. (Tentative) Physics Curriculum-2015-2016

To foster a student-centered, problem-solving approach to physics

Teacher Name: Rashidul Bari

Goal: To encourage science process skills that will provide scholars with the background and curiosity to identify problems and find a solution through mathematical analysis, scientific inquiry, and engineering design. Objective: Scholars will attain math, physics and engineering skills (because quantitative skills will allow them TO NOTICE DEEPLY, scientific curiosity will motivates them TO POSE QUESTIONS and engineering background will inspire them TO MAKE A CONNECTION between math and science efficiently to solve problems.

“If I have seen further it is by standing on the shoulders of giants”--Isaac Newton

The above statement reflects that even someone like Newton works in mechanics and calculus would have been impossible without the solid foundation established by both his colleagues and predecessors. This is why, this curriculum is design to create a community inside the classroom so that each scholar can stand on the shoulder of his or her colleagues to see further. The core curriculum has not been prepared with the assumption that students are already familiar with these concepts. In fact, I will teach these concepts as if students have never exposed to these concepts before and help them understand the concepts by providing horizontal and vertical enrichment by focusing more on understanding and less on memorization. I’ve written this curriculum not only to assist me to create a syllabus, but also to become an agent of change in the teaching of Lower House Physics. The primary focus of this course is to help students develop higher order process skills so that in the future they will be ready to overcome the challenge of Regent Physics. Throughout the year, they will be exposed to 5 core concepts: (1) Mechanics, (2) Energy, (3) Momentum, (4) Electromagnetism and (5) Modern Physics. The performance indicators for each of 5 core concepts are statements of what students should be able to do to provide evidence that they understand these 5 key concepts (I’ve included the performance indicators on the bottom of this page).

Trimester I (58 Days) Trimester II (58 Days) Trimester III (> 55 Days)

NGSS Standard 2Students will access, generate, process, and transfer information, using appropriate technologies.Operant conditioning

NGSS Standard 4Information technology is used to retrieve, process, and communicate information as atool to enhance learning. CHALLENGE

(1) Use prior knowledge (i.e., Kinematics and energy) to

NGSS Standard 6In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

CHALLENGE(1)Use prior knowledge (i.e., Kinematics, energy, waves and

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(1) Understanding of the most important topic of physics: Mechanics. Use this understanding to come out with a plan to build an interactive physics website.

(2)This task permits students a large degree of creativity, by permitting them to explore the elegancy of communicating science to a greater audience.

(3)Students will work as a group (4/5 students in each group) to build a website. I will provide the details in the class.

“Since science is a collaborative process, the use of teams (cooperative learning groups) is encouraged”

understand one of the most important phenomena’s of nature: Energy, Momentum and Waves.

(2)Students will start building physics website as a group for three reasons (I) A website isn’t static; it’s dynamic (II) Having a website makes them ambitious (III) Students will gain some new technological skills that can be very useful in the future (IV) A website will create an opportunity to learn how to work as a part of the group (V) it will reinforce the physics concepts. (S2, 1.4 )Utilize electronic networks to share information.

(3)Student will collaborate with the member of his/her respective team to build the website.

modern physics) to understand—Electricity & Magnetism, one of the fundamental forces of the universe. Students will take this understanding one step further by exploring an applications of Nano sized batteries by simulating a small voltage lemon battery and applying it within a series to increase voltage.(2)The groups will videotape their respective science experiments on electricity and use these footage to make a 5 minutes film, “Lemon Battery”.

Students will upload this movie, “Lemon battery” in their website. The group with the best website/Lemon Battery movie gets 4 Albert Einstein Busts, one for every member.

“Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation (S1, T1.1)”

WHY TEAM?

(1)Two heads are better than one because more minds set on a specific goal always

WHY WEBSITE?

(1)Purpose of Website Building is to develop explanations of natural phenomena in a continuing, creative process as a group, as

WHY MOVIE?

(1) Carry out thorough an investigation of a natural phenomena (i.e., Electricity) and identify needs and opportunities for technological invention or

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have access to more ideas.

