lab & academic physics · lab & academic physics grade level: 11-12 ... course philosophy...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE DEPARTMENT

LAB & ACADEMIC PHYSICS

Grade Level: 11-12

Credits: 5

Course Code: 042220, 042240, 133710, 439330, 439334

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 31, 2015

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola

Mr. William Bruno Mrs. Elizabeth Canario

Mr. Samuel Carollo Mrs. Amy Fankhauser

Mrs. Kathie Lavin Mr. Michael Messinger

Central Administration Mr. Charles Sampson, Superintendent

Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction

Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction

Curriculum Writing Committee Mr. Christopher Bennett

Ms. Erin Rudowski Mr. Joseph Santonacita

Supervisors Ms. Kim Fox

Mr. Brian Post Ms. Marybeth Ruddy

Ms. Denise Scanga

042220, 042240, 133710, 439330, 439334: LAB PHYSICS, ACADEMIC LAB PHYSICS

COURSE PHILOSOPHY Physics evolved out of ancient philosophy as humans tried to characterize matter and understand natural phenomena. This exploration is still important and relevant today. This course will continue students’ exploration of the various fields in science by analyzing physical systems and both natural and manufactured phenomena using scientific inquiry. Physics is an inherently interdisciplinary subject, drawing on students’ reading, writing, mathematical, and scientific backgrounds. Students will employ these interdisciplinary skills in designing experiments, evaluating data, and engineering solutions to solve real-world problems. Additionally, physics requires students to effectively communicate their claims and evidence to a variety of local, national, and global audiences. It exposes students to additional college and career opportunities in science, technology, engineering and math (STEM) fields. Cultivated throughout the course, these skills and opportunities will make our students productive citizens in the 21st century.

COURSE DESCRIPTION In Lab and Academic Physics, students will study the physical world around them, including kinematics, dynamics, energy, momentum, electrostatics, circuits, and waves. Students will analyze and model real physical systems and predict changes in order to engineer possible solutions to problems. Student will accomplish this through guided, cooperative, and independent inquiry-based activities in which they apply their conceptual understanding.

COURSE SUMMARY

COURSE GOALS CG1: Students will use scientific inquiry to develop hypotheses, evaluate data and information, account for assumptions, and develop explanations and theories to engineer solutions. CG2: Students will analyze and model physical systems in order to explain phenomena. CG3: Students will effectively communicate scientific ideas through multiple representations. CG4: Students will support and defend conclusions with evidence and research.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: Scientific inquiry involves asking questions and finding patterns within empirical data to develop and test physical models.

CEQ1a: How does scientific inquiry help us make sense of our world? CEQ1b: How does scientific inquiry make you a better decision maker? CEQ1c: Why might someone say some data is "good" and some data is "bad"? CEQ1d: How can scientific inquiry explain puzzling or unexpected data?

CEU2: Scientific ideas can be analyzed, modeled, and communicated through multiple representations.

CEQ2a: How can we communicate scientific ideas and understandings? CEQ2b: Is one representation more useful than another?

CEU3: Physics describes the interactions between objects that can predict possible changes in motion.

CEQ3a: How do interactions affect real-world situations? CEQ3b: How can one predict an object's continued motion, changes in motion, or stability? CEQ3c: How (and why) do objects interact? CEQ3d: How do changes to a system affect an interaction?

CEU4: Energy of a system can be transformed and/or transferred. CEQ4a: Is energy infinite/limitless? CEQ4b: How do you define a system? CEQ4c: How can global energy problems be addressed by physics?

CEU5: By applying physics concepts and problem solving strategies, one can engineer solutions to real-world problems.

CEQ5a: How are physics concepts applied in order to engineer solutions? CEQ5b: How does physics benefit society?

UNIT GOALS & PACING

UNIT TITLE UNIT GOALS RECOMMENDED

DURATION

Unit 1: One-Dimensional Kinematics

Students will use multiple representations of one-dimensional motion in order to analyze and make predictions about the motion of a system.

7 weeks

Unit 2: Newtonian Dynamics

LG1: Students will represent interactions in multiple ways in order to analyze and/or predict changes in motion of a particular system. LG2: Students will analyze and/or predict the variables that affect the gravitational field and force between two objects of mass. LG3: Students will apply Newton's Laws of Motion to predict and analyze the motion of a system undergoing circular/orbital motion.

8 weeks

Unit 3: Conservation of Momentum

Students will use multiple representations to justify and/or predict changes in momentum within and between systems and the surrounding environment.

3 weeks

Unit 4: Conservation of Energy

Students will represent energy in multiple ways to analyze and/or predict various physical phenomena in terms of energy transformations and transfers within a system.

4 weeks

Unit 5: Electrostatic Forces

LG1: Students will investigate macroscopic interactions on a microscopic level in order to formulate hypotheses and draw conclusions about electrostatic interactions between objects. LG2: Students will represent electrically charged interactions in multiple ways in order to analyze data and predict the motion of a particular system.

2 weeks

Unit 6: Circuits

Students will investigate circuits to hypothesize and draw conclusions about the rate of energy transfer of electrical (ohmic) components.

3 weeks

Unit 7: Electromagnetism

Students will represent electromagnetic interactions in multiple ways in order to analyze and predict the relationship between electric and magnetic fields.

2 weeks

Unit 8: Simple Harmonic Motion

Students will use multiple representations to analyze data, hypothesize, and predict the motion of oscillating systems. 2 weeks

Unit 9: Waves Students will use multiple representations to generate hypotheses and analyze data regarding the energy transfer in wave propagation and investigate the characteristics of waves.

3 weeks


UNIT 1: One-Dimensional Kinematics SUGGESTED DURATION: 7 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will use multiple representations of one-dimensional motion in order to analyze the motion or changes in motion of a system and make relevant predictions. UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can solve advanced kinematics problems and scenarios and/or peer teach other students.

3

The student can:

use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of kinematics;

differentiate between the physical quantities of position, displacement, distance and path length, velocity and speed, acceleration and time (both clock readings and time intervals), and the use of reference frames as an indicator for a particular motion;

analyze data from a moving system to draw conclusions;

derive a mathematical representation of the motion of a system from velocity vs. time and acceleration vs. time graphs;

apply concepts of graphical and mathematical representations to predict the position or motion of a system;

analyze dot diagrams, motion diagrams, tables, position vs. time graphs, and velocity vs. time graphs;

compare indices and rates to justify which ratio is fastest, steepest, etc.;

differentiate between a vector quantity and a scalar quantity and give examples of each.

2

The student can:

recognize different physical quantities and their corresponding metric units;

identify the symbols that accompany physical quantities and units of measurements;

recognize and define relevant terms;

collect data from a moving system;

define a reference frame for a particular scenario;

describe the motion of an object based on a defined reference frame;

construct dot diagrams and motion diagrams;

construct tables and graphs (e.g., position vs. time, velocity vs. time);

define a reference frame for a particular scenario.

1 The student needs assistance or makes larger errors in attempting to reach score 3 performances.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

EU1: An object's motion in one dimension can be expressed and analyzed using multiple representations.

EQ1a: Why might one representation of motion be more useful than another? EQ1b: In what ways can a person tell how an object is moving?

EU2: Motion is relative to its observer. EQ2a: How can a person or object be standing still, moving at a constant velocity, and accelerating at the same time? EQ 2b: In what ways can a person tell if a system is moving and how it is moving?

EU3: The principles of kinematics (mechanics) can describe the motion of all objects. EQ3: How can one predict the motion or changes in motion of an object?

EU4: Constant velocity in one dimension is a result of zero acceleration in that same dimension.

EQ4: On what factors does the rate of motion of an object depend?

NJCCCS & COMMON CORE STANDARDS NGSS: HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time 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 motion and to macroscopic objects moving at non-relativistic speeds.] CCSS: RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5) MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4) MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-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), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1), (HS-PS2-4) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1), (HS-PS2- 4) HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1), (HS-PS2-2) HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2- 1), (HS-PS2-2) HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1), (HS-PS2-2) HSF-IF.C.7 Graph functions 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) HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG 1 EU1, EQ1a, 1b EU2, EQ2a, 2b EU3, EQ3 EU4, EQ4 NGSS HS-PS2-1 DOK 3

Option 1: Present students with data from a system (e.g., position, time, velocity, acceleration). Require students to analyze data to draw conclusions and make relevant predictions about the motion. Students should justify their conclusions by citing evidence from the multiple representations. Option 2: The students should design and perform an experiment to solve a problem involving 1D kinematic motion. The experiment can include a marble, toy truck, a frame-by-frame video, or motion sensors. Students will use multiple representations of one-dimensional motion in order to analyze and predict the motion or changes in motion of the object relative to a specific reference frame. Students will cite evidence, based on the experimental design and data, to prove that the model of the object was moving at a constant velocity or acceleration.

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Reference Frames: Using the concepts of reference frame and relative motion, students create a scenario for a system that will be viewed by three different observers. The observers will view the system in the following ways: moving at a constant velocity to the right, moving at a constant velocity to the left, and not moving/stationary.

Students can use their personal devices to record their observations.

reference frames relative motion system reference point origin stationary

Apply concepts of reference frames and relative motion to design an experiment Evaluate experimental design based on results and adjust experiment if needed

DOK 4

Motion Diagrams and Graphs: In an observational experiment, students describe an object moving across the classroom (e.g., ball on a track, instructor on a skateboard/rollerblades). This initial description will lack any data. The students will then design a method to record data for the observational experiment. Students are to designate a reference and use the marks to describe the motion with multiple representations including a data table, dot diagram (dot plot), motion diagram (motion map), and position vs. time graph. Students will be able to improve upon their initial description of motion by citing evidence/data in the multiple representations created during the experiment.

