the rela�onships among observable phenomena. (HS‐PS2‐1)

English Language Arts Mathema�cs Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account. (HS‐PS2‐1) RST.11‐12.1

Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media) in order to address a ques�on or solve a problem. (HS‐PS2‐1) RST.11‐12.7

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on. (HS‐ETS1‐3) RST.11‐12.8

Synthesize informa�on from a range of sources (e.g., texts, experiments, simula�ons) into a coherent understanding of a process, phenomenon, or concept, resolving conflic�ng informa�on when possible. (HS‐ETS1‐3) RST.11‐12.9

Conduct short as well as more sustained research projects to answer a ques�on (including a self‐generated ques�on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the subject, demonstra�ng understanding of the subject under inves�ga�on. (HS‐PS2‐3),(HS‐ETS1‐3) WHST.11‐12.7

Draw evidence from informa�onal texts to support analysis, reflec�on, and research. (HS‐PS2‐1) WHST.11‐12.9

Reason abstractly and quan�ta�vely. (HS‐PS2‐1),(HS‐PS2‐2),(HS‐ETS1‐1),(HS‐ETS1‐3),(HS‐ETS1‐4) MP.2

Model with mathema�cs. (HS‐PS2‐1),(HS‐PS2‐2),(HS‐ETS1‐2),(HS‐ETS1‐3),(HS‐ETS1‐4) MP.4

Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐PS2‐1),(HS‐PS2‐2) HSN.Q.A.1

Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐PS2‐1),(HS‐PS2‐2) HSN.Q.A.2

Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐PS2‐1),(HS‐PS2‐2) HSN.Q.A.3

Interpret expressions that represent a quan�ty in terms of its context. (HS‐PS2‐1) HSA.SSE.A.1

Choose and produce an equivalent form of an expression to reveal and explain proper�es of the quan�ty represented by the expression. HSA.SSE.B.3 (HS‐PS2‐1)

Create equa�ons and inequali�es in one variable and use them to solve problems. (HS‐PS2‐1),(HS‐PS2‐2) HSA.CED.A.1

Create equa�ons in two or more variables to represent rela�onships between quan��es; graph equa�ons on coordinate axes with labels and scales. (HS‐PS2‐1),(HS‐PS2‐2) HSA.CED.A.2

Rearrange formulas to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons. (HS‐PS2‐1),(HS‐PS2‐2) HSA.CED.A.4

Graph func�ons expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. (HS‐PS2‐1) HSF‐IF.C.7

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Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS‐PS2‐1) HSS‐IS.A.1

Career Ready Prac�ces (CRPs)

● CRP1. Act as a responsible and contribu�ng ci�zen and employee. ● CRP2. Apply appropriate academic and technical skills. ● CRP12. Work produc�vely in teams while using cultural global competence.

Personal Financial Literacy (9.1)

● 9.1.12.A.3 Analyze the rela�onship between various careers and personal learning goals. ● 9.1.12.A.7 Analyze and cri�que various sources of income and available resources (e.g., financial assets, property, and transfer payments) and how they may

subs�tute for earned income.

Career Awareness, Explora�on, and Prepara�on (9.2)

● 9.2.12.C.1 Review career goals and determine steps necessary for a�ainment. ● 9.2.12.C.3 Iden�fy transferable career skills and design alternate career plans. ● 9.2.12.C.9 Analyze the correla�on between personal and financial behavior and employability.

Educa�onal Technology (8.1)

● 8.1.12.A.2 Produce and edit a mul�‐page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

● 8.1.12.A.3 Collaborate in online courses, learning communi�es, social networks or virtual worlds to discuss a resolu�on to a problem or issue. ● 8.1.12.A.4 Construct a spreadsheet workbook with mul�ple worksheets, rename tabs to reflect the data on the worksheet, and use mathema�cal or logical

func�ons, charts and data from all worksheets to convey the results. ● 8.1.12.A.5 Create a report from a rela�onal database consis�ng of at least two tables and describe the process, and explain the report results. ● 8.1.12.B.2 Apply previous content knowledge by crea�ng and pilo�ng a digital learning game or tutorial. ● 8.1.12.C.1 Develop an innova�ve solu�on to a real world problem or issue in collabora�on with peers and experts, and present ideas for feedback through

social media or in an online community. ● 8.1.12.D.5 Analyze the capabili�es and limita�ons of current and emerging technology resources and assess their poten�al to address personal, social,

lifelong learning, and career needs. ● 8.1.12.F.1 Evaluate the strengths and limita�ons of emerging technologies and their impact on educa�onal, career, personal and or social needs.

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Technology Educa�on, Engineering, Design, and Computa�onal Thinking ‐ Programming (8.2)

● 8.2.12.C.7 Use a design process to devise a technological product or system that addresses a global problem, provide research, iden�fy trade‐offs and constraints, and document the process through drawings that include data and materials.

● 8.2.12.D.3 Determine and use the appropriate resources (e.g., CNC (Computer Numerical Control) equipment, 3D printers, CAD so�ware) in the design, development and crea�on of a technological product or system.

● 8.2.12.D.4 Assess the impacts of emerging technologies on developing countries. ● 8.2.12.D.5 Explain how material processing impacts the quality of engineered and fabricated products.

Labs/Ac�vi�es/Strategies

● Beam balance inves�ga�on ● Iner�al balance lab ● Bridge building inves�ga�on ● Balloon Powered Cars

Technology/GAFE

● Google slides presenta�on on Mo�on and Forces ● Excel graphs represen�ng objects’ mo�on ● Google Classroom correspondence for readings, packets and assignments

Special Educa�on/504

● Preferen�al sea�ng during presenta�ons on Mo�on and Forces ● Repeat/rephrase instruc�ons for lab procedures on beam balance inves�ga�on ● Provide study guides for modified assessments for Mo�on and Forces

ELL (SEI)

● Provide pictures of vectors and moving cars with labels and direc�ons for ac�vi�es ● Model lab techniques, such as �cker �mer opera�on, to clarify instruc�ons ● Provide study guides for modified assessments on Mo�on and Forces ● Allow use of bilingual dic�onaries. They can look up Mo�on and Forces and the like.

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At Risk of School Failure

● Provide study guides for assessments on Forces and Mo�on ● Use manipula�ves and visuals, such as spring scales and graphing mo�on detectors, during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with Mo�on and Forces

Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. i.e. Mo�on and Forces lab ● Assign independent research assignment on Newton’s work. Newton did a lot of work on Forces and Mo�on

Forma�ve, Summa�ve, Benchmark, and Alterna�ve Assessments

● Forma�ve: Reading quiz homework checks ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report on the iner�a balance ● Alterna�ve: Balloon Powered Cars Assignment

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Physics Unit 2: Fundamental Forces Instruc�onal Days: 15 Unit Summary

How can one explain and predict interac�ons between objects and within systems of objects?

In this unit of study, students plan and conduct inves�ga�ons and apply scien�fic ideas to make sense of Newton’s law of gravita�on and Coulomb’s Law. They apply these laws to describe and predict the gravita�onal and electrosta�c forces between objects. The crosscu�ng concept of pa�erns is called out as an organizing concept for this disciplinary core idea. Students are expected to demonstrate proficiency in planning and conduc�ng inves�ga�ons and applying scien�fic ideas to demonstrate an understanding of core ideas.

Student Learning Objec�ves Make predic�ons about the sign and rela�ve quan�ty of net charge of objects or systems a�er various charging processes. ( PS2.B )

Construct an explana�on of a model of electric charge, and make a qualita�ve predic�on about the distribu�on of posi�ve and nega�ve electric charges within neutral systems as they undergo various processes . [Clarifica�on Statement: The focus is on the mechanisms that explain conductors and insulators.] ( PS2.B )

Use mathema�cal representa�ons of Newton’s Law of Gravita�on and Coulomb’s Law to describe and predict the gravita�onal and electrosta�c forces between objects. [Clarifica�on Statement: Emphasis is on both quan�ta�ve and conceptual descrip�ons of gravita�onal and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] ( HS‐PS2‐4 )

Part A:

✓ Why are people on Earth stuck here while astronauts appear to be weightless?

✓ How does the weight (force of gravity) of an astronaut of a specific mass (100 kg including gear) change at specific distances from Earth as the shu�le flies toward the moon?

Concepts Forma�ve Assessment ● Newton’s Law of Universal Gravita�on provides the mathema�cal models to

describe and predict the effects of gravita�onal forces between distant objects.

● Forces at a distance are explained by fields (gravita�onal) permea�ng space that can transfer energy through space.

● Different pa�erns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explana�ons of the gravita�onal force between objects.


● Use mathema�cal representa�ons of phenomena to describe or explain how gravita�onal force is propor�onal to mass and inversely propor�onal to distance squared.

● Demonstrate how Newton’s Law of Universal Gravita�on provides explana�ons for observed scien�fic phenomena.

● Observe pa�erns at different scales to provide evidence for gravita�onal forces between two objects in a system with two objects.

Part B: How far away can my finger be from my sister or brother if I want to zap them with sta�c electricity?

Concepts Forma�ve Assessment

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● Coulomb’s Law provides the mathema�cal models to describe and predict the effects of electrosta�c forces between distant objects.

● Forces at a distance are explained by fields (electric and magne�c) that permeate space and can transfer energy through space.

● Magnets or electric currents cause magne�c fields; electric charges or changing magne�c fields cause electric fields.

● Different pa�erns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explana�ons of electrosta�c a�rac�on and repulsion.


● Use mathema�cal representa�ons of phenomena to describe or explain how electrosta�c force is propor�onal to charge and inversely propor�onal to distance squared.

● Use mathema�cal representa�ons of Coulomb’s Law to predict the electrosta�c forces between two objects in systems with two objects.

● Observe pa�erns at different scales to provide evidence for electrosta�c forces between two objects in systems with two objects.

What it Looks Like in the Classroom

In this unit of study, students will use quan�ta�ve and conceptual descrip�ons of gravita�onal and electric fields in systems with two objects. Students should be able to symbolically represent and manipulate the variables (charge, distance, and force) in the law of universal gravita�on. They should also be able to demonstrate that the units (Coulomb, meter, and Newton) for these quan��es can be used to check their mathema�cal computa�ons.

Students should be able to use the law of universal gravita�on as a mathema�cal model to accurately describe and predict the effects of gravita�onal forces between distant objects. This should be done both qualita�vely and quan�ta�vely. In order to explain and predict interac�ons between objects and within systems of objects, students might be given data (e.g., mass, separa�on distance, radius of body, etc.) and asked to perform calcula�ons to show how the force of gravity is dependent upon the mass of the bodies and the distance between two bodies. Students can also perform calcula�ons to show how the accelera�on due to gravity changes for different celes�al bodies and is dependent upon the mass of the body and its radius. Students should examine data to observe pa�erns at different scales and to provide evidence for gravita�onal forces between two objects in a system with two objects. Data that students are given may include natural satellites, man‐made satellites, planets, comets, and other astronomical objects. Students should also use the universal gravita�on equa�on to verify the value of 9.8 m/s 2 as being the average accelera�on due to gravity on Earth. In all calcula�ons and data sets, students should choose and interpret units consistently in formulas and choose and interpret the scale and origin in graphs and data displays represen�ng their findings. These experiences will allow students to observe and consequently provide evidence for gravita�onal forces between two objects in a system.

Universal Gravita�on Equa�on

Students should be able to explain the effects of forces at a distance by fields of force. For example, place objects of different masses on a bed sheet (a thin rubber sheet would be ideal) and ask students to make observa�ons. Students should note that lighter mass objects slide toward heavier mass objects. Students may also observe the effect that distance factor into how quickly objects slide. Analogies can be drawn between this demonstra�on and the gravita�onal field model. This model may also be used during the second half of the unit for Coulomb’s Law and charge.

It will be important for students to recognize that different pa�erns may be observed at each of the scales at which a system is studied. These pa�erns can provide evidence for cause‐and‐effect rela�onships in explana�ons of gravita�onal forces between objects. For example, students might consider the following ques�ons: Why are people on earth stuck here while astronauts appear to be weightless? How does the weight (i.e., force of gravity) of an astronaut of a specific mass (100 kg including gear) change at specific distances from Earth as the shu�le flies toward the moon? Students can make a data table to track the changes in weight, paying a�en�on to appropriate quan��es, units, rela�onships, and scales.

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Students should be able to understand and manipulate the variables in Coulomb’s Law symbolically. They should also be able to demonstrate that the units for these quan��es can be used to check their mathema�cal computa�ons. Students must be able to explain rela�onships, similari�es, and differences between the law of universal gravita�on and Coulomb’s Law. For example, while both laws are inverse square laws, Coulomb’s Law allows for repulsion forces.

Coulombs Law

Students should be able to use Coulomb’s Law to accurately observe, describe, predict, and provide evidence for the effects of electrosta�c forces between two objects at varying distances. This should be done both qualita�vely and quan�ta�vely. Students should be able to explain observed phenomena in the context of Coulomb’s Law. Students should also be able to explain the effects of forces at a distance by fields of force. Students must be able to demonstrate that Coulomb’s Law is a statement or descrip�on of the rela�onships among observable electrosta�c phenomena.

Students need to recognize that different pa�erns may be observed at each of the scales at which a system is studied and these different pa�erns can provide evidence for causality in explana�ons of phenomena. Opportuni�es to explore Coulomb’s Law through various electrosta�c ac�vi�es (charged balloons on strings, electroscopes, computer simula�ons ( PhET ), videos, etc.) will give students a qualita�ve understanding of distance and magnitude of charge between two objects. At this point, students need only have enough exposure to electrosta�cs to understand Coulomb’ Law. Electricity and magne�sm will be addressed in depth in the Electricity and Magne�sm Unit.

Connec�ng Mathema�cs

Mathema�cs

• Use symbols to represent Newton’s law of gravita�on, Coulomb’s Law, gravita�onal forces between two objects in a system, and electrosta�c forces between two objects in a system and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships to describe and predict the gravita�onal and electrosta�c forces between two objects in a system.

• Use a mathema�cal model of Newton’s law of gravita�on and Coulomb’s Law to describe and predict the gravita�onal and electrosta�c forces between two objects in a system. Iden�fy important quan��es represen�ng the gravita�onal and electrosta�c forces between two objects in a system and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

• Use units as a way to understand the gravita�onal and electrosta�c forces between two objects in a system; choose and interpret units consistently in formulas represen�ng Newton’s law of gravita�on, Coulomb’s Law, gravita�onal forces between two objects in a system, and electrosta�c forces between two objects in a system. Choose and interpret the scale and origin in graphs and data displays represen�ng the gravita�onal and electrosta�c forces between two objects in a system.

• Define appropriate quan��es for the purpose of descrip�ve modeling of the gravita�onal and electrosta�c forces between two objects in a system.

• Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng the gravita�onal and electrosta�c forces between two objects in a system.

• Interpret expressions that represent quan��es of the gravita�onal and electrosta�c forces between two objects in a system in terms of their context.

• Choose and produce an equivalent form of an expression to reveal and explain proper�es of the gravita�onal and electrosta�c forces between two objects in a system.

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Modifica�ons

Teacher Note: Teachers iden�fy the modifica�ons that they will use in the unit. The unneeded modifica�ons can then be deleted from the list.












Students may hold misconcep�ons about the magnitude of the earth's gravita�onal force. Even a�er a physics course, many high‐school students believe that gravity increases with height above the earth's surface. Many high‐school students are not sure whether the force of gravity would be greater on a lead ball than on a wooden ball of the same size. High‐school students also have difficulty in conceptualizing gravita�onal forces as interac�ons. In par�cular, they have difficulty in understanding that the magnitudes of the gravita�onal forces that two objects of different mass exert on each other are equal. These difficul�es persist even a�er specially designed instruc�on. (NSDL, 2015).

Prior Learning

Physical science

● Electric and magne�c (electromagne�c) forces can be a�rac�ve or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magne�c strengths involved and on the distances between the interac�ng objects.

● Gravita�onal forces are always a�rac�ve. There is a gravita�onal force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

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● Forces that act at a distance (electric, magne�c, and gravita�onal) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object or a ball, respec�vely).

Earth and space sciences

● The solar system consists of the sun and a collec�on of objects, including planets, their moons, and asteroids, that are held in orbit around the sun by the sun’s gravita�onal pull on them.

● This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direc�on over the short term but �lted rela�ve to its orbit around the sun. The seasons are a result of that �lt and are caused by the differen�al intensity of sunlight on different areas of Earth across the year.

● The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.


Physical science

• Energy is a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er and radia�on within that system. That a single quan�ty called energy exists is due to the fact that a system’s total energy is conserved, even as, within the system, energy is con�nually transferred from one object to another and between its various possible forms.

• At the macroscopic scale, energy manifests itself in mul�ple ways, such as in mo�on, sound, light, and thermal energy.

• These rela�onships are be�er understood at the microscopic scale, at which all of the different manifesta�ons of energy can be modeled as a combina�on of energy associated with the mo�on of par�cles and energy associated with the configura�on (rela�ve posi�on) of the par�cles. In some cases the rela�ve posi�on energy can be thought of as stored in fields (which mediate interac�ons between par�cles). This last concept includes radia�on, a phenomenon in which energy stored in fields moves across space.


• The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.

• The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth.

• The Big Bang theory is supported by observa�ons of distant galaxies receding from our own, by the measured composi�on of stars and nonstellar gases, and by the maps of spectra of the primordial radia�on (cosmic microwave background) that s�ll fills the universe.

• Other than the hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

• Kepler’s laws describe common features of the mo�ons of orbi�ng objects, including their ellip�cal paths around the sun. Orbits may change due to the gravita�onal effects from or collisions with other objects in the solar system.

● Con�nental rocks, which can be more than 4 billion years old, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.

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• Although ac�ve geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed li�le over billions of years. Studying these objects can provide informa�on about Earth’s forma�on and early history.

• The abundance of liquid water on Earth’s surface and its unique combina�on of physical and chemical proper�es are central to the planet’s dynamics. Water’s physical and chemical proper�es include its excep�onal capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosi�es and mel�ng points of rocks.

• Resource availability has guided the development of human society.

● All forms of energy produc�on and other resource extrac�on have associated economic, social, environmental, and geopoli�cal costs and risks as well as benefits. New technologies and social regula�ons can change the balance of these factors.

Samples of Open Educa�on Resources for this unit:

Note‐ These are student sense‐making experiences that can be used a�er being modified to be three‐dimensional. Teachers need to set up a free account with PhET in order to use the online simula�ons ( h�ps://PhET.colorado.edu ).

Gravity Force Lab: Visualize the gravita�onal force that two objects exert on each other. Adjust proper�es of the objects to see how changing the proper�es affect the gravita�onal a�rac�on.

Graphical Rela�onships in Electric Fields : Ac�vity uses the simula�ons to generate data to be analyzed. Allows for graphical analysis and equa�ons related to voltage and Coulombs Law.

Electrosta�cs: Use a series of interac�ve models and games to explore electrosta�cs. Learn about the effects posi�ve and nega�ve charges have on one another, and inves�gate these effects further through games. Learn about Coulomb’s law and the concept that both the distance between the charges and the difference in the charges affect the strength of the force. Explore polariza�on at an atomic level, and learn how a material that does not hold any net charge can be a�racted to a charged object.

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Appendix A: NJSLS‐S and Founda�ons for the Unit


Science and Engineering Prac�ces Disciplinary Core Ideas Crosscu�ng Concepts Using Mathema�cs and Computa�onal Thinking

Mathema�cal and computa�onal thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear func�ons including trigonometric func�ons, exponen�als and logarithms, and computa�onal tools for sta�s�cal analysis to analyze, represent, and model data. Simple computa�onal simula�ons are created and used based on mathema�cal models of basic assump�ons.