2.Team environment can boost the confidence of individuals

3.Opportunity to learn from each other.

4.New approaches to tasks may be discovered.

5.Will help students prepare for the real world

well as to develop visual models to represent an understanding of natural phenomena that we will cover in this course: Kinematics, energy, electricity, waves and modern physics.

2.My students will stop being invisible

3.A nice website will increase their motivation

4.Help them communicate their scientific ideas to the world outside AMS

innovation. Since they have to follow the Scientific method, this 5 minutes long movie will allow them to

2. Make observations of a scientific phenomena (electricity) and thinking of finding a ways to simulating it.

3. Think of specific question such as “Is it possible to create a circuit to light a bulb?”

4. Formulate hypothesis such as “Circuit is a close path in which current can exist”.

5. Develop a testable prediction such as, “It is possible to create series circuit using household equipment’s to light a bulb..

6. Gather data from at least 5 lemons battery experiments

7. Develop general theories such as “Electrons can be made to move from one atom to another. When those electrons move between the atoms, a current of electricity is created”

Trimester 1 (9/9-12/8)

Date Topic LabSep 9 (Wed) The Atom.

Hero: Democritus.Rationale: The foundations of physics can be traced back to the ancient Greeks, the placed in which Atom was discovered. The idea of atom as the fundamental particles paved the ways for scientific revolution that took place ever since the discovery of Atom. In fact, we have not been fully understood the atom some 2400 years after Democritus discovered

WHY LAB?The use of inquiry is central to scientific thought and therefore an extremely powerful teaching tool in the physics classroom. Real-world questions to focus the attention of the student, active student involvement, and the collection and use of evidence are essential components of effective science

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it. teaching.

Demonstration of Atom.

Sep 10 (Thu) Model

Rationale: Everyday experiences are manifestations of patterns that repeat themselves from the Sub-nuclear to the cosmic level. Models that are used at each level reflect these patterns. The future development of physics is likely to be derived from these realms. Revise a model to create a more complete or improved representation of the System (S6, 2.1)Predict the behavior of a system, using a model (S6, 2.2)

Sep 11 (Fri) Units, standard and SI System

Rationale: SI units are a logical extension of the metric system. The SI system begins with seven fundamental units, from which all other units are derived. In addition to the standard fundamental and derived units of the SI system (kilogram, meter, joule, volt), other units commonly used in physics (centimeter, kilometer) are also employed.

Sep 16 (Wed) Measurements

Rationale: It is an important concept in physics that all measurements contain some uncertainty. The reporting of such data uses significant figures to inform the reader of the uncertainty of the measurement. When these values are used in calculations, it is vital that answers to such calculations are not misleading, and hence, rules for addition, subtraction, multiplication, and division should be followed

Sep 17 (Thu) Scientific Notation & Order of Magnitude

Rationale: Estimate quantitative results, using orders of magnitude. Simplify calculations by using scientific notation (S6, 3.2)

Sep 18 (Fri)

Sep 21 (Mon) ExamKinematics (ID)

Explain and predict different patterns of motion of objects. Use deductive reasoning to construct and evaluate conjectures and arguments, recognizing that patterns and relationships in mathematics assist them in arriving at these conjectures and arguments. (M2.1). We’ll explore motion of bodies (car) and system of bodies (solar system) without consideration of the causes of the motion. We’ll explore trajectories of points, lines and other geometric objects and their differential properties such as velocity and acceleration. We’ll explore mechanical engineering and robotics. Why the math is the language of

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Kinematics: the study of kinematics can be abstracted into purely mathematical function; (1) rotation can be represented by elements of unit circle in the complex plane; (2) planner algebras are used to represent the shear mapping of classical motion in classical space (absolute time and space) and Lorentz transformation of relativistic space and time.