Students can collect the data by recording the motion on their personal devices and analyzing it by frame.

relative motion point particle distance d displacement Δx path length l position x speed v velocity v clock reading t time interval Δt origin reference frame vector scalar

Differentiate between position, distance, displacement, and path length Critique a reference frame by position and orientation Make observations and draw conclusions of a system in motion

Design an experiment to determine the type of motion exhibited Generate multiple representations of data Provide a qualitative description and draw conclusions of data expressed in multiple representations DOK 3, 4



Constant Velocity Cars I: Place a tape measure, 10 meters or more, across the floor. In groups, students will be given a fast car, slow car, and a different starting position and direction for each car. Students will mark the cars’ positions after each second on the tape. Students will record the data for both cars in a data table. The position represents the location of the car with respect to the tape measure on the floor, not the distance between points or the distance from the starting point. Students will create a position vs. time graph and draw a trend line for each car. Students will interpret the trend lines as a function of time. Students will explain the physical meaning of the slope and the y-intercept and relate it qualitatively to the motion of the car.

Students can utilize a spreadsheet to record and analyze the data and create the graphs.

trend lines independent variables dependent variables line of best-fit slope direct proportionalities inverse proportionalities

Cite evidence from collected data that is represented graphically Analyze data expressed in graphs and draw conclusions from data to prove the type of motion DOK 3, 4

Constant Velocity Cars II: Each group of students will be provided with two constant velocity cars of known speeds. Each group will predict where the cars will meet if they were placed 3 meters apart and released simultaneously. Students should represent the motion of each car with the function x(t) and use position vs. time graphs.

position vs. time graphs

Represent motion graphically Analyze lines of best fit DOK 3, 4

Graphing x vs. t and v vs. t: Given a position vs. time graph, students will act out the motion, identify the position at a given time, and determine and differentiate between the displacement, path length, average velocity and average speed during a specific time interval. Students will assess and differentiate between various motions and apply those concepts to construct a velocity vs. time graph. Students will relate the motion of each graph to the reference frame. When analyzing the velocity vs. time graph students will formulate a method for determining the displacement graphically that is consistent with the expression determined in the Constant Velocity Cars II Activity.

Instructors can provide position vs. time graphs with various degrees of difficulty.

velocity vs. time graphs average speed average velocity

Create a velocity vs. time graph given the position vs. time graph, word description, mathematical expression(s) and/or diagram Analyze and synthesize new representations from multiple given representations DOK 2, 3

Motion Diagram (Motion Map): Create a shape with clay and draw the shape on the board. Pass the shape around the class. Each student can stretch, squish, or make no change to the shape. Draw an arrow to represent the direction of change after each student has come in contact with the clay. Make sure the arrow shows the amount of stretching or squishing.

Have students use interactive simulations of motion maps (e.g., ActivPhysics On-

line Simulations) and answer the questions.

motion diagram

Represent changes verbally and graphically with vectors Analyze motion diagrams to draw conclusions about motion and changes in motion of an object DOK 3



Multiple Representations, Qualitative Description, Graphing, & Motion Diagrams: Students are provided with a series of linear and curved graphs. The students will match the graphs to qualitative descriptions of motion and their corresponding motion diagrams. If available, students can use a motion detector to prove that the description matches the graph.

Interactive Game: Given a quantitative graphical description students must match a graph to the numerical values for the initial position, velocity and acceleration.

constant and changing speed and velocity Δv, equation of best fit- polynomial, acceleration a

Interpret and compare multiple representations of a system in motion Differentiate between constant velocity and accelerated motion Hypothesize the physical motion that will result in the reproduction of a given representation Predict the form of representation that results from a particular motion DOK 3

Predict and Test the Model for Constant Velocity: As a demonstration, drop an object such as a tennis ball or roll a cart down an incline plane. Students will observe the motion of the object as it travels and generate hypotheses. Students will design an experiment that uses multiple representations to prove the type of motion an object is experiencing. Prior to the experiment the students will predict the outcome and time interval it takes to drop an object from a certain height. In the experiment design, students will address any assumptions they made about the motion of the object, specifically, any differences between predicted versus observed data.

For more in-depth quantitative analysis, students can derive a mathematical model for non-constant velocity. Students can compare the similarities and/or differences in the times mean regarding the motion of the falling system.

Students can collect the data by recording the motion on their personal devices and projecting the video on a whiteboard for a quick dot diagram or in-depth track analysis. Students can also utilize the software, Tracker—Video Analysis and Modeling Tool, to collect data.

freefall, height h, vertical and horizontal motion, frame by frame analysis

Collect and display data in multiple

representations: data tables, scatter plots,

motion diagrams

Analyze data using motion diagrams, d/t scatterplots and v/t scatterplots Draw conclusions regarding the type of

motion exhibited and cite evidence to

support your conclusions

Prove that the motion of a system can exhibit constant velocity Design an experiment to prove the rate of acceleration DOK 3, 4



Data Collection for Accelerated Motion: Students will represent data collected experimentally by constructing a position vs. time graph. Students will analyze the graph to explain acceleration in terms of the change of position and differentiate between an object traveling at a constant and changing velocity by citing evidence from the graph. Students will also construct an average velocity vs. time graph. Students will find the line of best fit and create a mathematical model for the velocity as a function of time.

Provide the students with data.

Students can collect the data by recording the motion on their personal devices. Students can also utilize the software, Tracker—Video Analysis and Modeling Tool, to collect data.

instantaneous velocity average velocity

Display data using tables and motion diagrams Analyze data using scatter plots (position, velocity, and acceleration vs. time graphs) Derive mathematical representations of motion Use models to prove an object is accelerating DOK 3, 4

Position as a Function for Accelerated Motion: Using a fan cart or any other object that undergoes constant acceleration, the students will determine the acceleration and predict the change in position at various time intervals. Students will formulate a mathematical model for position as a function of time. They will prove that the displacement on a velocity vs. time graph correlates to the mathematical model for acceleration.

Students can predict the time it takes an object to free fall from progressively larger heights or make prediction of the displacement in an online interactive simulation. Interactive simulation The Moving Man (Physics Education Technology).

uniform acceleration kinematics equations

Analyze position vs. time graphs for a system undergoing uniform acceleration Formulate mathematical models for position as a function of time DOK 3


UNIT 2: Newtonian Dynamics SUGGESTED DURATION: 8 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will represent interactions in multiple ways in order to analyze and/or predict changes in motion of a particular system. LG2: Students will analyze and/or predict the variables that affect the gravitational field and force between two objects of mass. LG3: Students will apply Newton's Laws of Motion to predict and analyze the motion of a system undergoing circular/orbital motion.

UNIT LEARNING GOAL 1 SCALE 4 In addition to score 3 performances, the student can apply Newtonian dynamics to solve advanced problems and to peer teach other students.

3

The student can:

use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of dynamics;

apply the concept of force as an interaction between two objects to formulate solutions in various scenarios;

analyze data from the physical quantities of acceleration, net force, mass, weight, and friction to draw conclusions;

predict future or past states of a system using multiple representations of the system;

prove the correlation between restoring force and change in length of elastic material (Hooke's Law), gravitational forces, weight, and mass (gravitational field strength);

interpret motion diagrams and force diagrams;

analyze a system using multiple representations of the system;

use problem solving strategies to formulate solutions to complex problems.

2

The student can: use multiple representations to express the interactions of an object for a given scenario;

use relevant terms to describe interactions;

recognize different physical quantities, their representative symbols, and their corresponding metric units;

calculate physical quantities such as mass, acceleration, forces, and changes in velocity;

recognize proportionalities between physical quantities.




3

The student can:

use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of circular motion;


analyze data from the physical quantities of centripetal acceleration, net force, mass, and weight to draw conclusions;

prove the conditions necessary to keep a system moving in a circular path;


prove the correlation between the variables in circular motion;



use problem solving strategies to formulate solutions to complex problems;

formulate solutions to various scenarios by applying Newton’s Laws and kinematics to circular motion;

explain the relationship between, gravitational forces, mass and distance between objects of mass (Universal Law of Gravitation), weight, and mass (gravitational field strength).

2




recognize proportionalities between physical quantities;

draw motion and force diagrams;

calculate physical quantities such as mass, acceleration, force, velocity, period, and radius.




3

The student can:

use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of gravitational fields and forces;


analyze data from the physical quantities of the net force, mass, weight, and gravitational interactions in uniform and non-uniform fields to draw conclusions;

prove the conditions necessary to keep a system moving in a circular path;


prove the correlation between gravitational forces, weight, and mass (gravitational field strength);



use problem solving strategies to formulate solutions to complex problems;

predict how changes to the variable in the system will affect the system by applying Newton’s Laws and kinematics to gravitational forces;

explain the relationship between, gravitational forces, mass, distance between objects of mass (Universal Law of Gravitation), weight, and mass (gravitational field strength).

2




recognize proportionalities between physical quantities;

draw motion and force diagrams;

calculate physical quantities such as mass, acceleration, force, velocity, period, and radius.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Dynamics describes the interactions between objects that can predict possible changes in motion.

EQ1: With so many variables present, how can you accurately predict motion?

