southwick-tolland regional school … science/h… · p 1.1 distinguish between vector quantities...

SOUTHWICK-TOLLAND REGIONAL SCHOOL DISTRICT

Course Title: Physics

Physics A

Grade: 11-12

CONTENT: WHAT IS PHYSICS?/MOTION What is Physics?

Definition of Physics The Scientific Method Science vs. Technology Science vs. Religion Metric Measurement Graphing Exercises Algebra Review

Motion Motion is relative/Frames of Reference Speed/Velocity Acceleration Free Fall Air Resistance

Law of Inertia Aristotle, Copernicus Galileo Inertia, Mass Weight Volume

Newton’s Second Law Force, Mass, Acceleration a=F/m Statics Friction Pressure Free Fall Explained Terminal Velocity

Newton’s Third Law Interaction Action/Reaction Pairs

FRAMEWORKS/CURRICULUM STANDARDS: P 1.1 Distinguish between vector quantities (velocity, acceleration, and force) and

scalar quantities (speed and mass). P 1.3 Distinguish between, and solve problems involving, velocity, speed, and

constant acceleration. P 1.4 Create and interpret graphs of motion (position vs. time, speed vs. time,

velocity vs. time, constant acceleration vs. time). P 1.5 Explain the relationship between mass and inertia. * P 1.6 Interpret and apply Newton’s First Law of Motion. * P 1.7 Interpret and apply Newton’s Second Law of Motion to show how an object’s

motion will change only when a net force is applied. *

P 1.8 Use a free body force diagram with only co-linear forces to show forces acting on an object, and determine the net force on it.

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Physics A

Grade: 11-12

P 1.9 Qualitatively distinguish between static and kinetic friction, what they depend on and their effects on the motion of objects.

P 1.10 Interpret and apply Newton’s Third Law of Motion. P 1.12 Identify appropriate standard international units of measurement for force,

mass, distance, speed, acceleration, and time, and explain how they are measured.

INSTRUCTIONAL METHODOLOGIES: Lab Activities

• Pocket Lab- Falling • Tower Building • A Walk in the Park • The Drag Race • Marble Motion • Merrily We Roll Along • Ball and Car Race • Keep Moving • Newton’s First Law • Constant Force and Changing Mass • Constant Mass and Changing Force • Parachute Contest • Forces and Effects • Tug of War • Tension • Balloon Rockets • Task Card- Clothespin Launcher

Lectures Worksheets

INSTRUCTIONAL RESOURCES: General Physics

Conceptual Physics. Addison Wesley, 1992 Active Physics – Curriculum Select. Its About Time, 2005. Teaching Active Physics. Video Series, Active Physics Videos for the Classroom.

Physics A Physics – Principles and Problems. McGraw, Hill, Glencoe, 2005.

ACADEMIC SUPPORT: Spanish tape of text Special Needs

Follow accommodations as indicated in I.E.P. Consult with special needs teacher

TECHNOLOGY RESOURCES: Computer Software- Forces and Effects, World-In-Motion Videos- Mechanical Universe Series

Addison-Wesley video lessons (Conceptual Physics with Paul Hewitt)

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Physics A

Grade: 11-12

METHODS OF ASSESSMENT:

Ongoing Verbal Responses Daily Observation

Product Assessment Labs Worksheets

Periodic Assessment Homework Unit tests

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Physics A

Grade: 11-12

CONTENT: VECTORS/MOMENTUM/ENERGY Vectors

Vector Representation Vector Addition Equilibrium Vector Resolution Projectile Motion

Momentum Momentum Impulse Bouncing Conservation of Momentum Collisions

Energy Work/Power Potential/ Kinetic Energy Work/Energy Theorem Conservation of Energy Simple Machines Mechanical Advantage Efficiency

FRAMEWORKS/CURRICULUM STANDARDS: 1.1 Distinguish between vector quantities (velocity, acceleration, and force) and

scalar quantities (speed and mass). 1.2 Illustrate how to represent vectors graphically and be able to add them

graphically. 1.3 Distinguish between, and solve problems involving, velocity, speed, and

constant acceleration. 1.5 Explain the relationship between mass and inertia. * 1.6 Interpret and apply Newton’s First Law of motion. * 1.7 Interpret and apply Newton’s second law of motion to show how an object’s

motion will change only when a net force is applied. * 1.8 Use a free body force diagram with only co-linear forces to show forces

acting on an object, and determine the net force on it. 1.9

Qualitatively distinguish between static and kinetic friction, what they depend on and their effects on the motion of objects.