● Use mathema�cal representa�ons of phenomena to describe explana�ons. (HS‐PS2‐4)

PS2.B: Types of Interac�ons

● Newton’s law of universal gravita�on and Coulomb’s law provide the mathema�cal models to describe and predict the effects of gravita�onal and electrosta�c forces between distant objects. (HS‐PS2‐4)

● Forces at a distance are explained by fields (gravita�onal, electric, and magne�c) permea�ng space that can transfer energy through space. Magnets or electric currents cause magne�c fields; electric charges or changing magne�c fields cause electric fields. (HS‐PS2‐4)

Pa�erns

● Different pa�erns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explana�ons of phenomena. (HS‐PS2‐4)

‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐



● Theories and laws provide explana�ons in science. (HS‐PS2‐4)

● Laws are statements or descrip�ons of the rela�onships among observable phenomena. (HS‐PS2‐4)

Embedded English Language Arts/Literacy and Mathema�cs


N/A

Mathema�cs

Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐PS2‐4) HSN.Q.A.3

Interpret expressions that represent a quan�ty in terms of its context. (HS‐PS2‐4) HSA.SSE.A.1

Choose and produce an equivalent form of an expression to reveal and explain proper�es of the quan�ty represented by the expression. (HS‐PS2‐4) HSA.SSE.B.3

Reason abstractly and quan�ta�vely. (HS‐PS2‐4) MP.2

Model with mathema�cs. (HS‐PS2‐4) MP.4

Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐PS2‐4) HSN.Q.A.1

Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐PS2‐4) HSN.Q.A.2

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● Gravity Force Lab ● Graphical Rela�onships in Electric Fields ● Electrosta�cs

Technology/GAFE

● Google slides presenta�on on Universal Gravita�on and Coulomb’s Law ● PhET simula�ons ● Google Classroom correspondence for readings, packets and assignments


● Preferen�al sea�ng during presenta�ons on Universal Gravita�on and Coulomb’s Law ● Repeat/rephrase instruc�ons for lab procedures ● Provide study guides for modified assessments for Universal Gravita�on and Coulomb’s Law

ELL (SEI)

● Provide pictures of orbi�ng planets and interac�ons between posi�ve and nega�ve charges with labels and direc�ons for ac�vi�es ● Model lab techniques clarify instruc�ons ● Provide study guides for modified assessments on Universal Gravita�on and Coulomb’s Law ● Allow use of bilingual dic�onaries. They can look up Electrosta�c and Gravita�on and the like.

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● Provide study guides for assessments on Universal Gravita�on and Coulomb’s Law ● Use manipula�ves and visuals, such as globes during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with Universal Gravita�on and Coulomb’s Law

Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. ● Assign independent research assignment on Coulomb’s and Newton’s work.


● Forma�ve: Reading quiz homework checks ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report

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Physics Unit 3: Kepler’s Laws Instruc�onal Days: 10 Unit Summary

How was it possible for NASA to inten�onally fly into Comet Tempel 1? In this unit of study, students use mathema�cal and computa�onal thinking to examine the processes governing the workings of the solar system and universe. The crosscu�ng concepts of scale, propor�on, and quan�ty are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate proficiency in using mathema�cal and computa�onal thinking and to use this prac�ce to demonstrate understanding of core ideas.

Student Learning Objec�ves Use mathema�cal or computa�onal representa�ons to predict the mo�on of orbi�ng objects in the solar system. [Clarifica�on Statement: Emphasis is on Newtonian gravita�onal laws governing orbital mo�ons, which apply to human‐made satellites as well as planets and moons.] [Assessment Boundary: Mathema�cal representa�ons for the gravita�onal a�rac�on of bodies and Kepler’s Laws of orbital mo�ons should not deal with more than two bodies, nor involve calculus.] ( HS‐ESS1‐4 )

Part A: How was it possible for NASA to inten�onally fly into Comet Tempel 1?

Concepts Forma�ve Assessment ● Kepler’s laws describe common features of the mo�ons of orbi�ng objects,

including their ellip�cal paths around the sun. Orbits may change due to the gravita�onal effects from, or collisions with, other objects in the solar system.

● Algebraic thinking is used to examine scien�fic data and predict the effect of a change in one variable on another. (e.g., linear growth vs. exponen�al growth).


● Use mathema�cal or computa�onal representa�ons to predict the mo�on of orbi�ng objects in the solar system.

● Use mathema�cal and computa�onal representa�ons of Newtonian gravita�onal laws governing orbital mo�on that apply to moons and human‐made satellites.

● Use algebraic thinking to examine scien�fic data and predict the mo�on of orbi�ng objects in the solar system.


In this unit, students will develop an understanding of Kepler’s laws, which describe common features of the mo�ons of orbi�ng objects, including their ellip�cal paths around the sun. They will also learn how orbits may change due to the gravita�onal effect from, or collisions with, other objects in the solar system. They will also use algebraic thinking and mathema�cal and computa�onal representa�ons to examine data and predict the mo�on of orbi�ng objects, including moons in our solar system and human‐made satellites.

Regarding Kepler’s first law, students must have experience in crea�ng an ellipse with two foci in order to appreciate that the sun and the center of the solar system’s mass are the two foci around which the Earth orbits. Having students actually create ellipses with tacks, cardboard, and string will provide a concrete example of Kepler’s first law. Students should also use a mathema�cal model to explain the mo�on of orbi�ng objects in the solar system, iden�fying any important quan��es and rela�onships and using units when appropriate.

Regarding Kepler’s second law, students must understand that a line joining a planet and the sun sweeps out equal areas during equal intervals of �me. Diagrams should be used to facilitate understanding of this concept. For example, students can represent the ellipse from the previous exercise on graph paper. The ellipse can

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then be divided into equal arc lengths represen�ng �me intervals. Next, the area of each wedge can be approximated by finding the area of each approximate triangle. Students should keep accuracy and limita�ons of measurement in mind while modeling the mo�on of orbi�ng objects. Using a pizza that isn’t cut symmetrically as an example, ask students where planets are moving fastest and slowest. Ask where areas of greatest centripetal force and accelera�on are located.

Students must be able to perform mathema�cal computa�ons with using Kepler’s third law.

Kepler’s Third Law

Kepler observed in the law of harmonies that this ra�o is the same for every planet in our solar system. Students should understand the value of one astronomical unit (AU) and the distance from the Earth to the sun (149,597,870.700 kilometers) in order to facilitate calcula�ons for astronomical bodies orbi�ng our sun. Time can be measured in Earth days or Earth years.

Students must also be able to combine Newton’s law of universal gravita�on with Kepler’s third law to obtain Newton’s version of Kepler’s third law. This can then be used to describe planetary mo�on in our solar system with no more than two bodies at a �me. Students must be able to predict the mo�on of human‐made satellites as well as planets and moons. Students should be able to describe, for example, why any geosynchronous satellite must always maintain a specific orbit.

Students should apply Kepler’s and Newton’s laws to astronomical data in order to determine the validity of the laws. They might be given astronomical data in the form of numerical tables showing periods and radii. Examples should also include pictorial data of the shapes of orbits of planets in our solar system.

It might be useful to reinforce prior learning of Newton’s laws (F=ma, law of iner�a) while showing how orbits may change due to the gravita�onal effects from, or collisions with, other objects in the solar system. Students must be able to explain why planetary orbits may change (e.g., the Kessler Effect, perturba�ons, wobble, etc.).

Students should appreciate how astronomers find extrasolar planets. They should also be able to explain how observa�ons about an orbi�ng planet can yield informa�on about the mass and loca�on of the star it orbits.

Students should be able analyze data in which variables such as force, mass, period, and radius of orbit are changed in order to visualize the rela�onships between a central force and an orbi�ng body within the context of Kepler’s laws as well as the law of universal gravita�on. For example, lab data or planetary data may be fed into a computer simula�on (PhET), and the resul�ng orbital behavior analyzed for its compliance with Kepler’s laws and universal gravita�on

Connec�ng Mathema�cs

Mathema�cs

● Represent the mo�on of orbi�ng objects in the solar system symbolically, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about the mo�on of orbi�ng objects in the solar system symbolically and manipulate the represen�ng symbols.

● Use a mathema�cal model to explain the mo�on of orbi�ng objects in the solar system. Iden�fy important quan��es in the mo�on of orbi�ng objects in the solar system and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

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● Use units as a way to understand the mo�on of orbi�ng objects in the solar system and to guide the solu�on of mul�step problems; choose and interpret units represen�ng the mo�on of orbi�ng objects in the solar system consistently in formulas; chose and interpret the scale and the origin in graphs and data displays represen�ng the mo�on of orbi�ng objects in the solar system.

● Define appropriate quan��es for the purpose of descrip�ve modeling of the mo�on of orbi�ng objects in the solar system.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng the mo�on of orbi�ng objects in the solar system.

● Interpret expressions that represent the mo�on of orbi�ng objects in the solar system.

● Create equa�ons in two or more variables to represent rela�onships between quan��es represen�ng the mo�on of orbi�ng objects in the solar system; graph equa�ons represen�ng the mo�on of orbi�ng objects in the solar system on coordinate axes with labels and scales.

● Rearrange formulas represen�ng the mo�on of orbi�ng objects in the solar system to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons.

Modifica�ons

Teacher Note: Teachers iden�fy the modifica�ons that they will use in the unit.












Research suggests teaching the concepts of spherical Earth, space, and gravity in close connec�on to each other. Students typically do not understand gravity as a force and misconcep�ons about the causes of gravity persist a�er tradi�onal high‐school physics instruc�on. These misconcep�ons about the causes of gravity can be

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overcome by specially designed instruc�on. Students of all ages may hold misconcep�ons about the magnitude of the earth's gravita�onal force. Even a�er a physics course, many high‐school students believe that gravity increases with height above the earth's surface.

High‐school students also have difficulty in conceptualizing gravita�onal forces as interac�ons between two objects. In par�cular, they have difficulty in understanding that the magnitudes of the gravita�onal forces that two objects of different mass exert on each other are equal therefore resul�ng in a deeper understanding of the rela�onships between the object as per of measurable phenomenon. The difficul�es persist even a�er specially designed instruc�on ( NSDL , 2015).

Prior Learning

Physical science

● For any pair of interac�ng objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direc�on (Newton’s third law).

● The mo�on of an object is determined by the sum of the forces ac�ng on it; if the total force on the object is not zero, its mo�on will change. The greater the mass of the object, the greater the force needed to achieve the same change in mo�on. For any given object, a larger force causes a larger change in mo�on.

● All posi�ons of objects and the direc�ons of forces and mo�ons must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share informa�on with other people, these choices must also be shared.

● Electric and magne�c (electromagne�c) forces can be a�rac�ve or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magne�c strengths involved and on the distances between the interac�ng objects.

● Gravita�onal forces are always a�rac�ve. There is a gravita�onal force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

● Forces that act at a distance (electric, magne�c, and gravita�onal) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object or a ball, respec�vely).


● Pa�erns of the apparent mo�on of the sun, the moon, and the stars in the sky can be observed, described, predicted, and explained with models.

● Earth and its solar system are part of the Milky Way Galaxy, which is one of many galaxies in the universe.

● The solar system consists of the sun and a collec�on of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravita�onal pull on them.

● This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direc�on over the short term but �lted rela�ve to its orbit around the sun. The seasons are a result of that �lt and are caused by the differen�al intensity of sunlight on different areas of Earth across the year.

● The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.


Physical Science

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● Newton’s law of universal gravita�on and Coulomb’s law provide the mathema�cal models to describe and predict the effects of gravita�onal and electrosta�c forces between distant objects.

● Forces at a distance are explained by fields (gravita�onal, electric, and magne�c) permea�ng space that can transfer energy through space. Magnets or electric currents cause magne�c fields; electric charges or changing magne�c fields cause electric fields.

● A�rac�on and repulsion between electric charges at the atomic scale explain the structure, proper�es, and transforma�ons of ma�er, as well as the contact forces between material objects.

Samples of Open Educa�on Resources for this Unit

• Planetary Orbits Lab ‐ Understanding and u�lizing Kepler’s laws of mo�on plus the effects of velocity and force on a satellites’ orbit

• Gravity Force Lab ‐ Students will use the Gravity Force Lab PhET Simula�on to inves�gate what the gravita�onal force between two objects depends on and experimentally determine the Universal Gravita�onal constant, G. Lab Sheet

• Period of Jupiter’s moons ‐ Students use a series of 31 images of Jupiter’s 4 Galilean moons to find their orbit periods and orbit radii. They compare their results with known data for those moons. Finally they test various mathema�cal expressions to find a “constant” rela�onship between orbit period (T) and orbit radius (R) to arrive at Kepler’s 3rd Law. ( All ac�vi�es Kepler’s NASA )

• Periodic Planetary Orbits ‐ This ac�vity will show how to calculate the period of the orbit (length of the year) for planets in the Solar System.

• Curtate of Planetary Orbits ‐ Calculate and plot orbits of Planets in Solar System

• Exploring Kepler’s Laws and the Universal Law of Gravita�on ‐ Using Interac�ve Physics to explore Kepler’s laws of planetary mo�on and the universal law of gravita�on.

• Basic Kepler Ac�vity ‐ This ac�vity will discuss the proper�es of ellipses and Kepler's laws of orbital mo�on.



Science and Engineering Prac�ces Disciplinary Core Ideas Crosscu�ng Concepts

Using Mathema�cal and Computa�onal Thinking

● Use mathema�cal or computa�onal representa�ons of phenomena to describe explana�ons. (HS‐ESS1‐4)

ESS1.B: Earth and the Solar System

● Kepler’s laws describe common features of the mo�ons of orbi�ng objects, including their ellip�cal paths around the sun. Orbits may change due to the gravita�onal effects from, or collisions with, other objects in the solar system. (HS‐ESS1‐4)

Scale, Propor�on, and Quan�ty

● Algebraic thinking is used to examine scien�fic data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponen�al growth). (HS‐ESS1‐4)

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Connec�on to Engineering, Technology, and Applica�ons of Science

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Interdependence of Science, Engineering, and Technology

● Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scien�sts, engineers, and others with wide ranges of exper�se. (HS‐ESS1‐4)

Embedded Mathema�cs

English Language Arts/Literacy‐ N/A

Mathema�cs

Reason abstractly and quan�ta�vely. (HS‐ESS1‐4) MP.2

Model with mathema�cs. (HS‐ESS1‐4) MP.4

Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐ESS1‐4) HSN‐Q.A.1

Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐ESS1‐4) HSN‐Q.A.2

Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐ESS1‐4) HSN‐Q.A.3

Interpret expressions that represent a quan�ty in terms of its context. (HS‐ESS1‐4) HSA‐SSE.A.1

Create equa�ons in two or more variables to represent rela�onships between quan��es; graph equa�ons on coordinate axes with labels and scales. (HS‐ESS1‐4) HSA‐CED.A.2

Rearrange formulas to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons. (HS‐ESS1‐4) HSA‐CED.A.4






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● Lab ‐ Exploring Kepler’s Laws ● Lab ‐ Force tables ● Project ‐ Newton’s Laws and you

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Technology/GAFE

● Google slides presenta�on on the Kepler’s Laws ● Google Classroom correspondence for readings, packets and assignments on gravita�on


● Preferen�al sea�ng during presenta�ons on Kepler’s Laws ● Repeat/rephrase instruc�ons for lab procedures on Kepler’s First Law of Planetary Mo�on ● Provide study guides for modified assessments on Kepler’s Laws

ELL (SEI)

● Provide diagrams of the planetary orbits around the Sun. ● Model lab techniques, such as how to safely operate a compass, to clarify instruc�ons. ● Provide study guides for modified assessments on planetary mo�on. ● Allow use of bilingual dic�onaries. They can look up star, planet, orbit, and such.


● Provide study guides for assessments on universal gravita�on ● Use manipula�ves and visuals, such as models of planets and pictures of our solar system, during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with gravita�on and Kepler’s Laws.

Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. I.E Modeling a planet’s orbit around the sun. ● Assign independent research assignment on the history of man’s understanding of the solar system.


● Forma�ve: Reading quiz homework checks on unit of planetary mo�on and Kepler’s Laws ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report on Kepler’s First Law

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● Alterna�ve: Build a model of Kepler’s First Law of Planetary mo�on

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Unit 4: Energy Instruc�onal Days: 20 Unit Summary

How is energy transferred and conserved?

In this unit of study, students develop and use models, plan and carry out inves�ga�ons, use computa�onal thinking and design solu�ons as they make sense of the disciplinary core idea . The disciplinary core idea of Energy is broken down into subcore ideas: defini�ons of energy , conserva�on of energy and energy transfer , and the rela�onship between energy and forces . Energy is understood as a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er, and the total change of energy in any system is equal to the total energy transferred into and out of the system. Students also demonstrate their understanding of engineering principles when they design, build, and refine devices associated with the conversion of energy. The crosscu�ng concepts of cause and effect, systems and systems models, energy and ma�er, and the influence of science, engineering, and technology on society and the natural world are further developed in the performance expecta�ons. Students are expected to demonstrate proficiency in developing and using models, planning and carry out inves�ga�ons, using computa�onal thinking and designing solu�ons , and they are expected to use these prac�ces to demonstrate understanding of core ideas.

Student Learning Objec�ves Iden�fy and quan�fy the various types of energies within a system of objects in a well‐defined state, such as elas�c poten�al energy, gravita�onal poten�al energy, kine�c energy, and thermal energy and represent how these energies may change over �me. ( PS3.A and PS3.B )

Calculate changes in kine�c energy and gravita�onal poten�al energy of a system using representa�ons of that system. ( PS3.A )

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combina�on of energy associated with the mo�ons of par�cles (objects) and energy associated with the rela�ve posi�on of par�cles (objects). [Clarifica�on Statement: Examples of phenomena at the macroscopic scale could include the conversion of kine�c energy to thermal energy, the energy stored due to posi�on of an object above the earth, and the energy stored between two electrically charged plates. Examples of models could include diagrams, drawings, descrip�ons, and computer simula�ons.] ( HS‐PS3‐2 )

Create a computa�onal model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarifica�on Statement: Emphasis is on explaining the meaning of mathema�cal expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computa�ons; to systems of two or three components; and to thermal energy, kine�c energy, and/or the energies in gravita�onal, magne�c, or electric fields.] ( HS‐PS3‐1 )

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Emphasis is on both qualita�ve and quan�ta�ve evalua�ons of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency. Assessment for quan�ta�ve evalua�ons is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] ( HS‐PS3‐3 )

Analyze a major global challenge to specify qualita�ve and quan�ta�ve criteria and constraints for solu�ons that account for societal needs and wants. ( HS‐ETS1‐1 )



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Use a computer simula�on to model the impact of proposed solu�ons to a complex real‐world problem with numerous criteria and constraints on interac�ons within and between systems relevant to the problem. ( HS‐ETS1‐4 )

Part A: I have heard about it since kindergarten but what is energy?

Concepts Forma�ve Assessment ● Energy is a quan�ta�ve property of a system that depends on the mo�on

and interac�ons of ma�er and radia�on within that system.


● These rela�onships are be�er understood at the microscopic scale, at which all of the different manifesta�ons of energy can be modeled as a combina�on of energy associated with the mo�on of par�cles and energy associated with the configura�on (rela�ve posi�on of the par�cles).

● In some cases, the rela�ve posi�on energy can be thought of as stored in fields (which mediate interac�ons between par�cles).

● Radia�on is a phenomenon in which energy stored in fields moves across spaces.

● Energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems.


● Develop and use models based on evidence to illustrate that energy at the macroscopic scale can be accounted for as a combina�on of energy associated with mo�ons of par�cles (objects) and energy associated with the rela�ve posi�on of par�cles (objects).

● Develop and use models based on evidence to illustrate that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems.

● Use mathema�cal expressions to quan�fy how the stored energy in a system depends on its configura�on (e.g., rela�ve posi�ons of charged par�cles, compressions of a spring) and how kine�c energy depends on mass and speed.

● Use mathema�cal expressions and the concept of conserva�on of energy to predict and describe system behavior.

Part B: How can we use mathema�cs to prove what happens in an abio�c and bio�c systems?

Concepts Forma�ve Assessment ● That there is a single quan�ty called energy is due to the fact that a system’s

total energy is conserved even as, within the system, energy is con�nually transferred from one object to another and between its various possible forms.

● Conserva�on of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.

● Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

● The availability of energy limits what can occur in any system.


● Use basic algebraic expressions or computa�ons to create a computa�onal model to calculate the change in the energy of one component in a system (limited to two or three components) when the change in energy of the other component(s) and energy flows in and out of the system are known.

● Explain the meaning of mathema�cal expressions used to model the change in the energy of one component in a system (limited to two or three components) when the change in energy of the other component(s) and out of the system are known.

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● Models can be used to predict the behavior of a system, but these predic�ons have limited precision and reliability due to the assump�ons and approxima�on inherent in models.

● Science assumes that the universe is a vast single system in which basic laws are consistent.