EU2: Forces are interactions between objects. EQ2: Why can an interaction influence objects differently? EU3: Forces can be expressed and analyzed using multiple representations. EQ3: How can one representation of a system be more useful than another?

NJCCCS & COMMON CORE STANDARDS NGSS: HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time 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 motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.]

NJCCCS & COMMON CORE STANDARDS

CCSS: RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5) MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4) MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-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), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1), (HS-PS2-4) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1), (HS-PS2- 4) HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1), (HS-PS2-2) HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2- 1), (HS-PS2-2) HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1), (HS-PS2-2) HSF-IF.C.7 Graph functions 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) HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

COMMON ASSESSMENT


LG1 EU1, EQ1 EU3, EQ3 NGSS HS-PS2-1 DOK 3, 4

Option 1: Students design a series of experiments to demonstrate the idea that the direction of the unbalanced force is exerted in the same direction as the change in velocity. Students will cite evidence to justify their claim. Option 2: Students analyze data expressed in multiple representations to predict the mass of an object (e.g., inclined plane, Atwood machine, modified machine). Given a set of materials, students design an experiment to determine the mass of an object, using multiple representations.

LG2 EU1, EQ1

EU2, EQ2 NGSS HS-PS2-4 DOK 1, 2, 3, 4

Students use data from an orbital system to: predict the force of gravity between two objects; predict how the force of gravity will change when some physical quantity is changed; and determine the velocity necessary to orbit at a specific altitude.

LG3 EU2, EQ2 NGSSHS-PS2-4 DOK 1, 2, 3, 4

Students analyze data expressed in multiple representations to determine the relationship between two variables. They use evidence from the data and/or graphs to determine the location of the experiment given the gravitational field strengths provided.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Force Diagrams and Equilibrium: Students will analyze two seemingly identical tennis balls, but one ball has been filled with sand, rocks, or some other dense material. Students will describe the forces exerted on the tennis balls as they hold each one. Students will draw a dot or circle to represent the ball and draw an arrow for each force identified as being exerted on the ball. Students will analyze their representations of the forces.

Use various objects in different settings.

Students analyze a plastic bottle suspended in a vacuum chamber.

push vs. pull interaction system and external objects force, F magnitude net force Fnet equilibrium static equilibrium non-zero net force force/ free-body diagrams

Analyze data to draw conclusions about whether a system is at equilibrium when at rest or when moving at constant velocity Analyze data to prove whether a system accelerates only when there is a net force exerted on it DOK 3

Newton’s First Law: Students analyze a variety of objects and diagram the forces acting on the objects. This may include an object hanging from a spring scale, an object resting on a foam cushion, an object resting on a meter stick that is supported at both ends, an object on a scale, an object supported by a string attached to a spring scale, or an object on an incline. The students should identify the object and the interacting object, construct a force diagram, and represent the forces quantitatively.

Use interactive simulations, such as Force and Motion, Forces in 1 Dimension and Force and Motion: Basics (Physics Education Technology), to recreate situations where students can construct their own force diagrams.

tension weight normal friction compression buoyancy

Compare theoretical values with experimental values in order to draw conclusions about Newton’s first law

Analyze data to justify Newton’s first law DOK 3, 4

Bowling Ball Activity: Students will push a bowling ball with a meter stick to show the following the situations: a ball at rest; a ball increasing velocity; a ball initially in motion maintaining a constant velocity; a ball initially in motion and decreasing the velocity; and a ball moving in a circle while maintaining constant speed. The students will represent each situation with a sketch, a motion diagram, and force diagram.

Students watch videos/simulations and construct force and motion diagrams before and after each video.

push vs. pull interaction system and external objects force, F magnitude net force, Fnet equilibrium static equilibrium non-zero net force force/ free-body diagram tension weight normal friction compression buoyancy

Analyze data to draw conclusions about the motion of a system

Derive mathematical representation of a system with a net force exerted (a=Fnet/m) through graphical analysis Justify that opposing forces are balanced with magnitudes that are equal to each other DOK 3, 4



Newton's Second Law: Students will use a modified Atwood machine to derive the formula a = Fnet/m. Students will identify the external forces and then construct motion and force diagrams. Students will develop the net force equations that will be used to solve quantitative problems.

Students can use a fan cart, alternating the mass of the cart and the number of batteries to produce the desired proportionalities.

Students can use simulations to collect and analyze data to determine the relationships between net force, mass, and acceleration.

Inertia mass, m acceleration, a direct proportionality inverse proportionality

Graph the acceleration of a system vs. the system's mass and the acceleration vs. the net force acting on the system

Analyze graphs in order to formulate Newton's second law Use multiple representations to justify the system’s acceleration in terms of net force Apply net force concepts to design an experiment to determine the acceleration of gravity at any location using an Atwood machine or modified Atwood machine DOK 2, 3

The Force Exerted by the Earth: Students will conduct an observational experiment to design a mathematical model for the force exerted on an object by the Earth. Students will use a spring scale and mass set to run a series of trials to show the relationship. Students will determine that the object can pull a certain amount of newtons for every unit of force. Students will also differentiate between the mass and weight.

Students will analyze fictitious data for the Earth and other planets to differentiate between gravitational fields.

mass weight gravitational field, g

Differentiate between the physical quantities, mass, and weight of a system

Derive a mathematical expression to determine the gravitational field strength at a given location Support a claim regarding whether "9.8 N/kg" should be considered a constant DOK 3

Problem Solving Activities: Students will be engaged in solving problems to demonstrate mastery of Newton's laws. Students will solve non-routine problems with multiple representations, including mathematical, graphical, and pictorial.

Students will apply Newton's second law to situations expressed in interactive simulations and videos. Students will analyze the videos and express their observations and conclusions using multiple representations.

incline plane angle of inclination, θ parallel components perpendicular components

Apply Newton's Laws of Motion to solve non-routine problems with multiple representations, including mathematical, graphical, and pictorial

DOK 3



Third Law Pairs: Students will design as many experiments as possible using spring scales and/or force sensors. Students will collect and analyze data to synthesize the relationship between the interactions of two objects. Students will design additional experiments to generate further data to support their claim and to prove/disprove Newton's third law.

Students will apply Newton's third law to situations expressed in simulations and videos. Students will analyze the videos and express their observations and conclusions using multiple representations.

interacting pairs/Third Law Pairs

Make observations to draw conclusions about force pairs when two objects interact Analyze data to draw conclusions about force pairs when two objects interact

DOK 2, 3

Two Body Problems: Students will apply the concepts of a force diagram and Newton's three laws to accelerating boxes along a smooth horizontal surface. Students will change the order of the boxes and reassess their observations. Students will construct the force diagrams for each box and draw conclusions by analyzing the experimental data. Students will repeat the experiment adding a rope between each box and then pulling on the rope. Students will predict what the acceleration of the boxes would be and the force exerted by the string.

Using force diagrams have students predict what will happen to the force of the string in a modified Atwood system, when the system is released from rest.

Students can analyze videos of an Atwood Machine and express their observations and conclusions using multiple representations.

Newton’s third law Make observations of the force required to accelerate a system with two masses Represent a net force exerted on a system of two masses with free body diagrams Use free body diagrams to construct a mathematical model of the forces acting on the system Analyze and apply the concepts of a force diagrams to predict acceleration DOK 2, 3

Friction and Coefficient of Friction: Students will conduct a series of observational experiments with spring scales, blocks, and mass to determine the nature of friction, static and kinetic. In a series of trials student will slowly pull a block with a 1.0 kg mass with a string attached to a spring scale with increasing force until it slips and accelerates and moves with a constant velocity. Students will construct a force diagram and a motion diagram for each situation. Students will analyze the representations to draw conclusions. Students will conduct a series of experiments to determine how surface material, speed, surface area, and normal force influence the frictional interaction between two objects. Students will use Newton’s first law to determine the coefficients of both sliding and static friction. Students will graph normal force vs. force of friction on a scatter plot, draw a line of best-fit, and calculate the slope of that line to determine the coefficient.

Students can analyze videos of frictional forces acting on an object and express their observations and conclusions using multiple representations.

coefficient of friction, μ static friction kinetic/sliding friction

Investigate the effects of various physical

quantities on the force of friction

Analyze data and compare results to derive

the equation for friction as a function of

normal force and the coefficient of friction

Use concepts of net force and forces on an incline to determine the coefficient of friction between two materials

Analyze the graph of force of friction vs. normal force in order to determine the coefficient of friction DOK 2, 3



Hooke's Law Lab: Students will conduct a series of trials to show a graphical relationship between the force exerted by the spring on the object and the stretch of the spring. Using a force diagram and Newton’s laws, students will use data to derive a mathematical model for the spring and extrapolate the physical meaning of the slope’s numerical value and the units, N/m.

Students can analyze videos of hanging masses and express their observations and conclusions using multiple representations.

Hooke's law spring constant, k ideal springs elastic materials restoring force suspension compression

Generate a graphical representation of the force exerted by a spring as a function of the distance the spring has been stretched or compressed Analyze the graph of spring force vs. distance stretched in order to derive Hooke's law

Analyze the graph of spring force vs. distance stretched in order to determine the spring constant DOK 2, 3

Circular Motion, Tangential Velocity and Centripetal Acceleration: Students will conduct a series of experiments to determine the required conditions for a ball to travel in a circular path at a constant speed. Using a meter stick and a ball, the students will move the ball in circular paths. The students will make predictions, analyze the data, and draw conclusions.