Sep 22 (Tue) Reference Frames and Displacement

Diagramming the motion labPosition/time graphs labInterpreting the slop LabVelocity/time graphs labMath that Graph LabPython Language Lab II

Sep 25 (Fri)

Sep 28 (Mon) Average Velocity ISep 29 (Tue) Average Velocity IISep 30 (Wed) Instantaneous velocity IOct 1 (Thu) Instantaneous velocity IIOct 2 (Fri)

Oct 5 (Mon) Acceleration IOct 6 (Tue) Acceleration IIOct 7 (Wed) Motion at Constant Acceleration IOct 8 (Thu) Motion at Constant Acceleration II

Oct 9 (Fri)

Oct 12 (Mon) Position Vs. Time Graph I

Rationale: Interpret graphs to determine the mathematical relationship between the variables

Oct 13 (Tue) Position Vs. Time Graph II

Predict the behavior of physical systems, using mathematical models such as graphs and equations (S6, 5.1)

Oct 14 (Wed) Velocity Vs. Time Graph I

Oct 15 (Thu) Velocity Vs. Time Graph II

Oct 16 (Fri)

Oct 19 (Mon) Acceleration Vs. Time graphOct 20 (Tue) The Slop of Motion Graph IOct 21(Wed) The Slop of Motion Graph II

Explain the physical relevance of properties of a

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graphical representation of real world data, e.g., slope, intercepts, area under the curve (m3.1)

Oct 22 (Thu) Acceleration Vs. Time graph IOct 23(Fri)

Oct 26(Mon) ExamKinematics (2D)

Oct 27 (Tue) Vectors and Scalars

Key Idea 1: use scaled diagrams to represent and manipulate vector quantities (M1.1) Diagramming the motion

lab-2Position/time graphs lab-2Interpreting the slop Lab-2Velocity/time graphs lab-2Math that Graph Lab-2Python Language Lab III

Design an experiment to investigate the relationship between physicalPhenomena (S1)

Oct 28 (Wed) Addition of vectors

NGSS: Represent physical quantities in graphical form

Oct 29 (Thu) Subtraction of vectors

NGSS: construct graphs of real-world data (scatter plots, line or curve of best fit)

Oct 30 (Fri)

Nov 4(Wed) Adding vectors by componentsNGSS: manipulate equations to solve for unknowns. Use dimensional analysis to confirm algebraic solutions

Nov 5(Thu) Projectile motionNov 6 (Fri)

Nov 9 (Mon) Solving projectile motionNov 10(Tue) Projectile motion is parabolic INov 12(Thu) Projectile motion is parabolic IINov 13(Fri)

Nov 16(Mon) ExamDynamics: Newton’s Laws of Motion

Nov 17(Tue) Force I

Pass the Water LabGalileo for a Day LabExploring an Object Lab

Acceleration Lab

Nov 18(Wed) Force IINov 19(Thu) Newton’s First Law INov 20(Fri)

Nov 23(Mon) ExamNov 24(Tue) Newton’s First Law II

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Exploring falling object LabExcel for Falling Body LabFriction LabTwo body LabHook’s Law LabPython Language Lab IV

Nov 25(Wed) Newton’s Second Law INov 30(Mon) Newton’s Second Law IIDec 1(Tue) Newton’s third Law IDec 2(Wed) Newton’s First Law IIDec 3(Thu) Weight and MassDec 4(Fri)

Dec 7(Mon) EXAMDec 8 (Tue) Last day of Trimester #1: Unit Final

Beginning of Trimester # 2(Work & Energy)

Energy and matter interact through forces that result in changes in motion (S4, KI5)

Dec 9 (Wed) Work done by constant force I

It’s All Uphill LabIncline Angle LabPowerhouse LabMarble-Energy LabKinetic Energy LabEnergy on an Incline LabEnergy on a Pendulum LabSpring Energy LabMarble-Energy Lab IIStopping Distance LabPython Language Lab V

Dec 10 (Thu) Work done by constant force IIDec 11 (Fri) Energy conservation

ii. Predict velocities, heights, and spring compressions based on energy conservation (S4)