Part C: Superstorm Sandy devastated the New Jersey Shore and demonstrated to the public how vulnerable our infrastructure is. Using your

understandings of energy, design a low technology system that would insure the availability of energy to residents if catastrophic damage to the grid occurs again.


● At the macroscopic scale, energy manifests itself in mul�ple ways, such as in mo�on, sound, light, and thermal energy.

● Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

● Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within that system.

● Modern civiliza�on depends on major technological systems. Engineers con�nuously modify these technological systems by applying scien�fic knowledge and engineering design prac�ces to increase benefits while decreasing costs and risks.

● News technologies can have deep impacts on society and the environment, including some that were not an�cipated.

● Analysis of costs and benefits is a cri�cal aspect of decisions about technology.

● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them.

● Humanity faces major global challenges today, such as the need for supplies of clean water or for energy sources that minimize pollu�on that can be addressed through engineering. These global challenges also may have manifesta�ons in local communi�es.


● Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons.

● Analyze a device to convert one form of energy into another form of energy by specifying criteria and constraints for successful solu�ons.

● Use mathema�cal models and/or computer simula�ons to predict the effects of a device that converts one form of energy into another form of energy.

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In this unit of study, students will develop an understanding that energy is a quan�ta�ve property. They will explore energy in systems as a func�on of the mo�on and interac�ons of ma�er and radia�on within systems. Energy can be detected and measured at the macroscopic scale as the phenomena of mo�on, sound, light, and thermal energy. Students will also learn that these forms of energy can be modeled in terms of the energy associated with the mo�on of par�cles or the energy stored in fields (gravita�onal, electric, magne�c,) that mediate interac�ons between par�cles.

Students should ul�mately be able to develop models to illustrate that energy at the macroscopic scale can be accounted for as a combina�on of energy associated with the mo�ons of par�cles, or objects, and energy associated with the rela�ve posi�on of par�cles, or objects. In some cases, the rela�ve posi�on energy can be thought of as stored in fields. Students should be able to qualita�vely show that an object in a gravita�onal field has a greater amount of poten�al energy as it is put into higher and higher loca�ons in that field. An example of this could be inves�ga�ng how an object, such as a ball, when released from successively higher and higher posi�ons hits the ground at greater and greater veloci�es (kine�c energy).

Kine�c Energy

Poten�al Energy

Work

In these kinds of inves�ga�ons, students should understand how to obtain the original poten�al energy of the object. They should know that when work is done on an object, the energy of the object changes, such as when the wrecking ball of a demoli�on machine is raised. Work can be calculated ( � = �� ), appreciated, and understood as a concept. Students should recognize the rela�onship between the work done on an object and the poten�al energy of objects. Considering an object that collides with the ground, students should be able to list a variety of ways the kine�c energy is transferred upon impact. For example, kine�c energy is transferred to thermal energy or to sound. Emphasis on the law of conserva�on of energy should be evident at all points of this discussion. Energy cannot be created or destroyed. It only moves between one place and another, between objects and/or fields, or between systems. Students should demonstrate their understanding of energy conserva�on and transfer using models. Models should be evidence based and illustrate the rela�onship between energy at the bulk scale and mo�on and posi�on at the par�cle scale. Models should also illustrate conserva�on of energy. Examples of models might include diagrams, drawings, wri�en descrip�ons, or computer simula�ons. Modeling should include strategic use of digital media in presenta�ons to enhance understanding.

Students should understand that changes of energy in a system are described in terms of energy flows into, out of, and within the system. They should also be able to describe the components of a system. Basic algebraic expressions or computa�ons should be used to model the energy of one component of a system (limited to two or three components) when the change in energy of the other components is known. Students should be given opportuni�es to quan�ta�vely calculate an object’s gravita�onal poten�al energy based on its height (near the surface of the Earth). Students should also be able to calculate the poten�al and kine�c energy of an object simultaneously as the object falls through a gravita�onal field. Calcula�ons might be displayed in table format. At this point, the law of conserva�on of energy should be evident numerically through analysis of the calculated data in the table.

Students should have an understanding that kine�c energy depends on mass and speed. As an enrichment ac�vity, students might calculate the �me at each individual height in the table. Students could then graph the poten�al and kine�c energy versus height on one graph, and both the poten�al and kine�c energy versus �me on another. Analysis of the energy versus height graph will demonstrate that as an object falls, the poten�al energy will linearly decrease as the kine�c energy linearly increases. Analysis of the energy versus �me graph should demonstrate that the poten�al energy exponen�ally decreases as the kine�c energy

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exponen�ally increases. In all data representa�ons and calcula�ons, students should define quan��es, use units, and choose a level of accuracy appropriate to limita�ons on measurement.

calculate the �me at each individual height in the table where � is the distance fallen from start

poten�al energy of springs where k is spring constant and is the amount of compression rela�ve to the equilibrium posi�on

Students should conduct short as well as more sustained research to describe energy conversions and energy flows within and between systems. They should evaluate and compare mul�ple sources of informa�on to enhance understanding. When exploring systems, they should be limited to two or three components and to thermal energy, kine�c energy, and/or the energies in gravita�onal, magne�c, or electrical fields. Examples of systems students might consider include a boulder rolling down a hill, a coas�ng bicyclist moving up a hill, the interac�on between two like poles of magnets, thermal convec�on in a glass tube, and a small motor made out of a ba�ery, permanent magnet, and coil of wire.

Students also should use mathema�cal expressions to quan�fy how stored energy in a system depends on configura�on—for example, the stretching or compression of a spring. Students might calculate the poten�al energy of springs. Students should also consider how stored energy depends on configura�on in terms of rela�ve posi�ons of charged par�cles. Students might perform inves�ga�ons with capacitors. They should also know that the availability of energy limits what can occur in any system.

Another way for students to illustrate that, in systems, energy can be transformed into various types of energy (both poten�al and kine�c) is to describe and diagram the changes in energy that occur in systems. For example, students could diagram steps showing the transforma�ons of energy that occur when a student uses a yo‐yo or the transforma�ons of energy that occur in a burning candle. Ul�mately, students might also diagram the steps showing transforma�ons of energy, from fusion in the sun to the food that we eat. Students should include the phenomenon of radia�on, in which energy stored in fields can move across spaces, when appropriate.

In this unit, students will also design, build, and refine a device that works within given constraints to convert one form of energy into another based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. They should also use mathema�cal models or computer simula�ons to predict the effects of a device that converts one form of energy into another.

To fulfill the engineering component of this unit as described above, students might be assigned a rollercoaster project to explore energy transforma�on and conserva�on. This could be a computer simula�on, prac�cal model, or model with Excel‐calculated formulae to verify expected results. Students could also design and build a Rube Goldberg apparatus to perform a given task. A�er conduc�ng research, students could make claims or defend arguments about various green energy sources. Proper�es of dams, solar cells, solar ovens, generators, and turbines could be explored through simula�ons. Evalua�ons of devices should be both qualita�ve and quan�ta�ve, and analysis of costs and benefits is a cri�cal aspect of design decisions.

When focusing on engineering, students should keep in mind that modern civiliza�on depends on major technological systems, and that engineers con�nuously modify these systems by applying scien�fic knowledge and engineering design prac�ces to increase benefits while decreasing costs and risks. Students should also develop an understanding that new technologies can have deep impacts on society and the environment, including some that were not an�cipated.

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This unit allows for the opportunity to apply one or more engineering prac�ces at the teacher’s discre�on. ETS1‐1 is specifically called for in the engineering performance expecta�on of this unit. Because of the requirement to design, build, and refine a device to convert one form of energy into another, students have the opportunity to experience the complete engineering cycle. All ETS1 performance expecta�ons have been included. Some examples of ac�vi�es might include, but are not limited to, designing roller coasters, Rube Goldberg machines, or exploring systems represented by wind‐up toys, green energy conserva�on devices, or solar energy storage devices that perform useful work.

Leveraging English Language Arts/Literacy and Mathema�cs

English Language Art/Literacy

● Make strategic use of digital media in presenta�ons to enhance understanding of the no�on that energy is a quan�ta�ve property of a system and that the change in the energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known.

● Make strategic use of digital media in presenta�ons to support the claim that energy at the macroscopic scale can be accounted for as a combina�on of energy associated with mo�ons of par�cles (objects) and energy associated with the rela�ve posi�on of par�cles (objects).

● Conduct short as well as more sustained research projects to describe energy conversions as energy flows into, out of, and within systems.

● Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media to describe energy conversions as energy flows into, out of, and within systems.

● Evaluate scien�fic text regarding energy conversions to determine the validity of the claim that although energy cannot be destroyed, it can be converted into less useful forms.

● Compare different sources of informa�on describing energy conversions to create a coherent understanding of energy flows into, out of, within, and between systems.

Mathema�cs

● Represent symbolically an explana�on about the no�on that energy is a quan�ta�ve property of a system and that the change in the energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known symbolically, and manipulate the represen�ng symbols.

● Use a mathema�cal model to explain the no�on that energy is a quan�ta�ve property of a system and that the change in the energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known. Iden�fy important quan��es in energy of components in systems and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use units as a way to understand how the change in the energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known; choose and interpret units consistently in formulas represen�ng how the change in the energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known; choose and interpret the scale and the origin in graphs and data displays represen�ng that the energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known.

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● Define appropriate quan��es for the purpose of descrip�ve modeling of how the quan�ta�ve change in energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng how the energy of one component in a system can be calculated when the change in energy of the other component(s) and energy flows in and out of the system are known.

● Represent symbolically that energy at the macroscopic scale can be accounted for as a combina�on of energy associated with mo�ons of par�cles (objects) and energy associated with the rela�ve posi�on of par�cles (objects), and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships between the energy associated with mo�ons of par�cles (objects) and energy associated with the rela�ve posi�on of par�cles (objects).

● Represent the conversion of one form of energy into another symbolically, considering criteria and constraints, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships in the conversion of one form of energy into another.

● Use a mathema�cal model of how energy at the macroscopic scale can be accounted for as a combina�on of energy associated with mo�ons of par�cles (objects) and energy associated with the rela�ve posi�on of par�cles (objects). Iden�fy important quan��es represen�ng how the energy at the macroscopic scale can be accounted for as a combina�on of energy associated with mo�ons of par�cles (objects) and energy associated with the rela�ve posi�on of par�cles (objects), and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use a mathema�cal model to describe the conversion of one form of energy into another and to predict the effects of the design on systems and/or interac�ons between systems. Iden�fy important quan��es in the conversion of one form of energy into another and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use units as a way to understand the conversion of one form of energy into another; choose and interpret units consistently in formulas represen�ng energy conversions as energy flows into, out of, and within systems; choose and interpret the scale and the origin in graphs and data displays represen�ng energy conversions as energy flows into, out of, and within systems.

● Define appropriate quan��es for the purpose of descrip�ve modeling of a device to convert one form of energy into another form of energy.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es of energy conversions as energy flows into, out of, and within systems.

Modifica�ons






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Students rarely think energy is measurable and quan�fiable. Students' alterna�ve conceptualiza�ons of energy influence their interpreta�ons of textbook representa�ons of energy.

Students tend to think that energy transforma�ons involve only one form of energy at a �me. Although they develop some skill in iden�fying different forms of energy, in most cases their descrip�ons of energy‐change focus only on forms which have perceivable effects. The transforma�on of mo�on to heat seems to be difficult for students to accept, especially in cases with no temperature increase. Finally, it may not be clear to students that some forms of energy, such as light, sound, and chemical energy, can be used to make things happen.

The idea of energy conserva�on seems counterintui�ve to students who hold on to the everyday use of the term energy, but teaching heat dissipa�on ideas at the same �me as energy conserva�on ideas may help alleviate this difficulty. Even a�er instruc�on, however, students do not seem to appreciate that energy conserva�on is a useful way to explain phenomena. A key difficulty students have in understanding conserva�on appears to derive from not considering the appropriate system and environment. In addi�on, high‐school students tend to use their conceptualiza�ons of energy to interpret energy conserva�on ideas. For example, some students interpret the idea that "energy is not created or destroyed" to mean that energy is stored up in the system and can even be released again in its original form. Or, students may believe that no energy remains at the end of a process, but may say that "energy is not lost" because an effect was caused during the process (for example, a weight was li�ed). Although teaching approaches which accommodate students' difficul�es about energy appear to be more successful than tradi�onal science instruc�on, the main deficiencies outlined above remain despite these approaches (NSDL, 2015)

Prior Learning

Physical science

• Mo�on energy is properly called kine�c energy; it is propor�onal to the mass of the moving object and grows with the square of its speed.

• A system of objects may also contain stored (poten�al) energy, depending on the objects’ rela�ve posi�ons.

• Temperature is a measure of the average kine�c energy of par�cles of ma�er. The rela�onship between the temperature and the total energy of a system depends on the types, states, and amounts of ma�er present.

• When the mo�on energy of an object changes, there is inevitably some other change in energy at the same �me.

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• The amount of energy transfer needed to change the temperature of a ma�er sample by a given amount depends on the nature of the ma�er, the size of the sample, and the environment.

• Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.

• Each pure substance has characteris�c physical and chemical proper�es (for any bulk quan�ty under given condi�ons) that can be used to iden�fy it. Gases and liquids are made of molecules or inert atoms that are moving about rela�ve to each other.

• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in posi�on but do not change rela�ve loca�ons. Solids may be formed from molecules, or they may be extended structures with repea�ng subunits (e.g., crystals).

• The changes of state that occur with varia�ons in temperature or pressure can be described and predicted using these models of ma�er.

• Electric and magne�c (electromagne�c) forces can be a�rac�ve or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magne�c strengths involved and on the distances between the interac�ng objects. Gravita�onal forces are always a�rac�ve. There is a gravita�onal force between any two masses, but it is very small except when one or both of the objects have large mass— for example, Earth and the sun.

• Forces that act at a distance (electric, magne�c, and gravita�onal) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object or a ball, respec�vely).

• A system of objects may also contain stored (poten�al) energy, depending on their rela�ve posi�ons. Temperature is a measure of the average kine�c energy of par�cles of ma�er. The rela�onship between the temperature and the total energy of a system depends on the types, states, and amounts of ma�er present. When the mo�on energy of an object changes, there is inevitably some other change in energy at the same �me.

• The amount of energy transfer needed to change the temperature of a ma�er sample by a given amount depends on the nature of the ma�er, the size of the sample, and the environment. Energy is spontaneously transferred out of ho�er regions or objects and into colder ones.

• When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.


• Energy is spontaneously transferred out of ho�er regions or objects and into colder ones.

• All Earth processes are the result of energy flowing and ma�er cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and ma�er that cycles produce chemical and physical changes in Earth’s materials and living organisms.

• The planet’s systems interact over scales that range from microscopic to global in size, and they operate over frac�ons of a second to billions of years. These interac�ons have shaped Earth’s history and will determine its future.


Physical science

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• Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

• In many situa�ons, a dynamic and condi�on‐dependent balance between a reac�on and the reverse reac�on determines the numbers of all types of molecules present.

• The fact that atoms are conserved, together with knowledge of the chemical proper�es of the elements involved, can be used to describe and predict chemical reac�ons.

• Each atom has a charged substructure consis�ng of a nucleus, which is made of protons and neutrons, surrounded by electrons.

• The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places elements with similar chemical proper�es in columns. The repea�ng pa�erns of this table reflect pa�erns of outer electron states.

• The structure and interac�ons of ma�er at the bulk scale are determined by electrical forces within and between atoms.

• A stable molecule has less energy than the same set of atoms separated; at least this much energy must be provided in order to take the molecule apart.

• Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

• In many situa�ons, a dynamic and condi�on‐dependent balance between a reac�on and the reverse reac�on determines the number of all types of molecules present.

• The fact that atoms are conserved, together with knowledge of the chemical proper�es of the elements involved, can be used to describe and predict chemical reac�ons.


Energy Skate Park: Basics: Learn about conserva�on of energy with a skater gal! Explore different tracks and view the kine�c energy, poten�al energy and fric�on as she moves. Build your own tracks, ramps, and jumps for the skater.

Work and Energy Workbook Labs : The lab descrip�on pages describe the ques�on and purpose of each lab and provide a short descrip�on of what should be included in the student lab report.

Build a Solar House: Construct and measure the energy efficiency and solar heat gain of a cardboard model house. Use a light bulb heater to imitate a real furnace and a temperature sensor to monitor and regulate the internal temperature of the house. Use a bright bulb in a gooseneck lamp to model sunlight at different �mes of the year, and test the effec�veness of windows for passive solar hea�ng.



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Science and Engineering Prac�ces Disciplinary Core Ideas Crosscu�ng Concepts Developing and Using Models

● Develop and use a model based on evidence to illustrate the rela�onships between systems or between components of a system. (HS‐PS3‐2)


● Create a computa�onal model or simula�on of a phenomenon, designed device, process, or system. (HS‐PS3‐1)

● Use mathema�cal models and/or computer simula�ons to predict the effects of a design solu�on on systems and/or the interac�ons between systems. (HS‐ETS1‐4)


● Design, evaluate, and/or refine a solu�on to a complex real‐world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐PS3‐3)

Asking Ques�ons and Defining Problems

● Analyze complex real‐world problems by specifying criteria and constraints for successful solu�ons. (HS‐ETS1‐1)


● Design a solu�on to a complex real‐world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐2)

● Evaluate a solu�on to a complex real‐world problem, based on scien�fic knowledge, student‐generated sources of evidence,

PS3.A: Defini�ons of Energy

● Energy is a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er and radia�on within that system. That there is a single quan�ty called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is con�nually transferred from one object to another and between its various possible forms. (HS‐PS3‐2)

● At the macroscopic scale, energy manifests itself in mul�ple ways, such as in mo�on, sound, light, and thermal energy. (HS‐PS3‐2)

● These rela�onships are be�er understood at the microscopic scale, at which all of the different manifesta�ons of energy can be modeled as a combina�on of energy associated with the mo�on of par�cles and energy associated with the configura�on (rela�ve posi�on of the par�cles). In some cases the rela�ve posi�on energy can be thought of as stored in fields (which mediate interac�ons between par�cles). This last concept includes radia�on, a phenomenon in which energy stored in fields moves across space. (HS‐PS3‐2)

PS3.B: Conserva�on of Energy and Energy Transfer

● Conserva�on of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS‐PS3‐1)

● Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS‐PS3‐1)

● Mathema�cal expressions, which quan�fy how the stored energy in a system depends on its configura�on (e.g. rela�ve posi�ons of charged par�cles, compression of a spring) and how


● Models can be used to predict the behavior of a system, but these predic�ons have limited precision and reliability due to the assump�ons and approxima�ons inherent in models. (HS‐PS3‐1)

● Models (e.g., physical, mathema�cal, computer models) can be used to simulate systems and interac�ons—including energy, ma�er, and informa�on flows— within and between systems at different scales. (HS‐ETS1‐4)

Energy and Ma�er

● Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within that system. (HS‐PS3‐3)

● Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems. (HS‐PS3‐2)

‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Connec�ons to Engineering, Technology, and Applica�ons of Science

Influence of Science, Engineering and Technology on Society and the Natural World

● Modern civiliza�on depends on major technological systems. Engineers con�nuously modify these technological systems by applying scien�fic knowledge and engineering design prac�ces to increase benefits while decreasing costs and risks. (HS‐PS3‐3)

● New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and

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priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐3)

kine�c energy depends on mass and speed, allow the concept of conserva�on of energy to be used to predict and describe system behavior. (HS‐PS3‐1)

● The availability of energy limits what can occur in any system. (HS‐PS3‐1)

PS3.D: Energy in Chemical Processes

● Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. (HS‐PS3‐3)

ETS1.A: Defining and Delimi�ng an Engineering Problem

● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS‐PS3‐3)


● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them. (HS‐ETS1‐1)

● Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollu�on, which can be addressed through engineering. These global challenges also may have manifesta�ons in local communi�es. (HS‐ETS1‐1)


benefits is a cri�cal aspect of decisions about technology. (HS‐ETS1‐1) (HS‐ETS1‐3)

‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐


Scien�fic Knowledge Assumes an Order and Consistency in Natural Systems

● Science assumes the universe is a vast single system in which basic laws are consistent. (HS‐PS3‐1)

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● Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simula�ons to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presenta�on to a client about how a given design will meet his or her needs. (HS‐ETS1‐4)

ETS1.C: Op�mizing the Design Solu�on

● Criteria may need to be broken down into simpler ones that can be approached systema�cally, and decisions about the priority of certain criteria over others (trade‐offs) may be needed. (HS‐ETS1‐2)

Embedded English Language Arts /Literacy and Mathema�cs English Language Arts/Literacy

Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account. (HS‐PS1‐3) RST.11‐12.1

Write informa�ve/explanatory texts, including the narra�on of historical events, scien�fic procedures/ experiments, or technical processes. (HS‐PS1‐2) WHST.9‐12.2

Develop and strengthen wri�ng as needed by planning, revising, edi�ng, rewri�ng, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS‐PS1‐2),(HS‐ETS1‐3) WHST.9‐12.5

Conduct short as well as more sustained research projects to answer a ques�on (including a self‐generated ques�on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the subject,

Mathema�cs

Reason abstractly and quan�ta�vely. (HS‐ETS1‐1),(HS‐ETS1‐3),(HS‐ETS1‐4) MP.2

Model with mathema�cs. (HS‐ETS1‐1),(HS‐ETS1‐2),(HS‐ETS1‐3),(HS‐ETS1‐4) MP.4

Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐PS1‐2),(HS‐PS1‐3) HSN‐Q.A.1

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demonstra�ng understanding of the subject under inves�ga�on. (HS‐PS1‐3),(HS‐ETS1‐1) , (HS‐ETS1‐3) WHST.9‐12.7

Gather relevant informa�on from mul�ple authorita�ve print and digital sources, using advanced searches effec�vely; assess the strengths and limita�ons of each source in terms of the specific task, purpose, and audience; integrate informa�on into the text selec�vely to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cita�on. (HS‐PS1‐3),(HS‐ETS1‐3),(HS‐ETS1‐1), ( HS‐ETS1‐3) WHST.11‐12.8

Draw evidence from informa�onal texts to support analysis, reflec�on, and research. (HS‐PS1‐3),(HS‐ETS1‐1),(HS‐ETS1‐3) WHST.9‐12.9

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to enhance understanding of findings, reasoning, and evidence and to add interest. (HS‐PS1‐4) SL.11‐12.5








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● Lab ‐ Uniformly accelerated mo�on toy car ● Lab ‐ The accelera�on of falling bodies ● Ac�vity ‐ Aristotle’s physics

Technology/GAFE

● Google slides presenta�on on the conserva�on of energy ● Excel graphs represen�ng objects’ mo�on ● Google Classroom correspondence for readings, packets and assignments

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● Preferen�al sea�ng during presenta�ons on Energy and its conserva�on ● Repeat/rephrase instruc�ons for lab procedures on conserva�on of energy lab “Hooke’s Law” ● Provide study guides for modified assessments for Energy

ELL (SEI)

● Provide pictures of vectors and falling objects with labels and direc�ons for ac�vi�es ● Model lab techniques, such as �cker �mer opera�on, to clarify instruc�ons ● Provide study guides for modified assessments on Energy ● Allow use of bilingual dic�onaries. They can look up forms of energy and the like.