Students can analyze videos of objects in circular motion and express their observations and conclusions using multiple representations.

circular motion radius, r period, T tangential velocity centripetal acceleration revolution orbit centripetal force

Make observations and draw conclusions about the relationship between force and acceleration

Predict the velocity of an object initially moving in uniform circular motion once the centripetal force is removed Critique the characteristics of centripetal force with evidence from observations DOK 2, 3

Centripetal Acceleration, Proportional Reasoning, and Newton’s Laws Application Activity: Students will construct a vector subtraction diagram to show the change in velocity and the mathematical model for acceleration. Students will predict and then test the change in acceleration and velocity diagram when the magnitude of the speed and radius is doubled and tripled. Students will express their observations in multiple representation. Students will apply the appropriate formulas to a series of situations: rollercoasters, cars traveling around turns, etc.

Students will compare and contrast the centripetal acceleration of a small object at the end of a string based on the period and radius of the circular path to the centripetal acceleration. This is calculated based on the tension force in the string.

centripetal acceleration

Make observations and draw conclusions about the relationship between force and acceleration Use the concepts expressed in Newton’s laws to solve complex circular motion problems DOK 2, 3



Gravitational Forces Activity: Students will analyze provided or experimental data from Cavendish's torsion balances with spheres of mass, to determine the relationship between gravitational forces, the mass of the interacting systems, and the distance between their centers of mass. Students will derive the Universal Law of Gravitation with the results of the data analysis and the inclusion of the gravitational constant.

Students will use spring scales and various hooked cylinders to determine the gravitational field strength close to the surface of the Earth. Students will compare and contrast this value to the freefall acceleration of a system and explain why these values are often referred to as constant but are not true constants.

Students will use interactive simulations to determine the relationship between the magnitude of force, the mass of each object, and the distance between them.

gravitational force source mass test mass field field strength gravitational constant Universal Law of Gravitation inverse square law

Analyze data to formulate the relationship between gravitational force, product of mass, and the distance between interacting objects Derive a mathematical expression for the Universal Law of Gravitation Use proportional reasoning strategies when determining an effect on gravitational force DOK 2, 3

Gravitational Force Applications: Students will answer the question, “If you were a NASA or SpaceX engineer and had to put a satellite in orbit, how fast must the satellite be moving to orbit the Earth?” The students will state their assumptions and apply Newton’s second law to determine the speed of the satellite around the Earth. Students will rank various interactions between masses by comparing the proportionalities of various masses and distances.

Students will derive Kepler's third law of planetary motion using circular motion equations and the Universal Law of Gravitation to determine the distance between objects in the solar system (e.g., Sun to Earth and Earth to Moon) and/or the mass of the sun.

Students will use interactive simulations and videos to examine the orbits of planets and satellites.

gravitational force Universal Law of Gravitation

Use Newton’s laws and circular motion to explain the relationship between the orbital motion of planets and the time it takes for each orbit DOK 3


UNIT 3: Conservation of Momentum SUGGESTED DURATION: 3 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will use multiple representations to justify and/or predict changes in momentum within and between systems and the surrounding environment. UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can apply conservation of momentum to solve advanced problems and peer teach other students.

3

The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of momentum;

analyze data from multiple representations to make predictions about future or past states of a system;

justify a claim regarding the conservation of momentum of the system supported with evidence;

communicate ideas and concepts using multiple representations (e.g., charts, force/free body diagrams, motion graphs, conservation bar charts, organized data tables);

explain kinematics, Newton’s laws, and energy in relation to momentum; interpret conservation bar charts; differentiate between elastic/inelastic, head-on, and glancing collisions; use problem solving strategies and reasoning skills to formulate solutions to complex problems.

2

The student can: recognize different physical quantities and their corresponding metric units; recognize the symbols that accompany physical quantities and units of measurement; determine if momentum is constant or conserved in a scenario and give evidence to support the claim; identify the initial and final states of a scenario; construct conservation bar charts; define the objects of a system and identify external objects that exert forces and cause impulse; calculate values for physical quantities including momentum, impulse, mass, velocity, force, and time of impact; use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to express scenarios.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Momentum is a physical quantity that remains conserved within a system during interaction.

EQ1: Are there real-world situations that disprove the law of conservation of momentum?

EU2: The momentum of a system can only be changed by exerting an external force for a period of time.

EQ2: Why will an object in motion not indefinitely remain in motion?

NJCCCS & COMMON CORE STANDARDS NGSS: HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time 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 motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting 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 qualitative evaluations and/or algebraic manipulations.] HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. [Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.]

CCCS: RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1) WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3), (HSPS2-5) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5) MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS -ESS1-1), (HS-ESS1-2), (HS-ESS1-3), (HS-ESS1-4) MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4) (HS -ESS1-1), (HS-ESS1-4) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-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), (HS-PS2-4), (HS-PS2-5), (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1), (HS-PS2-4), (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1), (HS-PS2- 4) HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1), (HS-PS2-2) HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2- 1), (HS-PS2-2), (HSESS1-1), (HS-ESS1-2), (HS-ESS1-4) HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1), (HS-PS2-2) (HS-ESS1-1), (HS-ESS1-2), (HS-ESS1-4)


HSF-IF.C.7 Graph functions 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) HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

COMMON ASSESSMENT



Option 1: Students analyze data expressed in multiple representations to predict the changes of momentum of systems and to determine if the momentum of a system has been conserved and solve for variables. Students justify their claims with a written explanation, relevant calculations, and by citing evidence. Option 2: Students design, evaluate, and refine an experiment to test whether momentum is constant in an isolated system. Students critique their design and justify how their design applies the concepts of the law of conservation of momentum.

Option 3: Students design, evaluate, and refine a device to test the impulse momentum theorem. Students critique their design and justify how their design applies the concepts of the impulse momentum theorem. The students’ explanation should also include relevant calculations and cite evidence.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Newton's Third Law within Collisions and Explosions: Students will conduct a series of observational experiments involving collisions to examine the changes in velocity of individual objects. Students will analyze data and apply the concepts of inertia, mass, Newton's third law, velocity, and changes in velocity to develop conclusions.

Students will analyze simulations and draw conclusions about collisions. Students will make predictions prior to watching simulations.

momentum, p interacting pairs Newton's third law of motion force

Make observations of systems colliding or exploding Justify whether the acceleration of two different objects is the same DOK 2, 3

Conservation of Momentum Lab: Students will perform a series of experiments with collisions cars and motion sensors to analyze situations involving collisions and explosions. Students will examine the physical quantities to identify patterns and draw conclusions. Students should cite evidence from the lab to support their claim.

Students will analyze the simulations and draw conclusions about collisions. Students should make predictions prior to watching the simulations.

change in velocity total mass initial and final states momentum force acceleration external objects system objects

Investigate conservation of momentum in multiple types of interactions (e.g., elastic collisions, inelastic collisions, and explosions) Prove conservation of momentum DOK 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Impulse and Changes in Momentum: Students will conduct an experiment to stop moving objects within varying amounts of time. Students will analyze the data to draw conclusions about the relationship between the amounts of time an object changes its velocity and the force applied to it. The students will derive a mathematical expression to support this relationship. Students will apply this idea to a variety of interactions to differentiate between impulse and change in momentum.

Conduct this lab using the force sensors and calculate the impulse to each object using photogates. Students will compare the calculated impulse to the area under the graph of a force vs. time graph.

elastic inelastic head-on glancing collisions explosions conserved momentum constant momentum impulse, j time of impact force change in momentum, Δp conservation bar charts impulse graphs

Observe systems and apply concepts of conservation of momentum and Newton's second and third laws Derive an expression for the external average force exerted over a period of time to change the momentum of an object DOK 3

Engineering Activity: Students will design and create a device that minimizes the force of impact on an object (e.g., egg drop, crash cars). Students will critique their designs and draw connections from devices that have similar structural purposes.

Design and construct a matchstick, water bottle, or balloon rocket that demonstrates the conservation of momentum or the impulse momentum theorem.

conservation of momentum impulse momentum change

Demonstrate the concept of impulse and momentum change Analyze the performance of a conservation of momentum vehicle in order to improve its performance DOK 4


UNIT 4: Conservation of Energy SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will represent energy in multiple ways to analyze and/or predict various physical phenomena in terms of energy transformations and transfers within a system. UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can apply conservation of energy to solve advanced problems and peer teach other students.

3

The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of energy and energy transfer;

analyze data from multiple representations to make predictions about future or past states of energy in a system;

justify a claim regarding the conservation of energy of a system supported with evidence from multiple representations;

communicate ideas and concepts using multiple representations (e.g., diagrams, conservation bar charges, energy graphs, organized data tables);

analyze data to determine if energy is constant or conserved in a scenario; interpret energy conservation bar charts; differentiate between potential and kinetic energy; apply kinematics and Newton’s laws to work and energy to predict how changes to the variable in the system will affect the system; use problem solving strategies and reasoning skills to formulate solutions to complex problems.

2

The student can: recognize different physical quantities and their corresponding metric units; recognize the symbols that accompany physical quantities and units of measurements; identify and define the different types of energy (e.g., kinetic, gravitational potential, elastic potential, internal, electric potential); identify the initial and final states of a scenario; construct energy conservation bar charts; calculate values for physical quantities (e.g., work, total energy, kinetic energy, gravitational potential energy, speed, mass, height, force, displacement,

power, efficiency); identify objects of a system and identify external objects that exert forces; use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to express scenarios.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Since energies can be stored, transformed, or transferred in a variety of ways it can be used to solve real-world problems.