Dec 14 (Mon) Kinetic energy Principle I

Describe and explain the exchange among potential energy, kinetic energy, and internal energy for simple mechanical systems, such as a pendulum, a roller coaster, a spring, a freely falling object (s4, i)

Dec 15 (Tue) Kinetic energy Principle IIDec 16 (Wed) Potential energy IDec 17(Thu) Potential energy IIDec 18 (Fri)

Dec 21 (Mon) Mechanical energy IDec 22 (Tue) Mechanical energy IDec 23 (Wed) Energy transformation IJan 4 (Mon) Energy transformation IIJan 4 (Mon) Law of Conservation of Energy I

iii. Determine the energy stored in a spring (S4)

Jan 5 (Tue) Law of Conservation of Energy II

iv. Determine the factors that affect the period of a

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pendulum (S4)

Jan 6 (Wed) Problem solving using conservation of energyJan 7 (Thu) Problem solving using conservation of energyJan 8 (Fri)

Jan 11(Mon) ExamMomentum

Jan 12 (Tue) Newton second Law and Momentum I

Impulsive/momentum LabBalloon Toss LabBefore & After LabAction/Reaction LabInelastic Collision LabElastic Collision LabPython Language Lab VI

Jan 13 (Wed) Newton second Law and Momentum IIJan 14 (Thu) Momentum and its relation to ForceJan15 (Fri)

Jan 19 (Tue) Conservation of MomentumJan 20 (Wed) Conservation of Momentum IIJan 21 (Thu) Collision & Impulse IJan 22 (Fri)

Jan 25 (Mon) Collision & Impulse IIJan 26 (Tue) RegentsJan 27 (Wed) RegentsJan 28 (Thu) RegentsFeb 1 (Mon) Conservation of energy & Momentum in

collisionFeb 2 (Tue) Conservation of energy & Momentum in

collision IIFeb 3 (Wed) Elastic Collison in 1DFeb 4 (Thu) Inelastic CollisionFeb 5 (Fri)

Feb 9 (Tue) EXAM

WAVESExplain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles (S4, 4.3)

Feb 10 (Wed) Characteristics of Waves

NGSS: compare the characteristics of two transverse waves such as amplitude, frequency, wavelength, speed, period, and phase (S4, 4.3i)

Feb 11 (Thu) Types of Waves

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ii. draw wave forms with various characteristics (S4, 4.3ii) Mass on the Spring Lab

Pendulum LabWave Motion LabSpeed of a Wave LabVibrating Spring LabNodes & Anti-nodes LabHarmonic Frequency LabPython Language Lab VII

Feb 12 (Fri) Website & Programming Language for PhysicsFeb 22 (Mon) Transverse and Longitudinal Waves

iv. Differentiate between transverse and longitudinal waves

Feb 23 (Tue) Characteristic of WavesFeb 24 (Wed) Speed of Wave

v. Determine the speed of sound in air (S4, 4.3V)

Feb 25 (Thu) ReflectionFeb 26 (Fri) Website & Programming Language for PhysicsFeb 29 (Mon) RefractionMar 1 (Tue) InterferenceMar 2 (Wed) Standing waves

iii. Identify nodes and antinodes in standing waves (S4, 4.3iii)

Mar 3 (Thu) ResonanceMar 4 (Fri) Website & Programming Language for PhysicsMar 7 (Mon) Physical pendulumsMar 8 (Tue) Doppler EffectsMar 9 (Wed) Simple Harmonic MotionMar 10 (Thu) Energy in Simple harmonic MotionMar 11 (Fri) Website & Programming Language for PhysicsMar14 (Mon) Characteristics of Sound IMar 15 (Tue) Characteristics of Sound IIMar16 (Wed) QuizMar 17 (Thu) Review for the examMar 18 (Fri) Exam

Beginning of Trimester # 3(Electricity)

Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuityMar 21(Mon) What is electricity?Mar 22(Tue) Electric Charge in the AtomMar 23(Wed) Conductors and InsulatorsMar 24 (Thu) ElectroscopeMar 28(Mon) Electric fieldMar 29(Tue) Electric field strength