● Provide study guides for assessments on Conserva�on of Energy ● Use manipula�ves and visuals, such as energy meters and rulers, during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with different types of energy.

Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. I.E Accelera�on of falling objects lab ● Assign independent research assignment on Aristotle’s and Galileo’s work.


● Forma�ve: Reading quiz homework checks on unit of energy ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report on conserva�on of energy and

“Hooke’s Law” ● Alterna�ve: Rube Goldberg Project

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Physics Unit 5: The Physics of the Geosphere Instruc�onal Days: 10 Unit Summary

How much force and energy is needed to move a con�nent?

In this unit of study, students construct explana�ons for the scales of �me over which Earth processes operate. An important aspect of Earth and space sciences involves making inferences about events in Earth’s history based on a data record that is increasingly incomplete the farther one goes back in �me. A mathema�cal analysis of radiometric da�ng is used to comprehend how absolute ages are obtained for the geologic record. Students develop models and explana�ons for the ways that feedback among different Earth systems controls the appearance of the Earth’s surface. Central to this is the tension between internal systems, which are largely responsible for crea�ng land at Earth’s surface (e.g., volcanism and mountain building), and the sun‐driven surface systems that tear down land through weathering and erosion. Students demonstrate proficiency in developing and using models, construc�ng explana�ons, and engaging in argument from evidence. The crosscu�ng concepts of stability and change, energy and ma�er, and pa�erns are called out as organizing elements of this unit.

Student Learning Objec�ves Develop a model to illustrate how Earth’s internal and surface processes operate at different spa�al and temporal scales to form con�nental and ocean‐floor features. [Clarifica�on Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea‐floor features (such as trenches, ridges, and seamounts) are a result of both construc�ve forces (such as volcanism, tectonic upli�, and orogeny) and destruc�ve mechanisms (such as weathering, mass was�ng, and coastal erosion).] [Assessment Boundary: Assessment does not include memoriza�on of the details of the forma�on of specific geographic features of Earth’s surface.] ( HS‐ESS2‐1 )

Develop a model based on evidence of Earth’s interior to describe the cycling of ma�er by thermal convec�on. [Clarifica�on Statement: Emphasis is on both a one‐dimensional model of Earth, with radial layers determined by density, and a three‐dimensional model, which is controlled by mantle convec�on and the resul�ng plate tectonics. Examples of evidence include maps of Earth’s three dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magne�c field (as constraints on convec�on in the outer core), and iden�fica�on of the composi�on of Earth’s layers from high‐pressure laboratory experiments.] ( HS‐ESS2‐3 )

Evaluate evidence of the past and current movements of con�nental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarifica�on Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid‐ocean ridges (a result of plate spreading) and the ages of North American con�nental crust increasing with distance away from a central ancient core (a result of past plate interac�ons).] ( HS‐ESS1‐5 )

Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. [Clarifica�on Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interac�ons, such as how the loss of ground vegeta�on causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] ( HS‐ESS2‐2 )

Part A: How long does it take to make a mountain?

Concepts Forma�ve Assessment ● Earth’s systems, being dynamic and interac�ng, cause feedback effects that

can increase or decrease the original changes. Students who understand the concepts are able to:

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● Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.

● Plate movements are responsible for most con�nental and ocean‐floor features and for the distribu�on of most rocks and minerals within Earth’s crust.

● Change and rates of change can be quan�fied and modeled over very short or very long periods of �me.

● Some system changes are irreversible.

● Develop a model to illustrate how Earth’s internal and surface processes operate at different spa�al and temporal scales to form con�nental and ocean‐floor features.

● Develop a model to illustrate how the appearance of land features and sea‐floor features are a result of both construc�ve forces and destruc�ve mechanisms.

● Quan�fy and model rates of change of Earth’s internal and surface processes over very short and very long periods of �me.

Part B: ✓ How much force is needed to move a con�nent?

✓ What can possibly provide the energy for that much force?


● Evidence from deep probes and seismic waves, reconstruc�ons of historical changes in Earth’s surface and its magne�c field, and an understanding of physical and chemical processes lead to a model of

● Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust.

● Mo�ons of the mantle and its plates occur primarily through thermal convec�on, which involves the cycling of ma�er due to the outward flow of energy from Earth’s interior and gravita�onal movement of denser materials toward the interior.

● The radioac�ve decay of unstable isotopes con�nually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convec�on. Plate tectonics can be viewed as the surface expression of mantle convec�on.

● Geologists use seismic waves and their reflec�on at interfaces between layers to probe structures deep in the planet.

● Energy drives the cycling of ma�er within and between Earth’s systems.


● Develop an evidence‐based model of Earth’s interior to describe the cycling of ma�er by thermal convec�on.

● Develop a one‐dimensional model, based on evidence, of Earth with radial layers determined by density to describe the cycling of ma�er by thermal convec�on.

● Develop a three‐dimensional model of Earth’s interior, based on evidence, to show mantle convec�on and the resul�ng plate tectonics.

● Develop a model of Earth’s interior, based on evidence, to show that energy drives the cycling of ma�er by thermal convec�on.

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● Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scien�sts, engineers, and others with wide ranges of exper�se.

● Science knowledge is based on empirical evidence.

● Science disciplines share common rules of evidence used to evaluate explana�ons about natural systems.

● Science includes the process of coordina�ng pa�erns of evidence with current theory.

Part C: Are all rocks the same age?

Concepts Forma�ve Assessment ● Con�nental rocks, which can be older than 4 billion years, are generally much

older than the rocks of the ocean floor, which are less than 200 million years old.

● Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.

● Spontaneous radioac�ve decay follows a characteris�c exponen�al decay law.

● Nuclear life�mes allow radiometric da�ng to be used to determine the ages of rocks and other materials.

● Empirical evidence is needed to iden�fy pa�erns in crustal rocks.


● Evaluate evidence of the past and current movements of con�nental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

● Evaluate evidence of plate interac�ons to explain the ages of crustal rocks.

Part D: How do changes in the geosphere effect the atmosphere?

Concepts Forma�ve Assessment ● Earth’s systems, being dynamic and interac�ng, cause feedback effects that

can increase or decrease the original changes.

● The founda�on for Earth’s global climate systems is the electromagne�c radia�on from the sun, as well as its reflec�on, absorp�on, storage, and redistribu�on among the atmosphere, ocean, and land systems, and this energy’s re‐radia�on into space.

● Feedback (nega�ve or posi�ve) can stabilize or destabilize a system.


● Analyze geoscience data using tools, technologies, and/or models (e.g., computa�onal, mathema�cal) to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

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● New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology.


In this unit of study, students apply their knowledge of forces and energy as they examine Earth’s dynamic and interac�ng systems, including the effects of feedback, and develop an understanding of plate tectonics as the unifying theory that explains the past and current movements of the rocks at Earth’s surface. Plate tectonics also provides a framework for understanding Earth’s geologic history. Students will begin by developing models, supported by evidence, to illustrate how the Earth’s internal and surface processes operate at different spa�al and temporal scales to form con�nental and ocean floor features. Students should quan�fy and model long‐term and short‐term changes in the earth’s crust, using examples such as con�nental dri�, mountain building, earthquakes, and volcanic erup�ons. Students might construct models using drawings, clay, graham crackers, or they might use mathema�cal models or video anima�ons to demonstrate an understanding of these concepts. Models should illustrate both construc�ve (deposi�on) and destruc�ve (erosion) forces. Students might also make strategic use of digital media in presenta�ons to enhance understanding of Earth’s internal and surface processes and the different spa�al and temporal scales at which they operate. Students should quan�fy rates of change of Earth’s internal and surface processes over very short and very long periods of �me. In any quan�ta�ve representa�ons of data, students should use units appropriately and consider the accuracy and limita�ons of any measurements. Students should also appreciate that some Earth system changes are irreversible.

Evidence used to create models should detail how plate movements are responsible for both con�nental and ocean floor features and for the distribu�on of rocks on the Earth’s surface. Students might examine maps showing the distribu�on of minerals or fossils to draw inferences regarding how plates have moved over �me. Students might also interpret geological layers to describe the history of Earth events by studying geological maps, core sample data, and fossil records in order to describe and model change and rates of change of Earth events.

Further evidence of plate movement could be determined by mapping earthquakes and volcanoes to show where these types of events are more likely to occur on the Earth’s surface. This ac�vity could be complemented by referencing catastrophic Earth events that have occurred in the last century and throughout the history of the Earth. This will show students how certain systems are predictable over long periods of �me. To determine how ma�er cycles in the Earth’s interior, students should develop an understanding of how convec�on cells in the mantle move thermal energy throughout the Earth and how that energy affects superficial movement of the crustal plates. Students could perform experiments by crea�ng and observing convec�on cells. For example, inves�ga�ons could include materials such as a beaker of water containing pepper, raisins, gli�er, or rice, placed on a hot plate. Students should observe the circular mo�on of the par�cles in the water as they move upward in the convec�on cell over the heat source. They should also observe the downward mo�on of the par�cles in other areas of the beaker. Connec�ons should be made between this type of modeling ac�vity and convec�on cells in the mantle. Emphasis should be placed on the importance of changing temperatures and density in these inves�ga�ons so that students understand the cycling of ma�er due to the outward flow of energy from Earth’s interior and the gravita�onal movement of denser materials toward the interior. Further discussion of this topic should emphasize how areas of tension over thermal uprisings create divergent boundaries (ri�s) and areas of compression over cooling magma create convergent boundaries (subduc�on zones). Students should also examine how transform boundaries are created between convec�on cells flowing in opposite direc�ons. An understanding of the sources of thermal energy within the Earth (radioac�ve decay, kine�c energy transfer from asteroid collisions, and pressure due to gravity) is also important to understanding convec�on in the mantle. Students should iden�fy important quan��es and use appropriate units when describing Earth’s interior and the cycling of ma�er by thermal convec�on.

In order to develop an understanding of how current representa�ons of the interior of the Earth were developed over �me, students might research the historical contribu�ons of individuals such as Wegener (con�nental dri�), Vine (bathemetry), and Hess (sonar and bathemetry). Students should be able to explain how changes in technology (including mapping of con�nental shelves, sonar, bathemetry data, high pressure laboratory experiments, and seismic monitoring sta�ons) have improved these representa�ons. Students should explain the importance of seismic waves (P‐waves and S‐waves) and shadow zones in understanding the interior of

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the Earth. Geologists use seismic waves and their reflec�on at interfaces between layers to probe structures deep in the planet. Students should also inves�gate and research the rela�ve thickness, temperature, and composi�on of the main layers of the Earth (inner core, outer core, mantle, asthenosphere, lithosphere, and crust) and cite evidence from text to support their findings. Students should create models of the interior of the Earth that describe the cycling of ma�er by thermal convec�on; these models could include paper and pencil drawings, three‐dimensional clay models, or computer anima�ons. Models should demonstrate an understanding that Earth has a hot, solid inner core, a liquid outer core, and a solid mantle and crust.

Using knowledge of plate movements, students will next develop explana�ons for the ages of crustal rocks. Students should begin by iden�fying major plates and types of boundaries using maps of the Earth’s surface showing the loca�on of major plate boundaries, such as the United States Geological Survey (USGS) plate boundary map. Students should examine and evaluate evidence illustra�ng the following:

● Con�nental crust can be older than 4 billion years as compared to oceanic crust, which is less than 200 million years old, due to the subduc�on of oceanic crust beneath con�nental crust.

● The con�nents do not move over the ocean floor; rather, the en�re plate moves over the mantle.

● Radioac�ve decay follows a characteris�c exponen�al decay law and can be used to determine the ages of rocks and other materials. (Depending on where this course falls in rela�on to the chemistry course, students may or may not have a quan�ta�ve understanding of radioac�ve decay and half‐lives. If this course is sequenced before chemistry, students should use only a qualita�ve understanding of how nuclear life�mes allow radiometric da�ng to be used to determine the ages of rocks and other materials.)

● Plates moving over hot spots create island chains (e.g., Hawai’ian islands) that can be used to track plate movement.

● Magne�c field lines are formed over �me due to geomagne�c reversals. These lines can be used to plot the movement of plates over �me. (Data showing how magne�c field lines on the ocean floor change over �me will help students appreciate the amount of �me and the frequency with which reversals take place.)

● Wilson cycles (taking 500 million years each) show that the con�nents have separated and come together several �mes over Earth’s history, so that the Earth’s surface has reformed about eight �mes in our 4.5‐billion‐year history.

Using evidence from their research, students should be able to write informa�ve text about the ages of crustal rocks based on past and current movements of con�nental and oceanic crust. Their explana�ons should include evalua�on of hypotheses, data, analysis, and conclusions, and a�end to any gaps or inconsistencies. In their accounts, students should include narra�on of historical events and important scien�fic procedures or experiments.

A�er students have an understanding of the structure and forma�on of Earth’s surface, they will examine how changes to Earth’s surface create feedback. Students will also consider what changes to other Earth systems are a result of that feedback. Students should analyze data, using tools, technologies, and models to make claims about rela�onships between changes to Earth’s surface and feedback. Students might examine data from the Earth’s weather pa�erns to model how some weather pa�erns and Earth events are related to the use of natural resources. Examples of feedback include how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, thus reducing the amount of sunlight reflected from Earth’s surface, which in turn increases surface temperatures and further reduces the amount of ice. Other system interac�ons include how the loss of ground vegeta�on causes an increase in water runoff and soil erosion, how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion, or how the loss of wetlands causes a decrease in local humidity that further reduces the wetlands’ extent. Students should then provide and explain examples (such as CO 2 emissions, ozone deple�on, changing weather pa�erns, etc.) of the nega�ve and posi�ve feedback that can stabilize and destabilize the environment. Students should be able to cite examples of new technologies (such as gasoline cars, hydrogen‐fuel‐cell cars, biofuel cars, solar power, alterna�ve energy, etc.) and consider their impacts on society and the environment. Students might also consider the inorganic carbon cycle and geologic processes. For example, climate feedback could be modeled

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by understanding rela�onships between sediments containing carbon (calcium carbonate made by marine organisms) on the seafloor in subduc�on zones and carbon dioxide released through volcanoes.



● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to enhance understanding of Earth's internal and surface processes and the different spa�al and temporal scales at which they operate and to add interest.

● Cite specific textual evidence to support analysis of the Earth's interior, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account.

● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to model the Earth's interior and the cycling of ma�er by thermal convec�on to enhance understanding of findings, reasoning, and evidence and to add interest.

● Cite specific textual evidence to support analysis of the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account.

● Determine the central ideas or conclusions of a text about changes to Earth's surface changes and their effects on Earth systems; summarize complex concepts, processes, or informa�on presented in a text describing Earth's surface changes and their effects on Earth systems by paraphrasing them in simpler but s�ll accurate terms.

● Cite specific textual evidence of past and current movements of con�nental and oceanic crust to support analysis of the ages of crustal rocks, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account.

● Evaluate the hypotheses, data, analysis, and conclusions regarding the ages of crustal rocks based on evidence of past and current movements of con�nental and oceanic crust, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on.

● Write informa�ve texts about the ages of crustal rocks based on evidence of past and current movements of con�nental and oceanic crust, including the narra�on of historical events, scien�fic procedures/experiments, or technical processes.

Mathema�cs

● Represent symbolically an explana�on for Earth's internal and surface processes and the different spa�al and temporal scales at which they operate, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about Earth's internal and surface processes and the different spa�al and temporal scales at which they operate symbolically, and manipulate the represen�ng symbols.

● Use a mathema�cal model to explain Earth's internal and surface processes and the different spa�al and temporal scales at which they operate. Iden�fy important quan��es in Earth's internal and surface processes and the different spa�al and temporal scales at which they operate and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use units as a way to understand problems and to guide the solu�on to mul�step problems represen�ng Earth's internal and surface processes and the different spa�al and temporal scales at which they operate. Choose and interpret units consistently in formulas represen�ng Earth's internal and surface processes and the different spa�al and temporal scales at which they operate; choose and interpret the scale and the origin in graphs and data displays represen�ng Earth's internal and surface processes and the different spa�al and temporal scales at which they operate.

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● Define appropriate quan��es for the purpose of descrip�ve modeling of Earth's internal and surface processes and the different spa�al and temporal scales at which they operate.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng Earth's internal and surface processes and the different spa�al and temporal scales at which they operate.

● Represent an explana�on for the Earth's interior and the cycling of ma�er by thermal convec�on symbolically and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about the Earth's interior and the cycling of ma�er by thermal convec�on symbolically and manipulate the represen�ng symbols.

● Use a mathema�cal model to explain the Earth's interior and the cycling of ma�er by thermal convec�on. Iden�fy important quan��es in the Earth's interior and the cycling of ma�er by thermal convec�on and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use units as a way to understand problems and to guide the solu�on of mul�step problems about the Earth's interior and the cycling of ma�er by thermal convec�on; choose and interpret units consistently in formulas represen�ng the Earth's interior and the cycling of ma�er by thermal convec�on; choose and interpret the scale and the origin in graphs and data displays of the Earth's interior and the cycling of ma�er by thermal convec�on.

● Use units as a way to understand problems and to guide the solu�on of mul�step problems about the ages of crustal rocks and past and current movements of con�nental oceanic crust; choose and interpret units consistently in formulas represen�ng the ages of crustal rocks and past and current movements of con�nental and oceanic crust; choose and interpret the scale and the origin in graphs and data displays of the ages of crustal rocks and past and current movements of con�nental and oceanic crust.