EQ1: How can the law of conservation of energy be used to solve problems?

EU2: Energy is a physical quantity that remains conserved within a system during interactions.

EQ2: How do real-world situations prove the law of conservation of energy?

EU3: External interactions exerted on a system cause changes in the total energy of a system.

EQ3: When is it beneficial to cause external interactions to a system?

NJCCCS & COMMON CORE STANDARDS NGSS: HS-PS3-1 Create a computational 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. Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically -charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of dev ices. Examples of dev ices 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 Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time 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 motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]

CCCS: RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5) WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3), (HSPS3-4), (HS-PS3-5) SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1), (HS-PS3-2), (HS-PS3-5) MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-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), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1), (HS-PS2-4)


HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1), (HS-PS2- 4) HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1), (HS-PS2-2) HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2- 1), (HS-PS2-2) HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1), (HS-PS2-2) HSF-IF.C.7 Graph functions 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) HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

COMMON ASSESSMENT


LG1 EU1, 2, 3 EQ1, 2, 4 NGSS HS-PS3-2 DOK 3, 4

Option 1: Students analyze data expressed in multiple representations to predict the changes of energy in a system and determine if the energy of a system has been conserved. Students use a mathematical representation of the system in order to calculate the kinetic energy or velocity at some point within the bounds of the graph. Students justify their claims with a written explanation, relevant calculations, and by citing evidence. Option 2: Students design an experiment to test whether the energy of an isolated system is constant. Students hypothesize/predict what the data will appear like using preliminary models. Students perform the lab and use multiple representations to express the data. Students draw conclusions by analyzing the data and citing evidence from the lab.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Chalk Crushing Lab: Students perform three activities to demonstrate the factors that contribute to work and energy. These activities are a constant force exerted over varying horizontal distances (develops W=Fd), a mass lifted to different heights (develops GPE=mgh), and a mass lifted to a minimal height and then moved some distance horizontally. Students will analyze their observations to draw conclusions about work and energy.

work, W initial and final states potential energy, U kinetic energy, K internal energy, Kint or Kth

Investigate the relationship between the direction of an external force and the direction of motion with respect to a system's ability to do work Develop and test hypotheses resulting from changes of height, speed, or force Use data to draw conclusions about the relationship between work and the direction of force DOK 2, 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Conservation of Energy: Students use monetary transactions as a way to demonstrate the conservation of energy. In the transactions, the money represents energy, the person it belongs to represents the system, and earning the money represents work. Students examine the total amounts of money before and after a transformation or a transfer of money to recognize that the total amount of money within the system stays conserved. Students can represent the interactions in multiple ways, including charts.

Students will use simulations to investigate the relationship between total mechanical energy, kinetic energy and gravitational energy. Students will alter the variables in the transactions to see their effect on the system.

linear kinetic energy, Kl

gravitational potential energy, Ug mechanical energy, E change in energy, ΔE conserved energy constant energy

Distinguish between types of energy and show using multiple representations Differentiate between conserved energy and constant energy Critique the importance of defining a system with quantifying energy types Identify when work is done on a system DOK 2, 3

Gravitational Potential Energy Activity: Students represent a situation where a student or a crane lifts a heavy object at a slow constant speed. Students will use the concepts of work and potential energy to derive a mathematical expression for the force exerted by the student (outside the system) on the object.

energy lost energy gain gravitational potential energy, Ug

Develop a logical argument for the presence or absence of gravitational potential energy in a system DOK 3

Kinetic Energy Activity: Students represent a situation where a system is being accelerated by a constant external net force. Students will use the concepts of work, kinematics, and kinetic energy to derive a mathematical expression for the force exerted by the external object on the system. Afterwards, students will consider the proportionality of the speed and mass on the kinetic energy.

conserved energy constant energy

Synthesize the work-kinetic energy theorem by combining the equations for Newton's second law, work, and acceleration DOK 4

Force vs. Position Activity: Students analyze work done on a force vs. position graph. They will compare the process for a constant and varying force.

elastic potential energy, Us thermal energy efficiency power, P

Analyze an external force vs. distance graph to determine the work done on the system DOK 3

Elastic Potential Energy Activity: Students apply the ideas of work on a force vs. position graph and derive an expression for the energy stored in a spring. Students will use a vertical spring system to demonstrate conservation of energy with constant mechanical energy. Students will determine the spring constant using Hooke's law. Students will create a scatter plot of the spring force vs. the displacement to determine the work done by the spring. Students will draw conclusions about the relationship between work done by the spring and elastic potential energy.

conservation of energy with constant mechanical energy elastic potential energy

Analyze graphs (area under Fs vs. X graph) to derive the equation for the energy stored in a spring in terms of k and x DOK 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Spring Projectile Lab: Students stretch a spring along a metal pole and release it upwards. Students will experiment to decide what features of the spring's behavior can be explained using the concept of energy. Students will hypothesize the relationship between the initial energy of the system, the external work done on the system, and the final energy of the system. Students will design experiments to test their hypotheses and analyze the data to draw conclusions.

Students assess scenarios for constant mechanical energy with no outside forces exerted (e.g., no friction). This may include a cart rolling down an inclined plane or mass dropped on a vertical spring.

energy

Determine whether results will be similar when using a stretched or compressed spring in a system Draw conclusions from experimental data Justify an experimental conclusion with relevant analysis of data DOK 3

Power Staircase Lab: Students design an experiment to determine the power used by a student on a staircase.

Students will watch videos of different objects doing work. Students will make a claim which object is the most/least powerful and cite evidence to defend their claim.

power work

Investigate the relationship between power and work Investigate the relationship between power and time DOK 3

Frictional Interaction and Energy Activity: Students slide a book on a table top. Students represent their observations in multiple ways. Students analyze their observational data to draw conclusions about work and energy.

work energy

Hypothesize about the transformation of energy in a system where work is done by friction DOK 3, 4

Philosophical Chairs Activity: Students will investigate the claim that: “Green Energy is Really Green.” Students will be provided with articles or a web-quest on alternative energies that may or may not be considered green. Students will debate the pros and cons of the energy type/source.

solar power wind energy/turbines hydro-electric nuclear power fossil fuels geothermal energy biomass renewable green energy

Develop an argument on whether or not green energy is really green Use evidence to justify the argument DOK 3

Stations Lab Activity (Optional): Students rotate to stations with different simple machines (e.g., a lever to pry something open; a pulley system to lift a load; a wheel and axle to reduce friction). Students will collect data regarding the work done by the student and machine. Students will calculate the mechanical advantage, power, and efficiency of the machines.

Student will determine the ideal mechanical advantage (IMA) based on distance and the actual mechanical advantage (AMA) based on force. Students will explain the difference between IMA and AMA using conservation of energy and work.

six simple machines Differentiate between the six simple machines Apply the concepts of simple machines to compound/complex machines DOK 2, 3


UNIT 5: Electrostatics Forces SUGGESTED DURATION: 2 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will investigate macroscopic interactions on a microscopic level in order to formulate hypotheses and draw conclusions about electrostatic interactions between objects. LG2: Students will represent electrically charged interactions in multiple ways in order to analyze data and predict the motion of a particular system. UNIT LEARNING SCALE 1

4 In addition to score 3 performances, the student can apply electrostatics to solve advanced problems and peer teach other students.

3

The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of electrostatic interactions;

analyze data from multiple representations to make predictions about future or past states of the electrostatic interactions in a system;

communicate ideas and concepts using multiple representations (e.g., charge distribution diagrams, mathematical statements showing the transfer and resulting net charge of a system of objects, organized data tables);

interpret charge distribution diagrams for different scenarios; differentiate between the fundamental types of charges; differentiate between conductors and insulators; use the charge model to explain specific phenomena and interactions.

2

The student can: use relevant terms properly; represent scenarios pertaining to electrostatics using multiple representations; recognize different physical quantities and their corresponding metric units; recognize the symbols that accompany physical quantities and units of measurements; recognize/identify the different ways to charge a neutral object; describe an electrostatic device (e.g., electroscope), its parts, and how it work; construct charge distribution diagrams for different scenarios; describe the effects of different factors on the net charge of objects; represent net charges with mathematical statements.



UNIT LEARNING SCALE 2

4 In addition to score 3 performances, the student can apply electrostatics to solve advanced problems and peer teach other students.

3

The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of electrically charged interactions;

analyze data from multiple representations to make predictions about future or past states of the electrical interactions in a system;

justify a claim regarding electrical interactions of the systems supported with evidence from multiple representations;

communicate using mathematical expressions, diagrams, charts, and graphs (e.g., charge distribution diagrams, mathematical statements showing the transfer and resulting net charge of a system of objects, organized data tables);

differentiate between the fundamental types of charges;

use the charge model to explain specific phenomena and interactions.

2

The student can: recognize how to use relevant terms properly and can accurately represent scenarios pertaining to electrostatics using multiple representations;


recognize the symbols that accompany physical quantities and units of measurements;

describe the effects of different factors on the net charge of objects;

represent net charges with mathematical statements. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances.


ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Electrical interactions occur between charged objects and are fundamentally different than interactions between magnetic poles.

EQ1: Why do objects carry charges?

EU2: Electrically charged particles can move freely inside certain materials and in other materials the charged particles can only redistribute slightly.

EQ2: How does the molecular structure dictate a material's electrical properties?