1.10 Interpret and apply Newton’s Third Law of Motion. 1.12 Identify appropriate standard international units of measurement for force,

mass, distance, speed, acceleration, and time; explain how they are measured. 2.1 Interpret and provide examples that illustrate the law of conservation of

energy. * 2.2 Provide examples of how energy can be transformed from kinetic to potential

and vice versa. 2.3 Apply quantitatively the law of conservation of mechanical energy to simple

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Physics A

Grade: 11-12

2.4 Describe the relationship among energy, work, and power both conceptually and quantitatively.

2.5 Interpret the law of conservation of momentum and provide examples that illustrate it. Calculate the momentum of an object.

2.6 Identify appropriate standard international units of measurement for energy, work, power, and momentum.

INSTRUCTIONAL METHODOLOGIES: Lab Activities:

• The Paper River • Components of Force Vectors • Projectile Motion/Launcher • Washer Motion • The Explosion • World in Motion/Momentum • Conservation of Momentum • Your Power • Down the Hill • Cut Short • Making the Grade • Pulleys as Simple Machines

Demonstrations: • Swinging Ball Collision • Bowling Ball Pendulum • Collision Balls • Pulley, Wheel and Axle, Machine Screw • Transmission, Differential

INSTRUCTIONAL RESOURCES:

General Physics Conceptual Physics. Addison Wesley, 1992. Active Physics – Curriculum Select. It’s About Time, 2005. Teaching Active Physics. Video Series, Active Physics Videos for the Classroom.




TECHNOLOGY RESOURCES: Computer Software- Forces and Effects, World-In-Motion Videos- Mechanical Universe Series


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Physics A

Grade: 11-12

METHODS OF ASSESSMENT:

Ongoing Verbal Responses Daily Observation



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Physics A

Grade: 11-12

CONTENT: CIRCULAR MOTION/CENTER OF GRAVITY/ROTATIONAL MECHANICS Circular Motion

Rotation/Revolution Centripetal Force Simulated Gravity

Center of Gravity Locating the Center of Gravity Toppling Stability

Rotational Mechanics Torque Rotational Inertia Angular Momentum Conservation of Angular Momentum


scalar quantities (speed and mass). 1.3 Distinguish between, and solve problems involving, velocity, speed, and


motion will change only when a net force is applied. * 1.10 Interpret and apply Newton’s Third Law of Motion. 1.12 Identify appropriate standard international units of measurement for force,

mass, distance, speed, acceleration, and time; explain how they are measured. INSTRUCTIONAL METHODOLOGIES: Lab Activities:

• Centripetal Force • Going in Circles • Trilithon • Car Stability • Torque Feeler • Weighing an Elephant

Demonstrations: • Phonograph


Conceptual Physics. Addison Wesley, 1992. Active Physics – Curriculum Select. Its About Time, 2005. Teaching Active Physics. Video Series, Active Physics Videos for the Classroom.


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Physics A

Grade: 11-12

ACADEMIC SUPPORT:

Spanish tape of text Special Needs


TECHNOLOGY RESOURCES: Computer Software- Forces and Effects, World-In-Motion Computer Simulation Lab/World in Motion/ Conservation of Angular Momentum Videos- Mechanical Universe Series Addison-Wesley video lessons (Conceptual Physics with Paul Hewitt)

METHODS OF ASSESSMENT: Ongoing Verbal Responses Daily Observation



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Physics A

Grade: 11-12

CONTENT: GRAVITY Universal Gravitation

The Falling Moon/Apple Tangential Velocity Law of Universal Gravitation Inverse Square Law

Gravitational Interactions Gravitational Fields Weight and Weightlessness Tides Eclipses Black Holes

Satellite Motion Circular Orbits Elliptical Orbits Conservation of Energy Escape Speed

Special Relativity – Space and Time Space Time Relative Motion 1st, 2nd Postulates Time Dilation Space Travel


scalar quantities (speed and mass). 1.2 Illustrate how to represent vectors graphically and be able to add them

graphically. 1.3 Distinguish between, and solve problems involving, velocity, speed, and


motion will change only when a net force is applied. * 1.10 Interpret and apply Newton’s Third Law of Motion. 1.12 Identify appropriate standard international units of measurement for force,

mass, distance, speed, acceleration, and time; explain how they are measured. 2.1 Interpret and provide examples that illustrate the law of conservation of

energy. * 2.2 Provide examples of how energy can be transformed from kinetic to potential

and vice versa. 2.3 Apply quantitatively the law of conservation of mechanical energy to simple

systems.