● Define appropriate quan��es for the purpose of descrip�ve modeling of the ages of crustal rocks based on evidence of past and current movements of con�nental and oceanic crust.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es related to the ages of crustal rocks based on evidence of past and current movements of con�nental and oceanic crust.

● Represent an explana�on for Earth's surface changes and their effects on Earth systems symbolically, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about Earth's surface changes and their effects on Earth systems symbolically and manipulate the represen�ng symbols.

● Use units as a way to understand problems and to guide the solu�on of mul�step problems about Earth's surface changes and their effects on Earth systems; choose and interpret units consistently in formulas represen�ng Earth's surface changes and their effects on Earth systems; choose and interpret the scale and the origin in graphs and data displays represen�ng Earth's surface changes and their effects on Earth systems.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng Earth's surface changes and their effects on Earth systems.

● Represent symbolically an explana�on for the ages of crustal rocks based on evidence of past and current movements of con�nental and oceanic crust, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about the ages of crustal rocks based on evidence of past and current movements of con�nental and oceanic crust symbolically and manipulate the represen�ng symbols.

Modifica�ons


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N/A

Prior Learning

Physical science

• Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.

• Each pure substance has characteris�c physical and chemical proper�es (for any bulk quan�ty under given condi�ons) that can be used to iden�fy it.

• Gases and liquids are made of molecules or inert atoms that are moving about rela�ve to each other.

• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in posi�on but do not change rela�ve loca�ons.

• Solids may be formed from molecules, or they may be extended structures with repea�ng subunits (e.g., crystals).

• The changes of state that occur with varia�ons in temperature or pressure can be described and predicted using these models of ma�er.

• Substances react chemically in characteris�c ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different proper�es from those of the reactants.

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• The total number of each type of atom is conserved, and thus the mass does not change.

• Some chemical reac�ons release energy, others store energy.

• Electric and magne�c (electromagne�c) forces can be a�rac�ve or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magne�c strengths involved and on the distances between the interac�ng objects.

• Gravita�onal forces are always a�rac�ve. There is a gravita�onal force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

• Forces that act at a distance (electric, magne�c, and gravita�onal) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object or a ball, respec�vely).

• Mo�on energy is properly called kine�c energy; it is propor�onal to the mass of the moving object and grows with the square of its speed.

• A system of objects may also contain stored (poten�al) energy, depending on the objects’ rela�ve posi�ons.

• Temperature is a measure of the average kine�c energy of par�cles of ma�er. The rela�onship between the temperature and the total energy of a system depends on the types, states, and amounts of ma�er present.

• When the mo�on energy of an object changes, there is inevitably some other change in energy at the same �me.

• The amount of energy transfer needed to change the temperature of a ma�er sample by a given amount depends on the nature of the ma�er, the size of the sample, and the environment.

• Energy is spontaneously transferred out of ho�er regions or objects and into colder ones.

• When light shines on an object, it is reflected, absorbed, or transmi�ed through the object, depending on the object’s material and the frequency (color) of the light.

• The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.

• A wave model of light is useful for explaining brightness, color, and the frequency‐dependent bending of light at a surface between media.

• However, because light can travel through space, it cannot be a ma�er wave, like sound or water waves.

Life science

• Food webs are models that demonstrate how ma�er and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of ma�er into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal ma�er back to the soil in terrestrial environments or to the water in aqua�c environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

• Ecosystems are dynamic in nature; their characteris�cs can vary over �me. Disrup�ons to any physical or biological component of an ecosystem can lead to shi�s in all its popula�ons.

• Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is o�en used as a measure of its health.

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• Adapta�on by natural selec�on ac�ng over genera�ons is one important process by which species change over �me in response to changes in environmental condi�ons. Traits that support successful survival and reproduc�on in the new environment become more common; those that do not become less common. Thus, the distribu�on of traits in a popula�on changes.


• The geologic �me scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only rela�ve dates, not an absolute scale.

• All Earth processes are the result of energy flowing and ma�er cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and ma�er that cycles produce chemical and physical changes in Earth’s materials and living organisms.

• The planet’s systems interact over scales that range from microscopic to global in size, and they operate over frac�ons of a second to billions of years. These interac�ons have shaped Earth’s history and will determine its future.

• Maps of ancient land and water pa�erns, based on inves�ga�ons of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

• Water con�nually cycles among land, ocean, and atmosphere via transpira�on, evapora�on, condensa�on and crystalliza�on, and precipita�on, as well as via downhill flows on land.

• The complex pa�erns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather pa�erns.


Physical science

● Newton’s law of universal gravita�on and Coulomb’s law provide the mathema�cal models to describe and predict the effects of gravita�onal and electrosta�c forces between distant objects.

● Forces at a distance are explained by fields (gravita�onal, electric, and magne�c) permea�ng space; these fields can transfer energy through space. Magnets or electric currents cause magne�c fields; electric charges or changing magne�c fields cause electric fields.

● A�rac�on and repulsion between electric charges at the atomic scale explain the structure, proper�es, and transforma�ons of ma�er, as well as the contact forces between material objects.

● Conserva�on of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.

● Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

● Mathema�cal expressions, which quan�fy how the stored energy in a system depends on its configura�on (e.g., rela�ve posi�ons of charged par�cles, compression of a spring) and how kine�c energy depends on mass and speed, allow the concept of conserva�on of energy to be used to predict and describe system behavior.

● The availability of energy limits what can occur in any system.

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● Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribu�on (e.g., water flows downhill, objects ho�er than their surrounding environment cool down).


● Electromagne�c radia�on (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magne�c fields or as par�cles called photons. The wave model is useful for explaining many features of electromagne�c radia�on, and the par�cle model explains other features.

● When light or longer wavelength electromagne�c radia�on is absorbed in ma�er, it is generally converted into thermal energy (heat). Shorter wavelength electromagne�c radia�on (ultraviolet, X‐rays, gamma rays) can ionize atoms and cause damage to living cells.

● Photoelectric materials emit electrons when they absorb light of a high enough frequency.

Life science

• Photosynthesis and cellular respira�on (including anaerobic processes) provide most of the energy for life processes.

• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small frac�on of the ma�er consumed at the lower level is transferred upward, to produce growth and release energy in cellular respira�on at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some ma�er reacts to release energy for life func�ons, some ma�er is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and are conserved.

• Photosynthesis and cellular respira�on are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

• A complex set of interac�ons within an ecosystem can keep its numbers and types of organisms rela�vely constant over long periods of �me under stable condi�ons. If a modest biological or physical disturbance to an ecosystem occurs, the ecosystem may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctua�ons in condi�ons or in the size of any popula�on, however, can challenge the func�oning of ecosystems in terms of resources and habitat availability.

• Moreover, anthropogenic changes (induced by human ac�vity) in the environment—including habitat destruc�on, pollu�on, introduc�on of invasive species, overexploita�on, and climate change—can disrupt an ecosystem and threaten the survival of some species.

• Humans depend on the living world for the resources and other benefits provided by biodiversity. But human ac�vity is also having adverse impacts on biodiversity through overpopula�on, overexploita�on, habitat destruc�on, pollu�on, introduc�on of invasive species, and climate change.

• Thus sustaining biodiversity so that ecosystem func�oning and produc�vity are maintained is essen�al to suppor�ng and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recrea�onal or inspira�onal value.


• Earth’s systems, being dynamic and interac�ng, cause feedback effects that can increase or decrease the original changes.

• Evidence from deep probes and seismic waves, reconstruc�ons of historical changes in Earth’s surface and its magne�c field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust. Mo�ons of the mantle and its plates occur primarily through thermal convec�on, which involves the cycling of ma�er due to the outward flow of energy from Earth’s interior and gravita�onal movement of denser materials toward the interior.

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• The geological record shows that changes to global and regional climate can be caused by interac�ons among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circula�on, volcanic ac�vity, glaciers, vegeta�on, and human ac�vi�es. These changes can occur on a variety of �me scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long‐term tectonic cycles.

• The sustainability of human socie�es and the biodiversity that supports them requires responsible management of natural resources.

• Scien�sts and engineers can make major contribu�ons by developing technologies that produce less pollu�on and waste and that preclude ecosystem degrada�on.

• Though the magnitudes of human impacts are greater than they have ever been, so too are human abili�es to model, predict, and manage current and future impacts.

• Through computer simula�ons and other studies, important discoveries are s�ll being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human ac�vi�es.


EarthViewer (IPAd or Android) or for Chrome browsers: Students explore the co‐evolu�on of the geology and biology found on Earth to develop arguments from evidence for the co‐evolu�on of geology and biology found on Earth. If IPads, Androids or Chrome browsers are not available, similar interac�ves may be found at this link , and this link .

Earth Systems Ac�vity: Students model the carbon cycle and its connec�on with Earth’s climate.

Greenhouse Effect: Students explore the atmosphere during the ice age and today. What happens when you add clouds? Change the greenhouse gas concentra�on and see how the temperature changes. Then compare to the effect of glass panes. Zoom in and see how light interacts with molecules. Do all atmospheric gases contribute to the greenhouse effect?



Science and Engineering Prac�ces Disciplinary Core Ideas Crosscu�ng Concepts

Developing and Using Models

● Develop a model based on evidence to illustrate the rela�onships between systems or between components of a system. (HS‐ESS2‐1),(HS‐ESS2‐3)

Analyzing and Interpre�ng Data

● Analyze data using tools, technologies, and/or models (e.g., computa�onal,

ESS2.A: Earth Materials and Systems

● Earth’s systems, being dynamic and interac�ng, cause feedback effects that can increase or decrease the original changes. (HS‐ESS2‐1),(HS‐ESS2‐2)

● Evidence from deep probes and seismic waves, reconstruc�ons of historical changes in Earth’s surface and its magne�c field, and an understanding of physical and chemical processes

Energy and Ma�er

● Energy drives the cycling of ma�er within and between systems. (HS‐ESS2‐3)

● Change and rates of change can be quan�fied and modeled over very short or very long periods of �me. Some system changes are irreversible. (HS‐ESS2‐1)

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mathema�cal) in order to make valid and reliable scien�fic claims or determine an op�mal design solu�on. (HS‐ESS2‐2)

Engaging in Argument from Evidence

● Evaluate evidence behind currently accepted explana�ons or solu�ons to determine the merits of arguments. (HS‐ESS1‐5)

lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Mo�ons of the mantle and its plates occur primarily through thermal convec�on, which involves the cycling of ma�er due to the outward flow of energy from Earth’s interior and gravita�onal movement of denser materials toward the interior. (HS‐ESS2‐3)

ESS2.B: Plate Tectonics and Large‐Scale System Interac�ons

● The radioac�ve decay of unstable isotopes con�nually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convec�on. Plate tectonics can be viewed as the surface expression of mantle convec�on. (HS‐ESS2‐3)

● Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most con�nental and ocean‐floor features and for the distribu�on of most rocks and minerals within Earth’s crust. (HS‐ESS2‐1)

ESS2.D: Weather and Climate

● The founda�on for Earth’s global climate systems is the electromagne�c radia�on from the sun, as well as its reflec�on, absorp�on, storage, and redistribu�on among the atmosphere, ocean, and land systems, and this energy’s re‐radia�on into space. (HS‐ESS2‐2)

ESS1.C: The History of Planet Earth

● Con�nental rocks, which can be older than 4 billion years, are generally much older than the rocks of

● Feedback (nega�ve or posi�ve) can stabilize or destabilize a system. (HS‐ESS2‐2)

Pa�erns

● Empirical evidence is needed to iden�fy pa�erns. (HS‐ESS1‐5)

‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Connec�ons to Engineering, Technology,

and Applica�ons of Science


● Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scien�sts, engineers, and others with wide ranges of exper�se. (HS‐ESS2‐3)

Influence of Engineering, Technology, and Science on Society and the Natural World

● New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology. (HS‐ESS2‐2)

Scien�fic Knowledge is Based on Empirical Evidence

● Science knowledge is based on empirical evidence. (HS‐ESS2‐3)

● Science disciplines share common rules of evidence used to evaluate explana�ons about natural systems. (HS‐ESS2‐3)

● Science includes the process of coordina�ng pa�erns of evidence with current theory. (HS‐ESS2‐3)

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the ocean floor, which are less than 200 million years old. (HS‐ESS1‐5)

Embedded English Language Arts/Literacy and Mathema�cs English Language Arts/Literacy

Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account. (HS‐ESS1‐5), (HS‐ESS2‐2),(HS‐ESS2‐3) RST.11‐12.1

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or informa�on presented in a text by paraphrasing them in simpler but s�ll accurate terms. (HS‐ESS2‐2) RST.11‐12.2

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on. (HS‐ESS1‐5) RST.11‐12.8

Write informa�ve/explanatory texts, including the narra�on of historical events, scien�fic procedures/ experiments, or technical processes. (HS‐ESS1‐5) WHST.9‐12.2

Conduct short as well as more sustained research projects to answer a ques�on (including a self‐generated ques�on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the subject, demonstra�ng understanding of the subject under inves�ga�on. (HS‐ESS2‐5) WHST.9‐12.7

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to enhance understanding of findings, reasoning, and evidence and to add interest. (HS‐ESS2‐1),(HS‐ESS2‐3) SL.11‐12.5

Mathema�cs

Reason abstractly and quan�ta�vely. (HS‐ESS1‐5), (HS‐ESS2‐1),(HS‐ESS2‐2),(HS‐ESS2‐3) MP.2

Model with mathema�cs. (HS‐ESS2‐1),(HS‐ESS2‐3) MP.4

Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐ESS1‐5), (HS‐ESS2‐1),(HS‐ESS2‐2),(HS‐ESS2‐3) HSN‐Q.A.1

Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐ESS1‐5), (HS‐ESS2‐1),(HS‐ESS2‐3) HSN‐Q.A.2

Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐ESS1‐5) ,(HS‐ESS2‐1),(HS‐ESS2‐2),(HS‐ESS2‐3) HSN‐Q.A.3




● 9.1.12.A.3 Analyze the rela�onship between various careers and personal learning goals.

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● 9.1.12.A.7 Analyze and cri�que various sources of income and available resources (e.g., financial assets, property, and transfer payments) and how they may subs�tute for earned income.













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● Lab ‐ The Ring of Fire ● Ac�vity ‐ Plo�ng earthquake ac�vity ● Ac�vity ‐ Determining the epicenter of an earthquake

Technology/GAFE

● Google slides presenta�on on the electromagne�c spectrum ● Google Classroom correspondence for readings, packets and assignments on the geosphere


● Preferen�al sea�ng during presenta�ons on Earthquakes and Volcanoes ● Repeat/rephrase instruc�ons for lab procedures on Plate Tectonics ● Provide study guides for modified assessments on the Ring of Fire

ELL (SEI)

● Provide diagrams of the different types of plate boundaries ● Model lab techniques to clarify instruc�ons. ● Provide study guides for modified assessments on divergent plate boundaries. ● Allow use of bilingual dic�onaries. They can look up convergent, transform, convergent, vent, and the like.


● Provide study guides for assessments on plate tectonics ● Use manipula�ves and visuals, such as models of plate boundaries and pictures of the different types of volcanoes, during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with plate tectonics and volcanoes.

Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. i.e. Design a structure to survive natural disasters ● Assign independent research assignment on the history of the forma�on of the Hawaiian Islands

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● Assign independent research assignment on the evidence suppor�ng the Theory of Pangea


● Forma�ve: Reading quiz homework checks on unit of plate boundaries and volcano island chains ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report on plo�ng hot spots. ● Alterna�ve: Build a model of the different plate boundaries using clay and show how they produce the typical structure seen at these boundaries such as

volcanoes, ridges and mountains

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Physics Unit 6: Wave Proper�es Instruc�onal Days: 15 Unit Summary

How are waves used to transfer energy and send and store informa�on?

In this unit of study, students apply their understanding of how wave proper�es can be used to transfer informa�on across long distances, store informa�on, and inves�gate nature on many scales. The crosscu�ng concept of cause and effect is highlighted as an organizing concept for these disciplinary core ideas. Students are expected to demonstrate proficiency in using mathema�cal thinking , and to use this prac�ce to demonstrate understanding of the core idea.

Student Learning Objec�ves Use mathema�cal representa�ons to support a claim regarding rela�onships among the frequency, wavelength, and speed of waves traveling in various media. [Clarifica�on Statement: Examples of data could include electromagne�c radia�on traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic rela�onships and describing those rela�onships qualita�vely.] ( HS‐PS4‐1 )

Part A: ✓ Why do physicists make the best surfers? ✓ How do we know what the inside of the Earth looks like?


● The wavelength and frequency of a wave related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.

● Empirical evidence is required to differen�ate between cause and correla�on and to make a claim regarding rela�onships among the frequency, wavelength, and speed of waves traveling in various media.


● Use mathema�cal representa�ons to support a claim regarding rela�onships among the frequency, wavelength, and speed of waves traveling in various media.

● Use algebraic rela�onships to quan�ta�vely describe rela�onships among the frequency, wavelength, and speed of waves traveling in various media.


In this unit, students will learn to iden�fy and describe the characteris�cs of waves, including crests, troughs, speed, frequency, and amplitude. Students should also be able to iden�fy nodes and an�nodes. Students will use mathema�cal representa�ons to show rela�onships among frequency, wavelength, and speed of waves

using or, equivalently, (note that and are used interchangeably to represent the frequency of a wave). These rela�onships should be explored for waves traveling through various media such as electromagne�c radia�on traveling in a vacuum or through glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.

Density of materials should be considered in examina�on of waves traveling through different media. In calcula�ons, students should be able to rearrange formulas to highlight quan��es of interest. This unit will focus on mechanical waves, and students should develop an understanding that mechanical waves require a physical medium. Light waves will be addressed in terms of making claims about rela�onships among frequency, wavelength, and speed through calcula�ons, and making

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observa�ons of proper�es such as reflec�on and refrac�on. This founda�on will provide the basis for addressing the unit on electromagne�c radia�on waves more completely. Students will also explore both wave and par�cle models of electromagne�c radia�on in the Electromagne�c Radia�on Unit.

Students should develop an understanding of period with respect to frequency. Frequency is a quan�ty of rate—how o�en something occurs. Period is a quan�ty of �me—how long it takes for something to occur. Students should have opportuni�es to inves�gate period and frequency. Students should develop an understanding that wave speed changes only as a result of a change in the wave’s medium. For example, the speed of sound in air at STP is about 343 m/s, but the speed will also change due to changes in temperature and pressure of air. Students might inves�gate why Mach numbers change depending on al�tude. Students can also consider the speed of light through air (2.998 x 10 8 m/s) and the speed of light in water (2.256 x 10 8 m/s). As students make claims using evidence from calcula�ons, they should describe cause‐and‐effect rela�onships between changes in wave speed and type of media through which the wave travels. Claims should be based on evalua�on of mul�ple sources of informa�on and data.

In the previous unit, students considered the importance of P‐waves and S‐waves in understanding the composi�on of Earth’s interior. They could now explore the proper�es of those waves in more detail by looking for rela�onships between seismic wave behavior and the Earth’s internal composi�on. Other examples may include cita�on vocaliza�ons and submarine transmissions. Some classroom ac�vi�es might include using two linked, coiled springs of different materials to observe how wave behavior changes as it propagates from one medium to the next; placing a rod in a cylinder with fluids of different densi�es to observe refrac�on; and using a laser, Plexiglas rectangle, and protractor to determine the index of refrac�on. Students might also perform a vibra�ng string exercise. This could also be done with pitch analysis of sound (e.g., musical notes), using a computer simula�on or tuning forks so that students can determine rela�onships between frequency and pitch.

Students should be able to dis�nguish between longitudinal, transverse, and surface mechanical waves and their behavior in different media. For example, sound is a longitudinal wave, whereas seismic S‐waves are transverse waves. In a longitudinal wave, the par�cles of the medium move back and forth in the direc�on of the wave. In transverse wave propaga�on, the par�cles of the medium move in a perpendicular direc�on to the wave. Students should also know that surface waves propagate along the interface between two media with different densi�es, like the surface of a lake and air. Because earthquakes can produce both transverse and longitudinal waves, students should explore the rela�onship between transverse waves, longitudinal waves, and the Earth’s molten core.

Students should be able to make predic�ons about the behavior of waves traveling in various media and to discuss energy transmission, reflec�on, refrac�on, transmission, absorp�on, diffrac�on, and resonance.