EU3: Neutral objects have an equal positive and negative electric charge. A net charge refers to an excess of positive or negative elementary electric charges.

EQ3: Can positive and negative charges be described a good and bad?

NJCCCS & COMMON CORE STANDARDS NGSS: HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.] HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification 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.]


CCCS: RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS1-3), (HS-PS2-6) WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HSPS1-3), (HS-PS3-3), (HSPS3-4), (HS-PS3-5) WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS1-3), (HS-PS3-4), (HS-PS3-5) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3), (HS-PS3-4), (HS-PS3-5) SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1), (HS-PS3-2), (HS-PS3-5) MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4) (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4) (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1), (HS-PS2-4) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1), (HS-PS2- 4) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-3), (HS-PS1-8), (HS-PS2-6), (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-3), (HS-PS1-8), (HS-PS2-6), (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5)

COMMON ASSESSMENT


LG1 EU1, EQ1 EU2, EQ2 EU3, EQ3 NGSS HS-PS1-3 DOK 3, 4

Students design and/or perform an experiment to analyze the variables that affect the strength of electrical forces between charged objects. Using experimental observations, students form a hypothesis about electrical interactions. Students make predictions about various electrical interactions using quantitative models generated from experimental data.

COMMON ASSESSMENT


LG2 EU1, EQ1 EU2, EQ2 EU3, EQ3 NGSS HS-PS2-4 DOK 3, 4

Option 1: Design an experiment to determine if magnetic interactions are the same as electrical interactions. Data from the experiment will be expressed using multiple representations and analyzed to draw conclusions. Students will cite evidence from the experiment to justify their claims.

Option 2: Students will analyze different interactions between a charged object and a conducting/non-conducting material. Students analyze data to prove the presence/absence of net charge on an object. Students will cite evidence from the experiment to justify their claims.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Rubbing Alcohol Evaporation: Students analyze a streak of rubbing alcohol on a piece of colored paper. Students will construct three mechanisms to explain the disappearance of the alcohol. The students must design an experiment to prove/disprove each mechanism. Students will analyze the outcomes of the experiments to draw conclusions.

evaporation absorption diffusion

Develop models and make predictions Design and conduct experiments Evaluate models based on the experiments DOK 3, 4

Developing a New Type of Interaction: Students will construct a mechanism to explain why objects would attract or repel one another. Students will summarize their conclusions about the design and conduct an experiment to test the physical factors of the interaction.

Students will develop similar ideas through scotch tape interactions.

attraction repulsion electric charge, q separation of charge net positive charge net negative charge neutral/zero net charge

Design and conduct experiments Summarize conclusions about charge models DOK 3, 4

Magnetic Interactions: Students will conduct an observational experiment with a magnet and a magnet on a swivel. Students will observe that the rules are similar. Student will test the hypothesis that rubbing objects magnetizes them. Students will assess the validity of the statement, "Magnetic interactions and electrostatic interactions are the same." (Note: This activity may alternatively be completed in magnetism units.)

electrical interactions magnetic interactions

Evaluate mechanisms based on outcomes of testing experiments DOK 3, 4

Conductors vs. Insulators: Place a plastic water bottle and an aluminum can on a swivel or hang them by a string and demonstrate that a charged object is attracted to both sides of the object. Since the masses are similar, students can infer the charges are allowed to move more freely in the metal than the plastic.

conductor insulator charge distribution diagram dielectric triboelectric series/scale

Differentiate between materials considered conductors and insulators DOK 3

Balloon and Sweater Activity: Students rub a balloon with a sweater, fur, or hair and place the balloon on the wall. Students draw conclusions as to why the balloon sticks to the wall.

conservation of charge

Construct charge distribution diagrams DOK 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Applying the Charge Model to Electroscopes: Students will charge the electroscope through different techniques (e.g., through contact with a charged object, through induction). Students will show how touching the electroscope with your hand will ground/neutralize the electroscope regardless of its previous charge. Students will predict what should happen to a charged electroscope when humidity is introduced into environment.

Students will view videos or simulations to analyze the different ways of charging an electroscope, neutralizing the electroscope and how half of the net/excess charge is transferred when contact is made with a neutral system.

electroscope grounding induction conduction/contact equilibrium

Differentiate between the different ways of charging and neutralizing systems

Predict how humidity affects charged objects Apply effects of water molecules to real-world scenarios such as static cling DOK 3

Analyzing Coulomb's data: Students will simulate Charles Coulomb’s investigation of charged object with similar size metal spheres and by using fractions of the original charge. Students will record their data for each trial including the amount of charge on each object, the distance between each object, and the relative magnitude of the force exerted. Students will analyze the data to draw conclusions supported by evidence.

torsion balance Coulomb's constant, k electric force inverse square law

Investigate the relationship between the electric charge, the distance of separation, and the resulting force to formulate Coulomb's law DOK 3

Combining Electrostatics and Mechanics: Students will analyze one representation for forces, motion, and electrostatics and construct another representation. Students will use whiteboards and critique their classmates work to engage in discussions and draw connections between each representation of motion.

Students will view a demonstration of how an electrostatic precipitate works in a power plant, followed by a class discussion of how this applies to electrostatic interactions.

electrostatics

Formulate multiple representations to communicate ideas with peers for different scenarios involving electric force Evaluate and critique work of peers DOK 3,4


UNIT 6: Circuits SUGGESTED DURATION: 3 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will investigate circuits to hypothesize and draw conclusions about the rate of energy transfer of electrical (ohmic) components. UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can apply electricity and simple circuits to solve advanced problems and peer teach other students.

3

The student can: analyze scenarios and hypothesize about the relationship between voltage, current, resistance, and energy transfer;

analyze a circuit to prove the relationship between physical quantities;

communicate ideas and concepts using multiple representations (e.g., circuit schematic diagrams, current vs. voltage graphs, resistance graphs, data tables);

interpret circuit diagrams and circuit components;

analyze configurations of circuits and circuit components to determine if they will allow for electricity (current/electron flow) through the circuit;

formulate solutions to complex problems regarding electricity, Ohm's law, and electrical power;

differentiate between circuit configurations (e.g., series, parallel, combinations);

formulate solutions to circuit puzzles using Ohm's law.

2

The student can: recognize different physical quantities and their corresponding metric units;


differentiate between current and electron flow;

construct circuit diagrams and circuit components;

represent scenarios pertaining to electricity using multiple representations;

define and properly use relevant terms.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Electrical circuits provide a mechanism of transferring and transforming electrical energy.

EQ1: How do you choose the best mechanism to transfer and transform electricity?

EU2: Simple circuits are composed of typically ohmic electrical components that can affect the amount of current that flows through the circuit.

EQ2: How do I determine the best circuit for the task?

EU3: Circuits can be represented both mathematically, graphically, and visually. EQ3: Why is one representation better than another? EU4: The physical properties of a material determine its ability to resist or conduct electrical current.

EQ4: How does molecular structure dictate a material's electrical properties?

NJCCCS & COMMON CORE STANDARDS NGSS: HS-PS3-1 Create a computational 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. Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically -charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of dev ices. Examples of dev ices 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 Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification 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.] CCCS: WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3), (HSPS3-4), (HS-PS3-5) SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1), (HS-PS3-2), (HS-PS3-5) MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-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), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3)

COMMON ASSESSMENT



Students will be given a real or hypothetical circuit containing multiple batteries and resistors, both in series and parallel. Students will use available supplies to create a simplified circuit consisting of one battery and one resistor. Using the loop and junction rules for circuits, students will predict the amount of electrical energy dissipated by an electrical element.

COMMON ASSESSMENT



Students design and/or perform a lab to analyze multiple circuits, each with a potential source and multiple light bulbs in various configurations. Students will predict the absolute and relative brightness of the bulbs in each circuit.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Lighting a Light Bulb: Without any instruction and relying on their prior learning, students will light a bulb given wires, a battery, and a bulb. Students must explain their design and collaborate with their peers to create the optimal circuit.

simple circuit conducting wires/paths short circuit lamps/light bulbs

Design and construct a simple circuit and hypothesize how it functions DOK 3

Ohm's Law Investigation: Students use a circuit construction kit to collect data regarding the voltage, current, and resistance in a simple circuit, by varying the voltage with a constant resistor. Students will also vary the resistance of the resistor with a constant voltage and see how the current is affected by each.

resistor switch voltage, V current, I resistance, R

Determine relationship between current, voltage, and resistance (Ohm's law) Formulate a mathematical expression to predict unknown variables DOK 3

Bulbs in Series and in Parallel: Students use a variety of material including light bulbs, batteries, ammeters, and several lengths of wire to construct different combinations of circuits in series and in parallel. Students will use a voltmeter to determine the voltage across each bulb and use the ammeters to measure the current in each circuit. Students will observe the brightness of the bulbs in each case. Students will critique the data to construct the rules for parallel and series circuits. Students will cite evidence from the ammeters and voltmeters to support their conclusions.

parallel series

Apply concepts and analyze data to determine which circuit set up is better suited for household circuitry Cite evidence from observations and data DOK 4

Power and Brightness: Students will use two batteries and four identical light bulbs to construct a variety of circuits. Student will explain how the brightness is affected by the circuit configuration and create a qualitative model to describe the brightness. Students will formulate a mathematical model for power and then apply it to household circuits.