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Salt and Balloon LabElectrician LabGreatest Current LabVoltage, Current & Resistance LabSeries Vs. Parallel LabBulb in Series LabCurrent in Parallel LabLemon Battery Lab ILemon Battery Lab IIILemon Battery Lab IIIPython Language Lab VIII

Mar 30(Wed) Potential differenceMar 31(Thu) Electric potentialApr 1(Friday) Intro to electricityApr 4(Mon) Current and potential differenceApr 5(Tue) ResistanceApr 6(Wed) Electric circuit

Develop extended visual models and mathematical formulations to represent an Understanding of natural phenomena (Standard 1)

Apr 7(Thu) Energy in Electric circuit

viii. Measure current and voltage in a circuit (S4) ix. use measurements to determine the resistance of a circuit element(S4)

Apr 8(Fri) Series circuit

xii. Construct simple series and parallel circuits (S4). xiv. Predict the behavior of light bulbs in series and parallel circuits (S4)

Apr 11(Mon) Parallel Circuit

xii. Construct simple series and parallel circuits (S4). xiv. Predict the behavior of light bulbs in series and parallel circuits (S4)

Apr 12(Tue) A complete Circuit diagram IApr 13(Wed) Voltage vs. Current

x. Interpret graphs of voltage versus current (S4)

Apr 13(Wed) Complete Circuit Diagram II

xiii. Draw and interpret circuit diagrams which include voltmeters and ammeters (S4)

Apr 14(Thu) Capacitance IIApr 15(Fri) Electricity and magnetism I

xv. Map the magnetic field of a permanent magnet, indicating the direction of the Field between the N (north-seeking) and S (south-seeking) poles (S4)

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Apr 18(Mon) Electricity and magnetism IIApr 19(Tue) Electricity and magnetism IIIApr 20(Wed) General properties of magnetsApr 21(Thu) Magnetic fieldApr 22(Fri) Electromagnetisms IMay 2(Mon) Electromagnetisms IIMay 3(Tue) Electromagnetisms IIIMay 4(Wed) Electromagnetisms IVMay 5(Thu) Electromagnetisms VMay 6(Fri) Quiz #

Website & Programming Language for PhysicsMay 9(Mon) FINAL

LIGHTMay 10(Tue) Intro to light

Ripple Tank Lab2 Point LabYoung’s Experiment LabLight LabDistance LabColor Addition LabRGB LabPainting with CMY LabFiltering Away LabPython Language Lab IX

May 11(Wed) Polarization of lightMay 12(Thu) Speed of lightMay 13(Fri) Website & Programming Language for PhysicsMay 16(Mon) Visible lightMay 17(Thu) ReflectionMay18 (Wed) RefractionMay 19(Thu) Diffraction and interferenceMay 20(Fri) Quiz #

Website for Physics

May 23(Mon) EXAMModern Physics

May 24(Tue) Intro to Modern Physics

Atomic Structure Lab IAtomic Structure Lab IIPython Language Lab X

May 25(Wed) Blackbody Radiation and Plank HypothesisMay 26 (Thu) Photoelectric Effect -May 27(Fri) Website & Programming Language for PhysicsMay 30(Mon) Quantum Mechanical View of an AtomMay31 (Tue) The Periodic Table of ElementJun 1 (Wed) RegentsJun 2 (Thu) RegentsJun 3 (Fri) Website & Programming Language for PhysicsJun 6 (Mon) The Wave FunctionJun 7(Tue) Special Theory of Relativity IJun 8 (Wed) Special Theory of Relativity IIJun 9(Thu) Review for the Quiz and FinalJun 10(Fri) Quiz #

Website for Physics

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Jun 13(Mon) Final ExamJun 14(Tue) Regents

No new Lab. Students will work as a group to complete their movie on “Lemon Battery”