Integra�on of DCI from other science units

To examine an example of wave energy transfer, students might conduct research and analyze data from the 2004 tsunami in the Indian Ocean. Students can examine waves in terms of energy transport, transforma�ons, transfer, and conserva�on. Students can also build on their understanding of seismic waves from the Unit of Plate Tectonics, rela�ng the behavior of seismic waves to the different composi�on of the layers of Earth’s internal structure.



• Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media) in order to support a claim regarding rela�onships among the frequency, wavelength, and speed of waves traveling in various media.

Mathema�cs

• Represent symbolically rela�onships among the frequency, wavelength, and speed of waves traveling in various media, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships among the frequency, wavelength, and speed of waves traveling in various media.

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• Use a mathema�cal model to support a claim regarding rela�onships among the frequency, wavelength, and speed of waves traveling in various media. Iden�fy important quan��es represen�ng the frequency, wavelength, and speed of waves traveling in various media and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

• Interpret expressions that represent the frequency, wavelength, and speed of waves traveling in various media in terms of their context.

• Choose and produce an equivalent form of an expression to reveal and explain proper�es of the frequency, wavelength, and speed of waves traveling in various media.

• Rearrange formulas to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons when represen�ng the frequency, wavelength, and speed of waves traveling in various media.

Modifica�ons













Students who have not received any systema�c instruc�on about light tend to iden�fy light with its source (e.g., light is in the bulb) or its effects (e.g., patch of light). They do not have a no�on of light as something that travels from one place to another. As a result, these students have difficul�es explaining the direc�on and forma�on of shadows, and the reflec�on of light by objects. For example, some students simply note the similarity of shape between the object and the shadow or say that the object hides the light. Students o�en accept that mirrors reflect light but, at least in some situa�ons, reject the idea that ordinary objects reflect light. Many students do not believe that their eyes receive light when they look at an object. Students' concep�ons of vision vary from the no�on that light fills space ("the room is full of light") and the eye "sees" without anything linking it to the object to the idea that light illuminates surfaces that we can see by the ac�on of our eyes on

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them. The concep�on that the eye sees without anything linking it to the object persists a�er tradi�onal instruc�on in op�cs. And some students can understand seeing as "detec�ng" reflected light a�er specially designed instruc�on (NSDL, 2015).

Students frequently harbor misconcep�ons about waves regarding frequency, period, amplitude, changing media, and wave speed (RI, 2015).

Prior Learning

Physical science

● A simple wave has a repea�ng pa�ern with a specific wavelength, frequency, and amplitude.

● A sound wave needs a medium through which it is transmi�ed.

● When light shines on an object, it is reflected from, absorbed by, or transmi�ed through the object, depending on the object’s material and the frequency (color) of the light.

● The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.

● A wave model of light is useful for explaining brightness, color, and the frequency‐dependent bending of light at a surface between media.

● However, because light can travel through space, it cannot be a ma�er wave, like sound or water waves.



● Earth’s systems, being dynamic and interac�ng, cause feedback effects that can increase or decrease the original changes.

● Evidence from deep probes and seismic waves, reconstruc�ons of historical changes in Earth’s surface and its magne�c field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust. Mo�ons of the mantle and its plates occur primarily through thermal convec�on, which involves the cycling of ma�er due to the outward flow of energy from Earth’s interior and gravita�onal movement of denser materials toward the interior.

● The geological record shows that changes to global and regional climate can be caused by interac�ons among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circula�on, volcanic ac�vity, glaciers, vegeta�on, and human ac�vi�es. These changes can occur on a variety of �me scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long‐term tectonic cycles.


Wave on a string : Students will watch a wave on a string. Adjus�ng the amplitude, frequency, damping and tension will demonstrate wave proper�es.

Slinky Lab : Students will observe pa�erns of waves and their interac�ons using a slinky.

Ripple Tank : Students will inves�gate wave proper�es (speed in a medium, reflec�on, diffrac�on, interference) using the PhET virtual ripple tank, or use an actual ripple tank .

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Resonance Tube : Velocity of Sound. Students will observe the resonance phenomenon in an open ended cylindrical tube, and use the resonance to determine the velocity of sound in air at ordinary temperatures.

Resonance: Students will iden�fy, through experimenta�on, cause and effect rela�onships that affect natural resonance of these systems. Sound Waves : Students will adjust the frequency to both see and hear how the wave changes to explain how different sounds are modeled, described, and produced.

Doppler Effect : Students will explore the detec�on of sound waves from a moving source and the change in frequency of the detected wave via the Doppler effect.

Refrac�on through Glass : Students will trace the course of different rays of light through a rectangular glass slab at different angles of incidence, measure the angle of incidence, refrac�on, measure the lateral displacement to verify Snell`s law.


The Student Learning Objec�ves above were developed using the following elements from the NRC document A Framework for K‐12 Science Educa�on : Science and Engineering Prac�ces Disciplinary Core Ideas Crosscu�ng Concepts


● Use mathema�cal representa�ons of phenomena or design solu�ons to describe and/or support claims and/or explana�ons. (HS‐PS4‐1)

PS4.A: Wave Proper�es

● The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. (HS‐PS4‐1)

Cause and Effect

● Empirical evidence is required to differen�ate between cause and correla�on and make claims about specific causes and effects. (HS‐PS4‐1)

Embedded English Language Art/Literacy and Mathema�cs English Language Arts/Literacy

Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media) in order to address a ques�on or solve a problem. (HS‐PS4‐1) RST.11‐12.7

Mathema�cs


Model with mathema�cs. (HS‐PS4‐1) MP.4

Interpret expressions that represent a quan�ty in terms of its context. (HS‐PS4‐1) HSA‐SSE.A.1

Choose and produce an equivalent form of an expression to reveal and explain proper�es of the quan�ty represented by the expression. (HS‐PS4‐1) HSA‐SSE.B.3

Rearrange formulas to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons. (HS‐PS4‐1) HSA.CED.A.4


● CRP1. Act as a responsible and contribu�ng ci�zen and employee. ● CRP2. Apply appropriate academic and technical skills.

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● CRP12. Work produc�vely in teams while using cultural global competence.















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● Lab ‐ Measuring the speed of sound ● Ac�vity ‐ Crea�ng beats with computers ● Ac�vity ‐ Resonance and musical instruments

Technology/GAFE

● Google slides presenta�on on the longitudinal waves versus transverse waves ● Google Classroom correspondence for readings, packets and assignments on waves ● Virtual lab on triangula�ng earthquakes’ epicenters


● Preferen�al sea�ng during presenta�ons on Mechanical Waves versus Electromagne�c Waves ● Repeat/rephrase instruc�ons for lab procedures on measuring the speed of sound ● Provide study guides for modified assessments for wave proper�es

ELL (SEI)

● Provide pictures of mechanical waves and electromagne�c waves and labels and direc�ons for wave ac�vi�es. ● Model lab techniques, such as how to use a stopwatch, to clarify instruc�ons ● Provide study guides for modified assessments on waves ● Allow use of bilingual dic�onaries. They can look up amplitude, frequency, wavelength.


● Provide study guides for assessments on Wave characteris�cs ● Use manipula�ves and visuals, such as springs and rulers, during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with waves.

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Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. i.e. Modeling mechanical waves. ● Assign independent research assignment on the seismic waves and how they destroy buildings.


● Forma�ve: Reading quiz homework checks on unit of waves ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report on the Speed of Sound ● Alterna�ve: Create beats using sound waves

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Physics Unit 7: Electromagne�c Radia�on Instruc�onal Days: 25 Unit Summary

Why has digital technology replaced analog technology?

In this unit of study, students are able to apply their understanding of wave proper�es to make sense of how electromagne�c radia�on can be used to transfer informa�on across long distances, store informa�on, and be used to inves�gate nature on many scales. Models of electromagne�c radia�on as both a wave of changing electrical and magne�c fields or as par�cles are developed and used. Students also demonstrate their understanding of engineering ideas by presen�ng informa�on about how technological devices use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy. The crosscu�ng concepts of systems and system models ; stability and change ; interdependence of science , engineering, and technology; and influence of engineering, technology, and science on society and the natural world are highlighted as organizing concepts. Students are expected to demonstrate proficiency in asking ques�ons, engaging in argument from evidence, and obtaining, evalua�ng, and communica�ng informa�on , and they are expected to use these prac�ces to demonstrate understanding of the core ideas.

Student Learning Objec�ves

Evaluate the claims, evidence, and reasoning behind the idea that electromagne�c radia�on can be described either by a wave model or a par�cle model, and that for some situa�ons one model is more useful than the other. [Clarifica�on Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffrac�on, and photoelectric effect.] [ Assessment Boundary: Assessment does not include using quantum theory. ] ( HS‐PS4‐3 )

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagne�c radia�on have when absorbed by ma�er. [Clarifica�on Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living �ssue from electromagne�c radia�on depends on the energy of the radia�on. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualita�ve descrip�ons.] ( HS‐PS4‐4 )

Communicate technical informa�on about how some technological devices use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy.* [Clarifica�on Statement: Examples could include solar cells capturing light and conver�ng it to electricity; medical imaging; and communica�ons technology.] [Assessment Boundary: Assessments are limited to qualita�ve informa�on. Assessments do not include band theory.] ( HS‐PS4‐5 )

Analyze a major global challenge to specify qualita�ve and quan�ta�ve criteria and constraints for solu�ons that account for societal needs and wants. ( HS‐ETS1‐1 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and trade‐offs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs as well as possible social, cultural, and environmental impacts. ( HS‐ETS1‐3 )

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Evaluate ques�ons about the advantages of using a digital transmission and storage of informa�on. [Clarifica�on Statement: Examples of advantages could include that digital informa�on is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy dele�on, security, and the�.] ( HS‐PS4‐2 )

Part A: How can electromagne�c radia�on be both a wave and a par�cle at the same �me?


● Waves can add or cancel one another as they cross, depending on their rela�ve phase (i.e., rela�ve posi�on of peaks and troughs of the waves), but they emerge unaffected by each other.

● Electromagne�c radia�on (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magne�c fields or as par�cles called photons. The wave model is useful for explaining many features of electromagne�c radia�on, and the par�cle model explains other features.

● A wave model or a par�cle model (e.g., physical, mathema�cal, computer models) can be used to describe electromagne�c radia�on—including energy, ma�er, and informa�on flows—within and between systems at different scales.

● A wave model and a par�cle model of electromagne�c radia�on are based on a body of facts that have been repeatedly confirmed through observa�on and experiment, and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.


● Evaluate the claims, evidence, and reasoning behind the idea that electromagne�c radia�on can be described either by a wave model or a par�cle model and that for some situa�ons one model is more useful than the other.

● Evaluate experimental evidence that electromagne�c radia�on can be described either by a wave model or a par�cle model and that for some situa�ons one model is more useful than the other.

● Use models (e.g., physical, mathema�cal, computer models) to simulate electromagne�c radia�on systems and interac�ons—including energy, ma�er, and informa�on flows—within and between systems at different scales.

Part B: Should we encourage the board of educa�on to install solar panels?


● When light or longer wavelength electromagne�c radia�on is absorbed in ma�er, it is generally converted into thermal energy (heat). Shorter wavelength electromagne�c radia�on (ultraviolet, X‐ rays, gamma rays) can ionize atoms and cause damage to living cells.


● Evaluate the validity and reliability of mul�ple claims in published materials about the effects that different frequencies of electromagne�c radia�on have when absorbed by ma�er.

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● Cause‐and‐effect rela�onships can be suggested and predicted for electromagne�c radia�on systems when ma�er absorbs different frequencies of light by examining what is known about smaller scale mechanisms within the system.

● Evaluate the validity and reliability of claims that photons associated with different frequencies of light have different energies and that the damage to living �ssue from electromagne�c radia�on depends on the energy of the radia�on.

● Give qualita�ve descrip�ons of how photons associated with different frequencies of light have different energies and how the damage to living �ssue from electromagne�c radia�on depends on the energy of the radia�on.

● Suggest and predict cause‐and‐effect rela�onships for electromagne�c radia�on systems when ma�er absorbs different frequencies of light by examining what is known about smaller scale mechanisms within the system.

Part C: How does the Interna�onal Space Sta�on power all of its equipment

How do astronauts communicate with people on the ground?


● Solar cells are human‐made devices that capture the sun’s energy and produce electrical energy.

● Informa�on can be digi�zed (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.

● Photoelectric materials emit electrons when they absorb light of a high enough frequency.

● Mul�ple technologies based on the understanding of waves and their interac�ons with ma�er are part of everyday experiences in the modern world (e.g., medical imaging, communica�ons, scanners) and in scien�fic research. They are essen�al tools for producing, transmi�ng, and capturing signals and for storing and interpre�ng the informa�on contained in them.

● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them.


● Communicate qualita�ve technical informa�on about how some technological devices use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy.

● Communicate technical informa�on or ideas about technological devices that use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy in mul�ple formats (including orally, graphically, textually, and mathema�cally).

● Analyze technological devices that use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy by specifying criteria and constraints for successful solu�ons.

● Evaluate a solu�on offered by technological devices that use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy based on scien�fic

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● Humanity faces major global challenges today, such as the need for supplies of clean water and food and for energy sources that minimize pollu�on, which can be addressed through engineering. These global challenges also may have manifesta�ons in local communi�es.

● When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthe�cs, and to consider social, cultural, and environmental impacts.

● Wave interac�on with ma�er systems can be designed to transmit and capture informa�on and energy.

● Science and engineering complement each other in the cycle known as research and development (R&D).

● Modern civiliza�on depends on major technological systems. ● New technologies can have deep impacts on society and the

environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology.

knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons.

Part D: How does my hard drive store informa�on?


● Informa�on can be digi�zed (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.

● Systems for transmission and storage of informa�on can be designed for greater or lesser stability.

● Modern civiliza�on depends on systems for transmission and storage of informa�on.

● Engineers con�nuously modify these technological systems for transmission and storage of informa�on by applying scien�fic knowledge and engineering design prac�ces to increase benefits while decreasing costs and risks.


● Evaluate ques�ons about the advantages of using digital transmission and storage of informa�on by challenging the premise of the advantages of digital transmission and storage of informa�on, interpre�ng data, and considering the suitability of digital transmission and storage of informa�on.

● Consider advantages and disadvantages in the use of digital transmission and storage of informa�on.


To build on understandings from the previous unit, students should explore what happens to waves when they meet. They should develop an understanding of how waves can add or cancel one another as they cross, depending on their rela�ve phase, but that they emerge unaffected by each other. Students should have opportuni�es to explore construc�ve and destruc�ve interference and the principle of superposi�on. In the classroom, students might inves�gate water waves

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interfering in a ripple tank, create wave pulses in a slinky when one end is fixed, and play sounds of near‐similar (different) frequencies from speakers side by side and listen for “beats.”

Students should then be introduced to the idea that electromagne�c radia�on can be modeled as a wave of changing electric and magne�c fields or as par�cles called photons. The wave model is useful for explaining many features of electromagne�c radia�on, and the par�cle model explains other features. Students should have an understanding of the wave model from their work in the previous unit. Because all observa�ons cannot be explained with one model, students should explore the wave and par�cle models and make determina�ons about which is most appropriate in which situa�ons. Students might begin the unit by exploring the history of the wave and par�cle models—for example, by researching the Michelson–Morley experiment and previous misconcep�ons about the concept of ether. In their research, students should evaluate the hypotheses, data, analysis, and conclusions in text and cite evidence to support their analysis. Students should also be able to support claims, evidence, and reasoning with mathema�cal expressions represen�ng wave and par�cle models of electromagne�c radia�on, rearranging formulas to highlight a quan�ty of interest, and making sense of quan��es and rela�onships.

Students must be able to determine which model is most appropriate under which circumstances by evalua�ng experimental evidence, claims, evidence, and reasoning. Students may research this ques�on and present their findings in an argumenta�ve essay. Students might consider par�cular phenomena, such as diffrac�on, and determine whether the wave or par�cle model provides the best explana�on. Using a Venn diagram, students could differen�ate between phenomena and models. Students should use models (e.g., physical, mathema�cal, computer models) to simulate electromagne�c radia�on systems and interac�ons.

Some wave applica�ons include:

○ Diffrac�on—Students can be shown how waves bend around obstacles in a wave tank or explore using a prism and a laser. ○ Michelson–Morley experiment—This can either be replicated in class or demonstrated via computer simula�on. ○ Polariza�on—Students could explore this phenomenon through its use in 3D movies, computer monitors, cell phones, and sunglasses. ○ Doppler shi�—Students can consider applica�ons of Doppler shi� in astronomy and weather. ○ Wave interference—A wave tank or computer simula�on could be used to illustrate interference. ○ Transmission—Wave transmission can be modeled using computer simula�ons. Some par�cle applica�ons include: ○ Refrac�on—Students can explore light bending as changes in media using prisms or water. They can also use Snell’s Law to describe the

rela�onship between angles of incidence and refrac�on. ○ Reflec�on—Students should develop an understanding of incident rays and reflected rays using the law of reflec�on. They might explore this

concept using a wave tank. ○ Geometric op�cs—Students can explore lens ray diagrams. This can be performed as a demonstra�on, lab experiment, using pencil and paper, or

through computer simula�on. ○ Ray diagrams—Students can create lens ray diagrams on paper. ○ Photoelectric effect—Students can explore solar cells to understand this phenomenon. Note that if this course is sequenced before chemistry,

students will not have an understanding of electrons. ○ Piezoelectric effect—Students might research this phenomenon using solar cells and ultrasound analogies.

Students should develop an understanding that waves can transport energy across distances and at different scales. An example to consider might include a sports broadcaster speaking into a microphone. The sound waves from the broadcaster’s voice become electromagne�c waves, which then bounce off the ionosphere, and then to an antenna, where they are transformed back into sound waves heard through an AM radio.

Informa�on from waves can be stored as digital or analog signals. Other examples could be explored using computer simula�ons, research, or classroom lab ac�vi�es.

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Students should understand that the energy in a wave depends on its frequency as well as its amplitude (energy is propor�onal to amplitude squared). Different frequencies of electromagne�c radia�on also have different abili�es to penetrate ma�er. When light or longer wavelength electromagne�c radia�on is absorbed in ma�er, it is generally converted into thermal energy (heat). Shorter wavelength electromagne�c radia�on (ultraviolet, X‐rays, gamma rays) can ionize atoms and cause damage to living cells. For example ultraviolet light penetrates the skin and can cause skin cancer, while X‐rays and gamma rays can permeate deep �ssue and cause radia�on poisoning. Students should explore these cause‐and‐effect rela�onships through an inves�ga�on of scien�fic text. They should cite evidence from mul�ple sources; evaluate hypotheses, data, analysis, and conclusions; and assess strengths and limita�ons.

Students should evaluate claims about photons, different light frequencies, and energies. They might do this through an examina�on of how colors are perceived. For example, human re�nas have red, green, and blue cones. Seeing the color magenta means the red and blue cones are ac�vated. Students should be able to predict what colors will be seen when different combina�ons of cones are ac�vated. This can be further explored using computer simula�ons.

To explore color and energy, students could explore Herschel’s experiment in which thermometers were placed in different colors to see which color was “ho�est.” It turned out that Herschel’s control, placed in what is now known as infrared, was the ho�est of all. This demonstrated that there are wavelengths of electromagne�c radia�on beyond the visible spectrum.

Excita�on energy and Fraunhofer emission and absorp�on spectra should also be explored. Photons incident on a hydrogen atom excite electrons, and when they fall back to lower energy levels, these photons emit different spectra like Balmer, Lyman, and Paschen spectra. If this course is sequenced before the chemistry course, students may not have an understanding of electron configura�on. This example is only appropriate for students taking physics a�er the chemistry course.

Students should perform research on how different spectra of light interact with ma�er. Specifically, they should evaluate the validity and reliability of source material and determine cause‐and‐effect rela�onships. The final product could be a wri�en essay, presenta�on, model, or oral debate. Research topics might include:

○ Addi�ve/subtrac�ve color processes—stage ligh�ng, vision in humans or animals, visual arts, op�cal illusions, Renaissance‐era pigments versus modern pigments, light bulbs, etc.