Students will predict what happens to the power dissipated by 15-Watt and 40-Watt rated lightbulbs when connected to a 120 V supply in parallel and series.

brightness, electric power Use experimental data to hypothesize the relationship between the brightness of the bulbs and the configuration of a circuit Apply Ohm's law and electrical power to explain the brightness of bulbs in series, parallel, and combination configurations DOK 3


UNIT 7: Electromagnetism SUGGESTED DURATION: 2 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will represent electromagnetic interactions in multiple ways in order to analyze and predict the relationship between electric and magnetic fields. UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can apply electromagnetism to solve advanced problems and peer teach other students.

3

The student can: apply the concepts associated with electromagnetism to formulate solutions to advanced problems;

apply the relationships between electric fields and magnetic fields to real-world situations;

communicate ideas and concepts using multiple representations;

apply magnetism and induction to explain how a homemade compasses can be made with given materials (e.g., lodestone or other magnet, thin piece of iron, cork and cup of water);

explain the magnetic fields of an atom based on electron spins, their movements, and the resulting domains;

interpret magnetic field lines for magnets and magnetic materials;

explain electromagnetic induction and identify objects that use electromagnetism to work;

use right-hand rules to predict directions of moving charges, magnetic fields, and magnetic force;

apply magnetism to the Earth (e.g., why the Earth is a magnet, where the poles are located, evidence that the poles wander and reverse, usefulness of the magnetic field of Earth);

hypothesize the possible effects that the weakening or disappearance of the Earth’s magnetic field would have on society.

2

The student can: identify magnetic materials and determine if an object is a magnet, magnetic, or nonmagnetic;

use relevant terms properly;



construct and interpret magnetic field lines for magnets and magnetic materials;

identify the poles of a magnet;

represent scenarios pertaining to electromagnetism using multiple representations;

provide examples of permanent magnets, temporary magnets, and non-magnetic materials;

describe the interactions between magnets, magnetic materials, and nonmagnetic materials;

identify and describe the outcomes of different experiments performed by Oersted and Faraday.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Magnetic fields are produced by permanent magnets and electric currents, which mediate interactions between magnetic materials and moving charges.

EQ1: To what extent can you predict interactions in magnetic fields?

EU2: Electric current can be induced by a changing magnetic field and a change in electric fields can induce a change in the magnetic field.

EQ2: Why does there exist a relationship between electrical currents and magnetic fields?

NJCCCS & COMMON CORE STANDARDS NGSS: HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification 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.] CCCS: WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3), (HS-PS2-5) WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5) WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS3-4), (HS-PS3-5) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4), (HS-PS3-5) SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1), (HS-PS3-2), (HS-PS3-5) MP.2 Reason abstractly and quantitatively. (HS-PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) MP.4 Model with mathematics. (HS-PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-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), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5)

COMMON ASSESSMENT


LG1 EU2, EQ2 NGSS HS-PS2-5 DOK 3

Option 1: Given the direction of current through a conducting wire, predict and test the interaction that occurs between the known poles of a strong (horseshoe) magnet and the wire that is placed between the poles.

Option 2: Students construct a homo-polar motor with a length of wire, a battery, and a neodymium magnet. Students diagram the current, the magnetic field, and the resulting force exerted on the wire. Students hypothesize the result of flipping the battery or the magnet and justify their predictions.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Magnetic fields using Bar Magnets and Iron Filings: Students place a magnet under a sheet of non-magnetic material (e.g., paper, plastic), sprinkle filings over the magnet until the filings align themselves with the magnetic field. Students repeat this procedure with two magnets that have been place with like poles close to each other and again with opposite poles close to each other. Students will discuss the similarities to electric fields around charged particles.

Put iron filings in an oil filled Plexiglass cube on an overhead projector. Use two magnets to show the magnetic field lines between opposing poles and like poles.

magnetic interactions- attract & repel north and south poles bar magnet horseshoe magnet magnetic materials magnetic property permanent magnet temporary magnet iron filings magnetic field electron spin pairs magnetic moments magnetic domains ferromagnetic paramagnetic diamagnetic dipole

Use qualitative data to hypothesize the relative orientation of the poles of two magnets Cite evidence to justify a hypothesis DOK 3

Magnets and Magnets: Students are provided with several small magnets connected in series. Students will break them in half again and again to demonstrate that a homo-polar magnet does not exist. Students will discuss the difference between magnets and single net charges.

monopole/homo-pole dipole

Use observational data to justify the idea that a homo-polar magnet does not exist DOK 2, 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Magnetic Interactions: Students will be provided with a magnet fixed in place and one hanging on a string. Students will determine the relationship between the force exerted on the hanging magnet due to the magnetic field interaction and the distance between the two magnets. Students will graph the data and analyze the relationship.

magnetic force displacement

Investigate the relationship between magnetic force and displacement Analyze data to formulate a mathematical proportionality for the relationship between magnetic force and displacement DOK 2, 3

Magnetic Field Around a Current Carrying Wire: Students construct a simple circuit with three or four batteries and a light bulb. Students hold a compass near the wire. Students close the circuit and observe the compass, and then open the circuit. Students will then hold the compass in various positions relative to the wire to explore the magnetic field. Students will observe the effect on the compass and hypothesize about their observations.

galvanometer solenoid

Observe the interaction between a compass and the magnetic field around a current carrying wire Cite experimental evidence to justify hypothesis DOK 2, 3

Lenz's Law: Students will hang a strong magnet by a long string. Students will allow the magnet to swing just above a sheet of non-magnetic material (e.g., dynamics track, sheet of copper or aluminum). Students will determine the direction of the eddy currents in the diamagnetic material.

Students drop a strong (neodymium) magnet into a copper pipe of known length. Students will measure the time it takes the magnet to pass through the pipe and hypothesize why the magnet does not freefall.

Lenz's law eddy currents diamagnetic

Justify an explanation of actions of the magnet-string system using Lenz's law DOK 3

Engineering Activity - Build a Motor/Generator: Students will build a homo-polar motor using a neodymium magnet, AA battery, and copper wire. Students will draw a diagram of the system, identifying the direction of the current and the direction of the motion of the wire. Based on the motion of the system, students determine the orientation of the magnets in order to produce a magnetic field that results in the motion of the wire in the specified direction. Students will hypothesize how flipping the magnet and flipping the battery will affect the system.

right hand rules electromagnetic induction electromagnet electric motor generator

Design and build a homo-polar motor Hypothesize the orientation of the magnets at the bottom of a homo-polar motor Justify hypotheses with evidence from observations DOK 4


UNIT 8: Simple Harmonic Motion SUGGESTED DURATION: 2 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will use multiple representations to analyze data, hypothesize, and predict the motion of oscillating systems. UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can apply simple harmonic motion to solve advanced problems and scenarios and peer teach other students.

3

The student can: apply the concepts associated with simple harmonic motion to predict the motion of objects;

analyze representations of period, frequency, amplitude, velocity, restoring force, and acceleration;

hypothesize the motion of oscillating objects;

critique the parameters necessary for a system to be considered as being in simple harmonic motion;

communicate ideas and concepts using multiple representations (e.g., conservation bar charts, force/free-body diagrams, motion and energy graphs, data tables);

formulate solutions to problems involving Hooke's law, energy, and period of oscillation of a spring or pendulum;

interpret graphs of an object in simple harmonic motion (e.g., energy, displacement, period, acceleration, velocity, time) and recognize the locations of minimum and maximum values;

analyze data to prove which variables affect the period of oscillation for a spring and for a pendulum;

apply concepts to prove the relationship between the variables that affect the period;

prove how the concepts of kinematics, dynamics, and energy relate to simple harmonic motion.

2

The student can: construct graphs of an object in simple harmonic motion (e.g., energy, displacement, period, acceleration, velocity, time);

accurately represent scenarios pertaining to simple harmonic motion using multiple representations;


recognize the symbols that accompany physical quantities and units of measurements.

1 The student needs assistance or makes larger errors in attempting to reach score 2 and 3 performances.

0 Even with help, the student does not exhibit understanding of performances listed in scores 2 and 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Simple harmonic motion is a transfer of energy within a well-defined system that is accelerating towards an equilibrium position.

EQ1: How is simple harmonic motion useful?

EU2: Physics describes the interactions between objects that can predict possible changes in motion.

EQ2: What benefit is it to be able to predict an object's motion?

NGSS: HS-PS3-1 Create a computational 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. Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]


HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically -charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of dev ices. Examples of dev ices 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 Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time 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 motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] CCCS: RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1), (HS-PS2-5) WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS3-3), (HSPS3-4), (HS-PS3-5) SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS3-1), (HS-PS3-2), (HS-PS3-5) MP.2 Reason abstractly and quantitatively. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) MP.4 Model with mathematics. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS -PS3-1), (HS-PS3-2), (HS-PS3-3), (HS-PS3-4), (HS-PS3-5) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-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), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1), (HS-PS2-2), (HS-PS2-4), (HS-PS2-5), (HS-PS3-1), (HS-PS3-3) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1), (HS-PS2-4) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1), (HS-PS2- 4) HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1), (HS-PS2-2) HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2- 1), (HS-PS2-2) HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1), (HS-PS2-2)


HSF-IF.C.7 Graph functions 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) HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)

COMMON ASSESSMENT


LG1 EU1, EQ1 EU2, EQ2 NGSS HS-PS3-1, HS-PS3-2 DOK 4

Option 1: Students design and perform a lab to apply the concept of simple harmonic motion using either springs or pendulums. Students will hypothesize/predict the data using preliminary models. Students will then perform the lab, analyze the data, draw conclusions, and cite evidence.