Jun 15(Wed) RegentsJun 16(Thu) RegentsJun 17 (Fri) Quiz #

Website & Programming Language for PhysicsJun 20 (Mon) Regent Competency TestJun 21 (Tue) RegentsJun 22(Wed) Regent Competency TestJun 23 (Thu) Regent Rating DayJun 24(Fri) Final Exam

Jun 27(Mon) Website & Movie PresentationJun 28 (Fri) Last Day of the SchoolNote: Viewers of this Curriculum should recognize that what is found in the document above (including the core content and skills sections) is the minimum content to be assessed. Also note, due to the strong emphasis on student development of laboratory skills, a minimum of 280 minutes/week of class and laboratory time is recommended. This is why, we will do lab almost everyday!

Assessment: I will consistently assess your skills & knowledge on the content area. So, I will assess you in 7 different ways – Do Now, In Class Assessment, Homework, Quiz, Test, the 2 writing prompts, the challenge project and Website building (I will not assess you on your Programming Skills. However, there will be a bonus Python Programming question on each and every exam)

Items PercentageDo now 5%In class assessment 5%Lab/experiments 10%Homework 20%Quizzes 10%Tests 20%Writing projects (2 essay) 10%Final Exam 10%Year-end Science Challenge 5%Website 5%Total 100%

There will be no make up for Do-Nows, and In-Class assessment. However, the following rules apply to quizzes, and tests: I will give you a chance to retake any missed quizzes/tests. However, if you retake the quiz, you’ll receive 10% less than you’re actual score. All exams will be formatted the following way: ExamFormat

MultipleChoice Question(MCQ)

MCQ & Response ExtendedResponse

# Of 34% 33% 33%

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Questions

Topics Sub-topics Process Skills

Math Skills & Mechanics(9/9-12/8)

Math Skills(9/9-9/21)

STANDARD 1—Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions

Math skills: Use algebraic & geometric representation to describe and compare data. Use deductive reasoning to construct and evaluate arguments.

Mechanics: Measured quantities can be classified as either vector or scalar. An object’s in linear motion may travel in constant velocity. A Path of Projectile is the result of simultaneous effects of horizontal and vertical components. Kinetic friction is a force that opposes motion. Momentum is conserved in a closed system.

Fundamental forces govern all the interactions of the universe. The interaction of masses is deter- mined by the gravitational force; the electro-weak force determines the interaction of charges; the interaction between particles in the nucleus is controlled by the strong force. Changes in the motion of an object require a force. Newton’s laws can be used to explain and predict the motion of an object.

Kinematics 1D(9/22 -10/26)Kinematics 2D(10/27 -11/16)Newton’s Laws(11/17-12/8)

Energy & Waves(12/9 – 3/18)

Work & energy (12/9 to 1/11/16)

Work & energy: The students will demonstrate knowledge of basic electricity concepts by

NGSS: Energy exists in many forms, and when these forms change energy is conserved. The fundamental tenet of this law is that the total mass-energy of the universe is constant; however, energy can be transferred in many ways. Solving problems on the worksheet. The students will further enrich their understanding by solving Homework problems. Learn energy can be converted to electricity which can be

Momentum (1/12 – 2/9)Waves(2/10 -3/18)

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converted to heat

Describe and explain the exchange between potential energy, kinetic energy and internal energy for simple mechanical system such as pendulum, a roller coaster, a spring and a freely falling object. Predicts velocities, heights and spring compressions based on energy conservation. Recognize and describe conservations among different forms of energy in real and hypothetical devices such as motor, a generator and a battery. Determine the factors that affect the period of pendulum. Compare the power developed when the same work is done at different rates.

Students can explain variations in wavelength and frequency in terms of the source of the vibrations that produce them, e.g., molecules, electrons, and nuclear particles.