○ Spectra—spectra of different elements, astronomical spectroscopy, the cause for atoms to create spectra, etc. ○ Effects of electromagne�c radia�on on the human body—effects of nuclear disasters on plant workers (Chernobyl, Fukushima, Three Mile

Island), skin cancer, medical X‐rays, diagnos�c imaging technology, etc.

The engineering component of this unit includes exploring how technological devices use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy. Students might inves�gate solar cells and how they work, including a qualita�ve descrip�on of the photoelectric effect. Students should also evaluate the efficiency and cost‐effec�veness of modern solar cell technology. Given exis�ng solar cells, students may consider how they rate in terms of one‐�me purchase, aesthe�cs, maintenance, and overall total cost of ownership.

Photoelectric materials emit electrons when they absorb light of a high enough frequency. This is another opportunity to discuss solar cells. Other technologies that use the photoelectric effect include automa�c doors, safety lights, television camera tubes, light‐ac�vated counters, intrusion alarms, and streetlights.

Students should analyze, evaluate, and communicate technical informa�on about how devices that use the principles of wave behavior and wave interac�ons with ma�er transmit and capture informa�on and energy. They should also evaluate a solu�on offered by a technological device using scien�fic knowledge, student‐ generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. Examples of devices include solar cells, medical imaging, and communica�ons technologies.

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Students will also develop an understanding that informa�on can be digi�zed—for example, a picture stored as the values of an array of pixels. In this form, informa�on can be stored reliably in computer memory (CDs, DVDs, etc.) and sent over long distances as a series of wave pulses (infrared remote controls, radio waves, bounced off of satellites, etc.).

The advantages and disadvantages of various electromagne�c frequencies in modern technology should be explored using examples such as astronomical telescopes (microwave, infrared, visible, etc.), lidar, solar panel cells, CDs, Blu‐ray, infrared remote controls or car fobs, infrared mo�on detec�on cameras, computer memory storage, or fiber op�cs. Students should be able to create models of the interac�ons in these common types of systems and explain their model using either wri�en or oral media.

Mul�ple technologies based on the understanding of waves and their interac�ons with ma�er are part of everyday experiences in the modern world (e.g., medical imaging, communica�ons, body scanners at airports) and in scien�fic research. They are essen�al tools for producing, transmi�ng, and capturing signals and for storing and interpre�ng the informa�on contained in them. Concerns regarding this technology that must be considered include cost, safety, reliability, aesthe�cs, and social, cultural, and environmental impacts. Students should be able to argue, using evidence, whether the costs of and concerns about certain technologies meet the requirements set by society.

New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology. These concerns are addressed through the itera�ve process of research and development. Students should be able to evaluate the effec�veness of a solu�on to a given problem. For example, students could determine how much antenna is enough for picking up digital versus analog transmissions.

Modern civiliza�on depends on systems for transmission and storage of informa�on, which can be designed for greater or lesser stability. Examples of these systems could include data security, magne�c tape, vaults of hard drives, hard drive failure, solid‐state storage such as flash drives, cloud storage, remote hacking into cameras, RFID readers, EZ pass, credit card magne�c strips, etc. Engineers con�nuously modify these technological systems for transmission and storage of informa�on by applying scien�fic knowledge and engineering design prac�ces to increase benefits while decreasing costs and risks. Students must be able to argue for or against the suitability of digital storage and transmission in various media.

Integra�on of engineering‐

Students communicate technical informa�on about technological devices that use the principles of wave behavior and wave integra�ons with ma�er to transmit and capture informa�on and energy. No specific ETS connec�ons are called for, but ETS1‐1 and ETS1‐3 are iden�fied as appropriate connec�ons so that students can analyze a major global challenge and evaluate a solu�on to a complex real‐world problem.

Integra�on of DCI from prior units‐

This unit �es in with the unit on waves. Wave proper�es were discussed in the Waves Unit, and all those proper�es are true of electromagne�c waves. The main difference is that this unit focuses specifically on electromagne�c waves. In both units, the proper�es of waves traveling through different media are explored.



• Assess the extent to which the reasoning and evidence in a text supports the author’s claim that electromagne�c radia�on can be described either by a wave model or a par�cle model, and that for some situa�ons one model is more useful than the other.

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• Cite specific textual evidence to support the wave model or par�cle model in describing electromagne�c radia�on, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account.

• Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text rela�ng that electromagne�c radia�on can be described either by a wave model or a par�cle model and that for some situa�ons one model is more useful than the other, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on.

• Assess the extent to which the reasoning and evidence in a text describing the effects that different frequencies of electromagne�c radia�on have when absorbed by ma�er support the author’s claim or recommenda�on.

• Cite textual evidence to support analysis of science and technical texts describing the effects that different frequencies of electromagne�c radia�on have when absorbed by ma�er, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account.

• Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., qualita�ve data, video mul�media) in order to address the effects that different frequencies of electromagne�c radia�on have when absorbed by ma�er.

• Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text describing the effects that different frequencies of electromagne�c radia�on have when absorbed by ma�er, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on.

• Gather relevant informa�on from mul�ple authorita�ve print and digital sources describing the effects that different frequencies of electromagne�c radia�on have when absorbed by ma�er, using advanced searches effec�vely; assess the strengths and limita�ons of each source in terms of the specific task, purpose, and audience; integrate informa�on into the text selec�vely to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cita�on.

• Write informa�ve/explanatory texts about technological devices that use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy, including the narra�on of scien�fic procedures, experiments, or technical processes.

• Integrate and evaluate mul�ple sources of informa�on about technological devices that use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy, presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media), in order to address a ques�on or solve a problem.

• Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text describing technological devices that use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on.

• Synthesize informa�on about technological devices that use the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy from a range of sources. (e.g., texts, experiments, simula�ons) into a coherent understanding of a process, phenomenon, or concept, resolving conflic�ng informa�on when possible.

• Assess the extent to which the reasoning and evidence in a text support the advantages of using digital transmission and storage of informa�on.

• Cite specific textual evidence to support the advantages of using digital transmission and storage of informa�on, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account.

• Evaluate advantages of using digital transmission and storage of informa�on in text, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on.

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Mathema�cs‐

• Represent symbolically that electromagne�c radia�on can be described either by a wave model or a par�cle model and that for some situa�ons one model is more useful than the other, and manipulate the represen�ng symbols.

• Make sense of quan��es and rela�onships between the wave model and the par�cle model of electromagne�c radia�on.

• Interpret expressions that represent the wave model and par�cle model of electromagne�c radia�on in terms of the usefulness of the model depending on the situa�on.

• Choose and produce an equivalent form of an expression to reveal and explain proper�es of electromagne�c radia�on.

• Rearrange formulas represen�ng electromagne�c radia�on to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons.

• Represent the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy symbolically, considering criteria and constraints, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships in the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy.

• Use a mathema�cal model to describe the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy and to predict the effects of the design on systems and/or interac�ons between systems. Iden�fy important quan��es in the principles of wave behavior and wave interac�ons with ma�er to transmit and capture informa�on and energy, and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose

Modifica�ons


● Restructure lesson using UDL principals ( h�p://www.cast.org/our‐work/about‐udl.html#.VXmoXcfD_UA ) ● Structure lessons around ques�ons that are authen�c, relate to students’ interests, social/family background and knowledge of their community. ● Provide students with mul�ple choices for how they can represent their understandings (e.g. mul�sensory techniques‐auditory/visual aids; pictures, illustra�ons,

graphs, charts, data tables, mul�media, modeling). ● Provide opportuni�es for students to connect with people of similar backgrounds (e.g. conversa�ons via digital tool such as SKYPE, experts from the community

helping with a project, journal ar�cles, and biographies). ● Provide mul�ple grouping opportuni�es for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. mul�ple

representa�on and mul�modal experiences). ● Engage students with a variety of Science and Engineering prac�ces to provide students with mul�ple entry points and mul�ple ways to demonstrate their

understandings. ● Use project‐based science learning to connect science with observable phenomena. ● Structure the learning around explaining or solving a social or community‐based issue. ● Provide ELL students with mul�ple literacy strategies. ● Collaborate with a�er‐school programs or clubs to extend learning opportuni�es.

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Research on Student Learning Students who have not received any systema�c instruc�on about light tend to iden�fy light with its source (e.g., light is in the bulb) or its effects (e.g., patch of light). They do not have a no�on of light as something that travels from one place to another. As a result, these students have difficul�es explaining the direc�on and forma�on of shadows, and the reflec�on of light by objects. For example, some students simply note the similarity of shape between the object and the shadow or say that the object hides the light. Students o�en accept that mirrors reflect light but, at least in some situa�ons, reject the idea that ordinary objects reflect light. Many students do not believe that their eyes receive light when they look at an object. Students' concep�ons of vision vary from the no�on that light fills space ("the room is full of light") and the eye "sees" without anything linking it to the object to the idea that light illuminates surfaces that we can see by the ac�on of our eyes on them. The concep�on that the eye sees without anything linking it to the object persists a�er tradi�onal instruc�on in op�cs. Students can understand seeing as "detec�ng" reflected light a�er specially designed instruc�on ( NSDL , 2015).

Prior Learning

Physical science

● A simple wave has a repea�ng pa�ern with a specific wavelength, frequency, and amplitude.

● A sound wave needs a medium through which it is transmi�ed.

● When light shines on an object, it is reflected, absorbed, or transmi�ed through the object, depending on the object’s material and the frequency (color) of the light.

● The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.

● A wave model of light is useful for explaining brightness, color, and the frequency‐dependent bending of light at a surface between media.

● However, because light can travel through space, it cannot be a ma�er wave, like sound or water waves.

● Digi�zed signals (sent as wave pulses) are a more reliable way to encode and transmit informa�on.

Life science

● Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from water and carbon dioxide from the atmosphere, through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

● Within individual organisms, food moves through a series of chemical reac�ons in which it is broken down and rearranged to form new molecules to support growth or to release energy.


● Weather and climate are influenced by interac�ons involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interac�ons vary with la�tude, al�tude, and local and regional geography, all of which can affect oceanic and atmospheric flow pa�erns.

● Because these pa�erns are so complex, weather can only be predicted probabilis�cally.

● The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over �me, and globally redistribu�ng it through ocean currents.

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Connec�ons to Other Courses Physical science‐

● Nuclear processes, including fusion, fission, and radioac�ve decays of unstable nuclei, involve release or absorp�on of energy. The total number of neutrons plus protons does not change in any nuclear process.

● Energy is a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er and radia�on within that system. That there is a single quan�ty called energy is due to the fact that a system’s total energy is conserved, even as within the system, energy is con�nually transferred from one object to another and between its various possible forms.

● At the macroscopic scale, energy manifests itself in mul�ple ways, such as in mo�on, sound, light, and thermal energy.

● These rela�onships are be�er understood at the microscopic scale, at which all of the different manifesta�ons of energy can be modeled as a combina�on of energy associated with the mo�on of par�cles and energy associated with the configura�on (rela�ve posi�on of the par�cles). In some cases the rela�ve posi�on energy can be thought of as stored in fields (which mediate interac�ons between par�cles). This last concept includes radia�on, a phenomenon in which energy stored in fields moves across space.


Earth and space sciences‐

● The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.

● The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth.

● The Big Bang theory is supported by observa�ons of distant galaxies receding from our own, by the measured composi�on of stars and nonstellar gases, and by the maps of spectra of the primordial radia�on (cosmic microwave background) that s�ll fills the universe.

● Other than the hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

● The founda�on for Earth’s global climate systems is the electromagne�c radia�on from the sun, as well as its reflec�on, absorp�on, storage, and redistribu�on among the atmosphere, ocean, and land systems, and this energy’s re‐radia�on into space.

● Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.

● Changes in the atmosphere due to human ac�vity have increased carbon dioxide concentra�ons and thus affect climate.


Introduc�on to the Electromagne�c Spectrum : NASA background resource

Technology for Imaging the Universe : NASA background resource

NASA LAUNCHPAD: Making Waves : NASA e‐Clips ac�vity on the electromagne�c spectrum

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Radio Waves and Electromagne�c Fields : PhET simula�on demonstra�ng wave genera�on, propaga�on and detec�on with antennas.

Refrac�on: h�ps://PhET.colorado.edu/en/simula�on/wave‐interference PhET simula�on addressing refrac�on of light at an interface.

Wave Interference : PhET simula�on of both mechanical and op�cal wave phenomena

Thin Film Interference : OSP simula�on of thin film interference for various wavelengths of visible light

Photoelectric Effect PhET: PhET simula�on addressing evidence for par�cle nature of electromagne�c radia�on

Photoelectric Effect OSP: Open Source Physics simula�on of the photoelectric effect.

Interac�on of Molecules with Electromagne�c Radia�on : PhET simula�on exploring the effect of microwave, infrared, visible and ultraviolet radia�on on various molecules.

Wave/Par�cle Dualism : PhET simula�on of wave and par�cle views of interference phenomena.

X‐ray Technology : OSP Simula�on of op�miza�on of X‐ray contrast by varying energy of X‐rays, materials characteris�cs and measurement parameters



Engaging in Argument from Evidence

● Evaluate the claims, evidence, and reasoning behind currently accepted explana�ons or solu�ons to determine the merits of arguments. (HS‐PS4‐3)

Obtaining, Evalua�ng, and Communica�ng Informa�on

● Evaluate the validity and reliability of mul�ple claims that appear in scien�fic and technical texts or media reports, verifying the data when possible. (HS‐PS4‐4)

● Communicate technical informa�on or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in mul�ple formats (including orally, graphically, textually, and mathema�cally). (HS‐PS4‐5)

PS4.A: Wave Proper�es

● Waves can add or cancel one another as they cross, depending on their rela�ve phase (i.e., rela�ve posi�on of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualita�ve only; it can be based on the fact that two different sounds can pass a loca�on in different direc�ons without ge�ng mixed up.) (HS‐PS4‐3)

● Informa�on can be digi�zed (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (HS‐PS4‐5)

● Informa�on can be digi�zed (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and


● Models (e.g., physical, mathema�cal, computer models) can be used to simulate systems and interac�ons—including energy, ma�er, and informa�on flows—within and between systems at different scales. (HS‐PS4‐3)

Cause and Effect

● Cause and effect rela�onships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS‐PS4‐4)

● Systems can be designed to cause a desired effect. (HS‐PS4‐5)

Stability and Change

● • Systems can be designed for greater or lesser stability. (HS‐PS4‐2)

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Asking Ques�ons and Defining Problems

● Analyze complex real‐world problems by specifying criteria and constraints for successful solu�ons. (HS‐ETS1‐1)

● Evaluate ques�ons that challenge the premise(s) of an argument, the interpreta�on of a data set, or the suitability of a design. (HS‐PS4‐2)


● Evaluate a solu�on to a complex real world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐3)

sent over long distances as a series of wave pulses. (HS‐PS4‐2)

PS4.B: Electromagne�c Radia�on

● Electromagne�c radia�on (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magne�c fields or as par�cles called photons. The wave model is useful for explaining many features of electromagne�c radia�on, and the par�cle model explains other features. (HS‐PS4‐3)

● When light or longer wavelength electromagne�c radia�on is absorbed in ma�er, it is generally converted into thermal energy (heat). Shorter wavelength electromagne�c radia�on (ultraviolet, X‐rays, gamma rays) can ionize atoms and cause damage to living cells. (HS‐PS4‐4)

● Photoelectric materials emit electrons when they absorb light of a high‐enough frequency. (HS‐PS45)

PS4.C: Informa�on Technologies and Instrumenta�on

● Mul�ple technologies based on the understanding of waves and their interac�ons with ma�er are part of everyday experiences in the modern world (e.g., medical imaging, communica�ons, scanners) and in scien�fic research. They are essen�al tools for producing, transmi�ng, and capturing signals and for storing and interpre�ng the informa�on contained in them. (HS‐PS4‐5)


● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them. (HS‐ETS1‐1)

● Humanity faces major global challenges today, such as the need for supplies of clean water and food or


● Science and engineering complement each other in the cycle known as research and development (R&D). (HS‐PS4‐5)

Influence of Engineering, Technology, and Science on Society and the Natural World

● Modern civiliza�on depends on major technological systems. (HS‐PS4‐5, HS‐PS4‐2)

● New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology. (HS‐ETS1‐3)

● Engineers con�nuously modify these technological systems by applying scien�fic knowledge and engineering design prac�ces to increase benefits while decreasing costs and risks. (HSPS4‐2)


● A scien�fic theory is a substan�ated explana�on of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observa�on and experiment. The science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS‐PS4‐3)

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for energy sources that minimize pollu�on, which can be addressed through engineering. These global challenges also may have manifesta�ons in local communi�es. (HS‐ETS1‐1)



Embedded English Language Art/Literacy and Mathema�cs English Language Arts/Literacy

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommenda�on for solving a scien�fic or technical problem. (HS‐PS4‐3), (HS‐PS4‐4),(HS‐PS4‐2) RST.9‐10.8

Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account. (HS‐PS4‐3), (HS‐PS4‐4),(HS‐PS4‐2) RST.11‐12.1

Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media) in order to address a ques�on or solve a problem. (HS‐PS4‐4),(HS‐ETS1‐1),(HS‐ETS1‐3) RST.11‐12.7

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on. (HS‐PS4‐3), (HS‐ETS1‐1), (HS‐ETS1‐3),(HS‐PS4‐2) RST.11‐12.8

Synthesize informa�on from a range of sources (e.g., texts, experiments, simula�ons) into a coherent understanding of a process, phenomenon, or concept, resolving conflic�ng informa�on when possible. (HS‐ETS1‐1), (HS‐ETS1‐3) RST.11‐12.9

Write informa�ve/explanatory texts, including the narra�on of historical events, scien�fic procedures/experiments, or technical processes. (HS‐PS4‐5) WHST.11‐12.2

Gather relevant informa�on from mul�ple authorita�ve print and digital sources, using advanced searches effec�vely; assess the strengths and limita�ons of each source in terms of the specific task, purpose, and audience; integrate informa�on

Mathema�cs

Reason abstractly and quan�ta�vely. (HS‐PS4‐3), (HS‐ETS1‐1), (HS‐ETS1‐3) MP.2

Model with mathema�cs. (HS‐ETS1‐1),(HS‐ETS1‐3) MP.4

Interpret expressions that represent a quan�ty in terms of its context. (HS‐PS4‐3) HSA‐SSE.A.1

Choose and produce an equivalent form of an expression to reveal and explain proper�es of the quan�ty represented by the expression. (HS‐PS4‐3) HSA‐SSE.B.3

Rearrange formulas to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons. (HS‐PS4‐3) HAS.CED.A.4

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into the text selec�vely to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cita�on. (HS‐PS4‐4) WHST.11‐12.8














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● Lab ‐ Mirrors and lenses ● Ac�vity ‐ star�ng fire with glasses ● Ac�vity ‐ Rayleigh sca�ering and the blue sky

Technology/GAFE

● Google slides presenta�on on the mixing colors versus mixing pigments ● Google Classroom correspondence for readings, packets and assignments on electromagne�c radia�on ● PhET ac�vity on total internal reflec�on of light


● Preferen�al sea�ng during presenta�ons on Electromagne�c Waves and their propaga�on ● Repeat/rephrase instruc�ons for lab procedures on mirrors and lenses ● Provide study guides for modified assessments for refrac�on of different mediums.

ELL (SEI)

● Provide pictures of prisms and rays with labels and direc�ons for ac�vi�es involving light. ● Model lab techniques to clarify instruc�ons ● Provide study guides for modified assessments on electromagne�c radia�on ● Allow use of bilingual dic�onaries. They can look up amplitude, frequency, wavelength.

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● Provide study guides for assessments on electromagne�c waves ● Use manipula�ves and visuals, such as pictures of electric and magne�c fields, during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with the electromagne�c spectrum.

Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. i.e. Modeling an electromagne�c wave. ● Assign independent research assignment on the seismic waves and how they destroy buildings.


● Forma�ve: Reading quiz homework checks on unit of electromagne�c spectrum ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report on the Mirrors and Lenses. ● Alterna�ve: Using different lenses take pictures of an object to see how they distort images.

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Physics Unit 8: Electricity and Magne�sm Instruc�onal Days: 17 Unit Summary

How can one explain and predict the interac�ons between objects and within a system of objects?

In this unit of study, students’ understanding of how forces at a distance can be explained by fields, why some materials are a�racted to each other while other are not, how magnets or electric currents cause magne�c fields, and how charges or changing magne�c fields cause electric fields. The crosscu�ng concept of cause and effect is called out as an organizing concept. Students are expected to demonstrate proficiency in planning and conduc�ng inves�ga�ons and developing and using models .