Option 2: Students analyze data to prove/disprove the factors that affect the period of a pendulum. Students support their conclusions with evidence.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Period vs. Frequency: Students will use a pendulum, spring mass system, or any other system that oscillates at a regular frequency to analyze the variables involved. Students will analyze other systems that have high frequencies, low frequencies and a few that are just greater or smaller than 1.0 Hz.

period frequency oscillations Hertz

Draw conclusions about the relationship of wave speed, length, and frequency Hypothesize what will happen when two waves move in different directions Draw conclusions about superposition and cite supporting evidence DOK 2, 3

Oscillating System: Students compress and stretch a spring and analyze the motion. Students will create a series of motion diagrams and force diagrams for a cycle at the amplitude, equilibrium point, and halfway point. Students will plot position vs. time, velocity vs. time, and acceleration vs. time graphs to account for the energies within a cycle of motion. Students will critique each other’s representations of oscillating motion.

Students will observe a dry erase marker attached to a mass hanging at the end of a spring. The system will be displaced from equilibrium and released. Move a whiteboard behind the oscillating spring system to form a cosine curve.

compression expansion Hooke's law spring constant, k ideal spring elastic limit elastic potential energy, Us

Observe how a spring system reacts when put under tension or compression and then released Draw conclusions about the relationship between the restoring force and the direction of the compression or stretch DOK 2,3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Quantitative Model for an Oscillating Spring Mass System: Students identify the variables that affect the period of a spring mass system. Students form hypothesis-test-prediction statements for whether amplitude, mass, and spring constant of the spring mass system affects the period. Students develop their own procedures to test the hypotheses. At the end of the experiment have students critique the expression T = 2π(m/k)^1/2 in terms of the data collected and apply the concepts of simple harmonic motion to a variety of situations.

sinusoidal wave function Design a procedure to determine the spring constant of a spring Compare the spring constant calculated from Hooke's law to the spring constant calculated from the spring's oscillation Prove the validity of the equation relating the period of a spring oscillator to the spring constant and the mass on the spring DOK 3, 4

Simple Pendulum: Students identify the variables that affect the period of a pendulum. Students form hypothesis-test-prediction statements for whether amplitude, mass, and length of pendulum affect the period of the pendulum. Students develop their own procedures to test the hypotheses. At the end of the experiment, the students critique the expression T = 2π(L/g)^1/2 in terms of the data collected and apply the concepts of simple harmonic motion to a variety of situations.

pendulum bob amplitude, A equilibrium position +/- maximum displacement frictionless pivot length rigid vs. flexible suspension

Design an experiment to determine the relationship between the period of a pendulum oscillator, amplitude, mass and length of the pendulum Draw conclusions about the period of a pendulum oscillator, amplitude, mass and length of the pendulum supported by evidence from an analysis of experimental data DOK 3, 4

Determine the Spring Constant Using a Spring Mass System: Students calculate the spring constant of the spring using Hooke's law. This should occur after students have completed Hooke's Law lab, in order for students to work independently. Students will compare it to an independent method for determining the spring constant by utilizing the period of the spring system when oscillating.

spring constant period of a spring oscillator

Form a testable hypothesis about the validity of the equation for the period of a spring oscillator Compare data from the spring constant calculated from Hooke's law to the spring constant calculated from the spring's period of oscillation Prove the validity of the equation relating the period of a spring oscillator to the spring constant and the mass on the spring DOK 3, 4


UNIT 9: Waves SUGGESTED DURATION: 3 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will use multiple representations to generate hypotheses and analyze data regarding the energy transfer in wave propagation and investigate the characteristics of waves. UNIT LEARNING SCALE

4 In addition to score 3 performances, the student can apply waves and wave motion to solve advanced problems and peer teach other students.

3

The student can: apply the concepts associated with waves and wave motion to solve advanced problems and scenarios;

communicate ideas and concepts using multiple representations;

differentiate between the wave interactions;

predict how the wave should behave when encountering barriers and other waves;

formulate solutions to complex problems pertaining to speed of a wave, wavelength, frequency, period, and standing waves;

differentiate between frequency and pitch, volume and intensity, and tonality/timbre and harmonics;

apply the Doppler effect to real life scenarios.

2

The student can: recognize the four characteristics of waves: reflection, refraction, diffraction, and interference;

draw and interpret wave motion graphs;

label parts of a wave;

accurately represent scenarios pertaining to waves and wave motion using multiple representations;

recognize the parts of the ear responsible for hearing.

1 The student needs assistance or makes larger errors in attempting to reach score 2 and 3 performances.

0 Even with help, the student does not exhibit understanding of performances listed in scores 2 and 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Waves, including both mechanical and electromagnetic, can transfer energy when they interact with matter.

EQ1: How do you know if a phenomenon is a wave if you cannot see it?

EU2: There are four wave interactions that can be applied to all waves. EQ2: Do waves interact in predictable ways? NJCCCS & COMMON CORE STANDARDS

NGSS: HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation 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 relationships and describing those relationships qualitatively.] HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification 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, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.]


CCCS: RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1), (HS-PS4-4) MP.2 Reason abstractly and quantitatively. (HS-PS4-1), (HS-PS4-3) MP.4 Model with mathematics. (HS-PS4-1) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1), (HS-PS4-3) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS4-1), (HS-PS4-3) HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1), (HS-PS4-3)

COMMON ASSESSMENT


LG1 EU1, EQ1 EU2, EQ2 NGSS HS-PS4-1 DOK 4

Option 1: Students hypothesize/predict the speed of a wave in one material using preliminary models. Students then analyze data from a given data set or a lab experiment to prove the speed of a wave in a medium. The students cite evidence from the lab to support their claim.

Option 2: Students hypothesize/predict how the speed of a wave changes as it moves through different materials. Students then analyze data from a given data set or lab experiment. Students cite evidence from data analysis to support their hypothesis/prediction.


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Waves on a Slinky: Students use a large slinky to demonstrate characteristics and properties of waves. Students will observe amplitude, wavelength, frequency, and wave speed in a given medium. Students will also observe characteristics of behavior of transverse and longitudinal waves. Students will analyze the lab data to determine the relationship between wavelength and frequency.

pulse wave periodic wave traveling wave longitudinal wave transverse wave medium barrier inversion reflection wavelength phase/phase shift super-positioning standing wave

Investigate characteristics and properties of mechanical waves Distinguish between various wave characteristics and properties Differentiate between parts of a wave Hypothesize how energy is transferred through a medium DOK 3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Wave Tray: Using a wave tray, students make water waves that reflect off barriers of various angles to demonstrate law of reflection. Students will also demonstrate refraction and diffraction. Students will place three barriers in line so that there are two small apertures for the waves to pass through. Students will draw the wave forms for each iteration of the activity, analyze the data, and draw conclusions about light and sound waves.

plane wave reflection refraction diffraction aperture point source interference super-positioning constructive vs. destructive interference

Make connections between the wave properties and characteristics Compare a point source wave form to a wave passing through a small slit Examine the relationship between the angle of incidence and the angle of reflection DOK 3

Standing Waves and Resonance: Students analyze waves in a string to demonstrate standing waves. Students will explore the relationship between the frequency of the driving force and the wavelength of the standing wave. Students will also explore the relationship between the wavelength of the standing wave, the length of the string, and whether or not it resonates. Students will see how many harmonics they can form. Have students note the relationship between the harmonic frequency and the wavelength patterns that form.

Students will view a video of the Tacoma Narrows Bridge collapse and research ways of preventing forced vibrations with the use of dampeners, like in the Rion-Antirion Bridge, as well as other engineering strategies/solutions.

standing wave node antinode law of strings resonance fundamental frequency sympathetic vibrations forced vs. dampened oscillations

Predict the frequencies that will resonate in a string of a particular length Use the law of strings to predict the wave speed in a particular string DOK 2, 3

Sound Tube Lab: Students will use resonance tubes and tuning forks to measure the wavelength of the sound generated by a frequency that resonates in a tube of a particular length. Use the measured wavelength and the known frequency to calculate the speed of sound and compare this to s=331m/s + .6oC. In this lab students will experience the increase in volume that is caused by the constructive interference in a standing wave. They will also confirm the veracity of s=f(λ).

Give students a tuning fork with the frequency covered by tape and ask them to design an experiment to determine the frequency of the tuning fork when they are given the temperature in the room.

tuning fork prongs open-ended air column close- ended air column

Create visual representations of standing waves in a tube with one end open Predict the speed of sound using experimental values for wave length and frequency DOK 2, 4

Speed of Sound: Students measure the speed of sound using a sound maker, an echo, and a stop watch. Students will compare the speed of sound determined from experimental data and kinematics to the speed of sound as a function of the ambient temperature in order to justify the use of the mathematical representation s = 331 m/s + 0.6oC.

echo SONAR beats

Use experimental data and kinematics to calculate the speed of sound Justify the use of the mathematical representation s = 331 m/s + 0.6 oC DOK 2,3


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Doppler Effect: Students will use a Doppler tube to discover the Doppler effect. Students will analyze their observations to make conclusions about the Doppler effect.

Students will analyze videos and simulations expressing situations similar to those described in the activity above.

Doppler effect

Synthesize concepts of relative velocity and wave speed in a given medium Explain a shift in frequency that results from the relative motion between a sound source and an observer DOK 3

lab & academic physics · lab & academic physics grade level: 11-12 ... course philosophy...

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