Electromagnetism(3/21 – 5/9)

Electricity(3/21 -4/14)

On a microscopic level, a relationship between electricity and magnetism was demonstrated by the induction of voltage in a conductor passing through a magnetic field. Electrolysis was explored; studies established proportionality between current and the mass of a substance generated at an electrode. Radium was discovered; the existence of three types of radiation—alpha, beta, and gamma rays—was demonstrated. Evidence for both a wave nature and a quantum nature of light was generated during the latter half of the 19th century.The birth of quantum mechanics is fundamental to understanding the ability of light to exhibit both particle and wave characteristics

Gravitational forces are only attractive whereas electrical and magnetic force can be attractive or repulsive. The inverse square law applies to electrical and gravitational fields produced by point sources. Measure current and voltage in circuit. Interpret graph of voltage vs. current. Construct simple series and parallel circuit and predict the behavior of light bulbs

Magnetism(4/14 -5/9)

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Modern Physics(5/10 – 6/13)

Light(5/10 -5/20)

Understand atomic structure. Interpret energy level diagram. Correlate spectrum with energy level diagram.

On the atomic level, the quantum nature of the fundamental forces becomes evident. Models of the atom have been developed to incorporate wave-particle duality, quantization, and the conservation laws. These models have been modified to reflect new observations; they continue to evolve.

The understanding of gravity was refined early in the 20th century when Albert Einstein introduced both special and general theories of relativity. Einstein’s proposal that space and time are intimately and indivisibly linked fostered a spate of activity in theoretical physics

Modern Physics (5/24 to 6/13)

Website, Python and Movie (9/9/15 to 6/27/2016)

Website Students will apply the knowledge and thinking skills of mathematics, science, and technology to make a presentation.

STANDARD 2Students will access, generate, process, and transfer information, using appropriate technologies

1.2 Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software,etc.) Software to model and extend classroom and laboratory experiences, recognizing the differences between the model used for understanding and real-world behavior (S2, 1.5)

Understand the importance of making information accessible by anyone, anywhere, anytime. The Python programming language is an excellent choice for learning and doing computational physics

Python Programming LanguageLemon Battery MovieIn order to arrive at the best solution that meets criteria within constraints, it is oftennecessary to make trade-offs.• determine optimal solutions to problems that can be solved using quantitativemethods

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Lab (NGSS Guidelines)

S2.3 Develop and present proposals including formal hypotheses to test explanations; i.e., predict what should be observed under specific conditions if the explanation is true

S3.1 Use various means of representing and organizing observations (e.g., diagrams, tables, charts, graphs, and equations) and insightfully interpret the organized data. Use appropriate methods to present scientific information (e.g., lab reports, posters, research papers, or multimedia presentations). Identify possible sources of error in data collection and explain their effects on experimental results

S3.2 Apply statistical analysis techniques when appropriate to test if chance alone explains the result. Examine collected data to evaluate the reliability of experimental results, including percent error, range, standard deviation, line of best fit, and the use of the correct number of significant digits

S3.3 Assess correspondence between the predicted result contained in the hypothesis and the actual result, and reach a conclusion as to whether or not the explanation on which the prediction was based is supported

MISCONCEPTIONS: Misconceptions greatly influence learning. Students may internalize new ideas, but if the learning is incorporated into incorrect assumptions or ideas, the learning is superficial and of doubtful value. Educational research has shown that students typically learn best by moving from the concrete to the abstract; learning is enhanced through the use of manipulative and hands-on activities. Teachers can dramatically influence learn-ing by providing constructive feedback and by maintaining appropriately rigorous expectations

WHY DO I HAVE A HERO FOR EACH LESSON PLAN: The laws of physics apply from the subatomic through the cosmic levels, an idea whose development can be traced through the history of the science. The contributions of Democritus, Galileo, Kepler, Newton, Faraday, Maxwell, Planck, Curie, Hubble, Einstein, Heisenberg, Schrödinger, Feynman, Bardeen, Brattain, and Shockley provide insights to pivotal moments in our field. The physics of today is based upon the achievements of the past. Students should appreciate the significance of these accomplishments and teachers should foster this appreciation.

Bibliography: http://www.p12.nysed.gov/ciai/mst/pub/phycoresci.pdf

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