Student Learning Objec�ves Plan and conduct an inves�ga�on to provide evidence that an electric current can produce a magne�c field and that a changing magne�c field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conduc�ng inves�ga�ons with provided materials and tools.] ( HS‐PS2‐5 )

Develop and use a model of two objects interac�ng through electric or magne�c fields to illustrate the forces between objects and the changes in energy of the objects due to the interac�on. [Clarifica�on Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] ( HS‐PS3‐5 )

Part A: What are the rela�onships between electric currents and magne�c fields?

Concepts Forma�ve Assessment • Forces at a distance are explained by fields (gravita�onal, electric, and

magne�c) permea�ng space that can transfer energy through space.

• Magnets or electric currents cause magne�c fields; electric charges or changing magne�c fields cause electric fields.

• “Electrical energy” may mean energy stored in a ba�ery or energy transmi�ed by electric currents.

• Empirical evidence is required to differen�ate between cause and correla�on and make claims about specific causes and effects.


• Plan and conduct an inves�ga�on individually and collabora�vely to produce data that can serve as the basis for evidence that an electric current can produce a magne�c field.

• Plan and conduct an inves�ga�on individually and collabora�vely to produce data that can serve as the basis for evidence that a changing magne�c field can produce an electric current.

• In experimental design, decide on the types, amounts, and accuracy of data needed to produce reliable measurements, consider limita�ons on the precision of the data, and refine the design accordingly.

• Collect empirical evidence to support the claim that an electric current can produce a magne�c field.

• Collect empirical evidence to support the claim that a changing magne�c field can produce an electric current.

Part A: How can I exert a force on an object when I can’t touch it?


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• When two objects interac�ng through a field change rela�ve posi�on, the energy stored in the field is changed.

• Cause‐and‐effect rela�onships between electrical and magne�c fields can be predicted through an understanding of inter‐ and intra‐molecular forces (protons and electrons).


• Develop and use an evidence‐based model of two objects interac�ng through electric or magne�c fields to illustrate the forces between objects and the changes in energy of the objects due to the interac�on.

• Suggest and predict cause‐and‐effect rela�onships for two objects interac�ng through electric or magne�c fields.


Students will build on their previous experiences with Coulomb’s law and Newton’s laws regarding forces as they develop an understanding of rela�onships between electric and magne�c fields, and how objects interact with each other and with electric and magne�c fields. Students have an understanding of how gravita�onal forces at a distance are explained by fields, and they have previously looked at energy transfer through space.

In order to build an understanding of forces at a distance and the transfer of energy through space, students should examine the rela�onships between flowing current and magne�c fields. Students should know that forces at a distance are explained by fields (gravita�onal, electric, and magne�c). These fields permeate space and can transfer energy through space.

Students should plan and carry out inves�ga�ons to explore the rela�onships between electrical currents and magne�c fields. In their experimental design, students should decide on the types, amount, and accuracy of the data needed to produce reliable measurements, and they should consider limita�ons on the precision of the data and refine the design accordingly. Examples of inves�ga�ons students might plan and carry out include:

• Students can map the magne�c field around a bar magnet with a compass or iron filings. Students should observe how distance from the magnet affects the field lines. They should also observe the direc�onality of the field lines.

• Students can deflect a compass needle with a current carrying wire. Students might analyze how distance, current strength, and current direc�on affect the compass needle.

• Students can put a bar magnet through a solenoid and measuring the current in the wire. Students could also experiment with the number of loops, radius of the coil, gauge of wire, or length of the coil.

• Students can design and build a motor or generator. They might also observe a premade toy motor.

• Students can create a basic electromagnet by wrapping an iron nail in coiled wire and connec�ng the ends of the wire to a ba�ery. Students could explore how changing the number of coils, length of the nail, polarity of the nail, or thickness of the nail affects the magne�c field. This will allow students to see how a magne�c field can be measured by how many washers/paperclips the electromagnet can pick up.

• Students can build a basic ba�ery with lemon juice, pennies, sand paper, and construc�on paper and use it to power an LED bulb. Students should understand that “electrical energy” may mean energy stored in a ba�ery or energy transmi�ed by electric currents.

• Students should inves�gate and construct a simple mag‐lev train and explore what variables (mass, magne�c field strength, etc.) affect the speed and running efficiency of the train.

• Using field‐mapping kits with silver oxide pens and conduc�ve gridded paper, students could map electromagne�c fields and examine any change in electrical poten�al energy.

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Experimental evidence should allow students to support claims about how an electric current can produce a magne�c field, and how a changing magne�c field can produce an electric current. Claims should be supported and modeled mathema�cally when appropriate. Students should choose and interpret units consistently and organize and analyze data in graphs.

Students might also conduct short or more sustained research projects around the concepts of electric current and magne�c fields. They should collect relevant data from a broad spectrum of sources, examine adequate evidence, and construct rigorous explana�ons for how electric currents produce magne�c fields and how changing magne�c fields can produce electric currents.

Students should be able to develop descrip�ve (and in some cases quan�ta�ve) models, based on the evidence from their inves�ga�ons of two objects interac�ng through electric or magne�c fields, to illustrate the forces between objects and the changes in energy of the objects due to the interac�on. This could include using Coulomb’s law from Unit 2 to mathema�cally explain some observed phenomena. Students should have an understanding of what happens when two charges of opposite polarity are near each other. Students should be able to predict cause‐and‐effect rela�onships for two objects interac�ng through electric or magne�c fields. Student models might be mathema�cal models, drawings, diagrams, or text.

Students should examine relevant text about objects interac�ng through electric or magne�c fields, draw evidence, assess strengths and limita�ons of sources, and integrate informa�on into wri�en explana�ons (models). Students might use digital media in presenta�ons of their models to enhance understanding. This might include textual, graphical, audio, visual, and interac�ve elements.

Depending on the sequence of courses, students may or may not have an understanding of the structure of the atom. This concept is covered in the chemistry course. Appropriate descrip�ons about electricity and the flow of electrons should be provided based on students’ level of understanding. Teachers might draw an analogy between thermal conduc�vity and electrical conduc�vity.

It is important to note that this unit does not require the teaching of simple electrical circuits, Ohm’s law, the right‐hand rule, or Maxwell’s equa�ons. For enrichment, the instructor might, at his or her discre�on, introduce these concepts through the analogy of water flowing through a pipe. This unit does not address dipoles, direc�onality of magne�c fields, and the causes for magne�sm in certain substances. The unit focuses on a conceptual overview of electricity and magne�sm.



• Conduct short as well as more sustained research projects to support the claim that an electric current can produce a magne�c field and that a changing magne�c field can produce an electric current.

• Collect relevant data from a broad spectrum of sources about the claim that an electric current can produce a magne�c field and that a changing magne�c field can produce an electric current, and assess the strengths and limita�ons of each source.

• Collect and examine adequate empirical evidence to construct a rigorous explana�on for the claim that an electric current can produce a magne�c field and that a changing magne�c field can produce an electric current.

• Conduct short as well as more sustained research projects to determine the forces between objects and the changes in energy of the objects as they interact through electric or magne�c fields; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the interac�on of two objects through electric or magne�c fields, demonstra�ng understanding of the interac�on of two objects through electric or magne�c fields.

• Gather relevant informa�on on the interac�on of two objects through electric or magne�c fields from mul�ple authorita�ve print and digital sources, using advanced searches effec�vely; assess the strengths and limita�ons of each source in terms of the development of a model to illustrate the forces between objects and the changes in energy of the objects as they interact through electric or magne�c fields; integrate informa�on into text describing the interac�on of two

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objects through electric or magne�c fields selec�vely to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cita�on.

• Draw evidence from informa�onal texts to support analysis, reflec�on, and research about two objects interac�ng through electric or magne�c fields and the forces between objects and the changes in energy of the objects due to the interac�on.

• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to model two objects interac�ng through electric or magne�c fields, and illustrate the forces between objects and the changes in energy of the objects due to the interac�on to enhance understanding of findings, reasoning, and evidence and to add interest.

Mathema�cs‐

• Use units as a way to understand the claim that an electric current can produce a magne�c field and that a changing magne�c field can produce an electric current; choose and interpret units consistently in formulas represen�ng the produc�on of a magne�c field from an electric current and the produc�on of an electric current from a changing magne�c field; choose and interpret the scale and origin in graphs and data displays represen�ng magne�c fields and electric currents.

• Define appropriate quan��es for the purpose of descrip�ve modeling of the produc�on of a magne�c field from an electric current and the produc�on of an electric current from a changing magne�c field.

• Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es of the produc�on of a magne�c field from an electric current and the produc�on of an electric current from a changing magne�c field.

• Represent symbolically two objects interac�ng through electric or magne�c fields, the forces between objects, the changes in energy of the objects due to the interac�on, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships between two objects interac�ng through electric or magne�c fields, the forces between objects, the changes in energy of the objects due to the interac�on.

• Use a mathema�cal model of two objects interac�ng through electric or magne�c fields to illustrate the forces between objects and the changes in energy of the objects due to the interac�on. Iden�fy important quan��es represen�ng two objects interac�ng through electric or magne�c fields, the forces between objects, and the changes in energy of the objects due to the interac�on, and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

Modifica�ons






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Before instruc�on, many students are not aware of the bipolarity of ba�eries and light bulbs; do not recognize the need for a complete circuit to make a bulb light; and do not succeed in making a lamp light when given a ba�ery and a number of connec�ng wires. This suggests that they also do not understand or cannot apply the concept of a complete circuit. Teaching sequences that take account of students' ideas can help students make progress in this area. Students have difficulty reasoning that all parts of a circuit are interrelated and influence each other. Instead, they think of circuits in terms of electric current traveling around the circuit mee�ng each component in turn. They think of a change in the circuit affec�ng only those components that come a�er the change. This "sequen�al" reasoning underlies many problems that students have in understanding electric circuits and is highly resistant to change.

Students tend to start instruc�on with one concept for electricity in electric circuits which has the proper�es of movement, storability, and consumability and which students label "current," "energy," or "electricity." Even a�er instruc�on, many students do not differen�ate between electric current and electric energy. They also tend to think that the ba�ery is the source of the current and that the circuit is ini�ally empty of the stuff that flows through the wires. Many students a�er instruc�on believe that a ba�ery releases the same amount of current regardless of the circuit to which it is a�ached, that the fixed current flows out of the ba�ery and diminishes every �me it goes through a circuit element that uses up the current, so that there is less current at the end of the circuit. These beliefs are highly resistant to change. Iden�fying energy as the quan�ty that is dissipated can help students reconcile their intui�ve belief that something is used up in circuits with the formal knowledge that electric current is conserved.

Li�le is known about students' reasoning about the microscopic mechanisms that underlie electric current and their interpreta�on in terms of electrosta�c en��es. A�er instruc�on, high‐school students may not be inclined to or, when prompted, may have difficul�es rela�ng macroscopic parameters (such as electric current) to microscopic processes and electrosta�c interac�ons (such as forces on charged electrons). Students may think of the ba�ery as the only source of electrons which move in the circuit, i.e., the ba�ery releases electrons into the wires which play no ac�ve role; They may also think of electrons moving through a circuit as single unconnected par�cles moving around.

Students may think of gravity and magne�sm interchangeably. They may refer to magne�sm as a "type of gravity," but they may also explain gravity in terms of the earth ac�ng like a magnet on objects. Students may think that magnets do not work in a place where there is no air, just like they think about gravity. Students of all ages may also confuse electrosta�c and magne�c effects. For example, they may predict that north magne�c poles repel posi�vely charged objects.

Students do not readily recognize the magne�c effect of an electric current. Some think of the wire, rather than the electric current as being the cause of the magne�c effect. Students may think that insula�on around the wire prevents the existence of magne�c forces when current flows ( NSDL, 2015 ).

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Prior Learning Physical science

• Electric and magne�c (electromagne�c) forces can be a�rac�ve or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magne�c strengths involved and on the distances between the interac�ng objects.

• Gravita�onal forces are always a�rac�ve. There is a gravita�onal force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

• Forces that act at a distance (electric, magne�c, and gravita�onal) can be explained by fields that extend through space, and they can be mapped by their effect on a test object (a charged object or a ball, respec�vely).

• When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.


• The solar system consists of the sun and a collec�on of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravita�onal pull on them.

• This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direc�on over the short term but �lted rela�ve to its orbit around the sun. The seasons are a result of that �lt and are caused by the differen�al intensity of sunlight on different areas of Earth across the year.

• The solar system appears to have formed from a disk of dust and gas drawn together by gravity.


Physical science

• Newton’s law of universal gravita�on and Coulomb’s law provide the mathema�cal models to describe and predict the effects of gravita�onal and electrosta�c forces between distant objects.

• Forces at a distance are explained by fields (gravita�onal, electric, and magne�c) permea�ng space that can transfer energy through space. Magnets or electric currents cause magne�c fields; electric charges or changing magne�c fields cause electric fields.

• A�rac�on and repulsion between electric charges at the atomic scale explain the structure, proper�es, and transforma�ons of ma�er, as well as the contact forces between material objects.

• Energy is a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er and radia�on within that system. That there is a single quan�ty called energy is due to the fact that a system’s total energy is conserved even as, within the system, energy is con�nually transferred from one object to another and between its various possible forms.


• These rela�onships are be�er understood at the microscopic scale, at which all of the different manifesta�ons of energy can be modeled as a combina�on of energy associated with the mo�on of par�cles and energy associated with the configura�on (rela�ve posi�on of the par�cles). In some cases the rela�ve

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posi�on energy can be thought of as stored in fields (which mediate interac�ons between par�cles). This last concept includes radia�on, a phenomenon in which energy stored in fields moves across space.

• Electromagne�c radia�on (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magne�c fields or as par�cles called photons. The wave model is useful for explaining many features of electromagne�c radia�on, and the par�cle model explains other features.

• When light or longer wavelength electromagne�c radia�on is absorbed in ma�er, it is generally converted into thermal energy (heat). Shorter wavelength electromagne�c radia�on (ultraviolet, X‐rays, gamma rays) can ionize atoms and cause damage to living cells.

• Photoelectric materials emit electrons when they absorb light of a high enough frequency.


• Earth’s systems, being dynamic and interac�ng, cause feedback effects that can increase or decrease the original changes.

• Evidence from deep probes and seismic waves, reconstruc�ons of historical changes in Earth’s surface and its magne�c field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust. Mo�ons of the mantle and its plates occur primarily through thermal convec�on, which involves the cycling of ma�er due to the outward flow of energy from Earth’s interior and gravita�onal movement of denser materials toward the interior.

• The geological record shows that changes to global and regional climate can be caused by interac�ons among changes in the sun’s energy output, Earth’s orbit, tectonic events, ocean circula�on, volcanic ac�vity, glaciers, vegeta�on, and human ac�vi�es. These changes can occur on a variety of �me scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long term tectonic cycles.

• Resource availability has guided the development of human society.

• All forms of energy produc�on and other resource extrac�on have associated economic, social, environmental, and geopoli�cal costs and risks as well as benefits. New technologies and social regula�ons can change the balance of these factors.


Magnets and Electromagnets: Explore the interac�ons between a compass and bar magnet. Discover how you can use a ba�ery and wire to make a magnet! Can you make it a stronger magnet? Can you make the magne�c field reverse?

Charges and Fields: Move point charges around on the playing field and then view the electric field, voltages, equipoten�al lines, and more.

Faraday’s Law: Inves�gate Faraday's law and how a changing magne�c flux can produce a flow of electricity!

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Appendix A: NJSLS‐S and Founda�ons for the Unit Plan and conduct an inves�ga�on to provide evidence that an electric current can produce a magne�c field and that a changing magne�c field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conduc�ng inves�ga�ons with provided materials and tools.] ( HS‐PS2‐5 )

Develop and use a model of two objects interac�ng through electric or magne�c fields to illustrate the forces between objects and the changes in energy of the objects due to the interac�on. [Clarifica�on Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.] ( HS‐PS3‐5 )


Planning and Carrying Out Inves�ga�ons

• Plan and conduct an inves�ga�on individually and collabora�vely to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limita�ons on the precision of the data (e.g., number of trials, cost, risk, �me), and refine the design accordingly. (HS‐PS2‐5)

Developing and Using Models

• Develop and use a model based on evidence to illustrate the rela�onships between systems or between components of a system. (HS‐PS3‐2),(HS‐PS3‐5)

PS2.B: Types of Interac�ons

• Forces at a distance are explained by fields (gravita�onal, electric, and magne�c) permea�ng space that can transfer energy through space. Magnets or electric currents cause magne�c fields; electric charges or changing magne�c fields cause electric fields. (HS‐PS2‐5)

PS3.C: Rela�onship between Energy and Forces

• When two objects interac�ng through a field change rela�ve posi�on, the energy stored in the field is changed. (HS‐PS3‐5)

Cause and Effect

• Empirical evidence is required to differen�ate between cause and correla�on and make claims about specific causes and effects. (HS‐PS2‐5)

• Cause and effect rela�onships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS‐PS3‐5)

English Language Arts Mathema�cs Conduct short as well as more sustained research projects to answer a ques�on (including a self‐generated ques�on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the subject, demonstra�ng understanding of the subject under inves�ga�on. (HS‐PS2‐5), (HS‐PS3‐5) WHST.9‐12.7

Gather relevant informa�on from mul�ple authorita�ve print and digital sources, using advanced searches effec�vely; assess the strengths and limita�ons of each source in terms of the specific task, purpose, and audience; integrate informa�on into the text selec�vely to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cita�on. (HS‐PS2‐5), (HS‐PS3‐5) WHST.11‐12.8


Model with mathema�cs. (HS‐PS3‐5 MP.4 )

Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐PS2‐5) HSN.Q.A.1

Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐PS2‐5) HSN.Q.A.2

Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐PS2‐5) HSN.Q.A.3

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Draw evidence from informa�onal texts to support analysis, reflec�on, and research. (HS‐PS2‐5), (HS‐PS3‐5) WHST.9‐12.9

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to enhance understanding of findings, reasoning, and evidence and to add interest. (HS‐PS3‐5) SL.11‐12.5












social media or in an online community.

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● 8.1.12.D.5 Analyze the capabili�es and limita�ons of current and emerging technology resources and assess their poten�al to address personal, social, lifelong learning, and career needs.

● 8.1.12.F.1 Evaluate the strengths and limita�ons of emerging technologies and their impact on educa�onal, career, personal and or social needs.






● Lab ‐ Building a simple electric motor ● Lab ‐ Building simple circuits ● Lab ‐ Inves�ga�ng Magne�c Fields ● Ac�vity ‐ PhET inves�ga�on on series and parallel circuits ● Ac�vity ‐ Resistor Race

Technology/GAFE

● PhET simula�ons for lab ac�vi�es ● Google Classroom correspondence for readings, packets and assignments on electricity and magne�sm


● Preferen�al sea�ng during presenta�ons on Electricity and Magne�sm ● Repeat/rephrase instruc�ons for lab procedures on motors, circuits and magne�c fields ● Provide study guides for modified assessments on electricity and magne�sm

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ELL (SEI)

● Provide pictures of magnets and ba�eries with labels and direc�ons for ac�vi�es involving magne�sm. ● Model lab techniques, such as how to safely operate a ba�ery, to clarify instruc�ons. ● Provide study guides for modified assessments on magne�sm. ● Allow use of bilingual dic�onaries. They can look up current, ampere, amperage, electrocu�on.


● Provide study guides for assessments on electricity and magne�sm ● Use manipula�ves and visuals, such as pictures of schema�c diagrams and simple circuits, during extra help sessions ● Conference with guidance and/or parents to discuss students’ progress with applying Ohm’s Law to circuits.

Gi�ed & Talented

● Present lab ac�vi�es as problem‐based self‐directed learning. i.e. Modeling an electromagne�c wave. ● Assign independent research assignment on the history of the electric chair.


● Forma�ve: Reading quiz homework checks on unit of electricity and magne�sm ● Summa�ve: Conven�onal Style Test with mul�ple choice ques�ons, free response and problem solving, Laboratory report on magne�c fields. ● Alterna�ve: Build a simple electric motor.

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c of s u p g f p cp · 2018-12-12 · macroscopic bodies moving in one dimension. • describe the...

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