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Physics A

Grade: 11-12

INSTRUCTIONAL METHODOLOGIES: Lab Activities

• Acceleration due to gravity • The elevator ride • Eclipses of the sun and moon • Characteristics of elliptical orbits • The orbit • Cosmic speedometer • Gravitational field strength problems






TECHNOLOGY RESOURCES: Computer Software- Forces and Effects, World-In-Motion Videos-

• The Apple and the Moon • Einstein’s Universe • Space and Time • Mechanical Universe Series





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Physics A

Grade: 11-12

CONTENT: ELECTRICITY Electrostatics

Electrical Energy Atomic Model Electrical Forces Conservation of Charge Coulomb’s Law Conductors Insulators Methods of Charging Polarization

Electric Fields Field Liners Shielding Potential Energy Electric Potential Energy Storage Van DeGraff Generator

Electric Current Flow of Charge Electric Current Voltage Sources Electrical Resistance Ohm’s Law Electric Shock Direct and Alternating Current Speed and Source of Electron

FRAMEWORKS/CURRICULUM STANDARDS: 5.1 Recognized the characteristics of static charge and explain how a static charge

is generated. 5.2 Interpret and apply Coulomb’s Law 5.3 Explain the difference in concept between electric forces and electric fields. 5.4 Develop a qualitative and quantitative understanding of current, voltage,

resistance, and the connection between them. 5.5 Identify appropriate units of measurement for current, voltage, and resistance,

and explain how then are measured. INSTRUCTIONAL METHODOLOGIES: Lab Activities:

• Charged Objects • Electrostatics minilab • Electrostatics • Charges Energy Voltage • Electrical Generators • OHM Sweet OHM

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Physics A

Grade: 11-12

• OHM, ohm on the Range-Part I • Sparky the Electrician

Demonstrations: • Van DeGraff Generator






TECHNOLOGY RESOURCES: Computer Software- Forces and Effects, World-In-Motion Videos- Mechanical Universe Series Addison-Wesley video lessons (Conceptual Physics with Paul Hewitt)




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Physics A

Grade: 11-12

CONTENT: Thermal Energy

Temperature Thermal Energy Heat Transfer Specific Heat Change of State

FRAMEWORKS/CURRICULUM STANDARDS: 3.1 Relate thermal energy to molecular motion.* 3.2 Differentiate between specific heat and heat capacity. 3.3 Explain the relationship among temperature change in a substance for a given

amount of heat transferred, the amount (mass) of the substance, and the specific heat

3.4 Recognize the matter exists in four phases, and explain what happens during a phase change.


• Launch Lab – What happens when you provide thermal energy • Heating and Cooling • Lectures • Worksheets • Research Projects










Research Papers/Projects

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Physics A

Grade: 11-12

CONTENT: Waves

Simple Harmonic Motion Measurable Properties of Waves Transverse and Longitudinal Waves Waves at Boundaries Superposition of Waves Polarization Doppler Effect Electromagnetic Waves Standing Waves

Electromagnetic Waves The Electromagnetic Spectrum Uses of the Electromagnetic Spectrum Wave Length vs. Frequency Relationship Photo Energy Reflection, Refraction

FRAMEWORKS/CURRICULUM STANDARDS: Waves

4.1 Differentiate between wave motion (simple harmonic nonlinear motion) and the motion of objects (nonharmonic).*

4.2 Recognize measurable properties of waves (e.g., velocity, frequency, and wave-length) and explain the relationships among them.

4.3 Distinguish between transverse and longitudinal waves. 4.4 Distinguish between mechanical and electromagnetic waves. 4.5 Interpret and be able to apply the laws of reflection and refraction

(qualitatively) to all waves. 4.6 Recognize the effects of polarization, wave interaction, and the Doppler

effect. 4.7 Explain, graph, and interpret graphs of constructive and destructive

interference of waves. 4.8 Explain the relationship between the speed of a wave (e.g., sound) and the

medium it travels through. 4.9 Recognize the characteristics of a standing wave and explain the conditions

under which two waves on a string or in a pipe can interfere to produce a standing wave.

Electromagnetic Waves 6.1 Describe the electromagnetic spectrum in terms of wavelength and energy,

and be able to specify regions such as visible light.* 6.2 Explain how the various wavelengths in the electromagnetic spectrum have

many use applications such as radio, television, microwave appliances, and cellular telephones.

6.3 Calculate the frequency and energy of an electromagnetic wave from the wavelength.

6.4 Recognize and explain the ways in which the direction of visible light can be changed.

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Physics A

Grade: 11-12


• Launch Lab – How do waves behave in a coiled spring • Mini-lab – wave interaction • Lectures • Worksheets • Research Projects










Research Papers/Projects

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Science Topic/Unit: Physics/Physics A – Conservation of Energy and Momentum Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be able to apply and interpret the law of conservation of energy. Essential Questions: How do potential and kinetic energy predict the motion of objects. Suggested Number of Sessions: 11 Blocks

Content Suggested Instructional Activities/Technology

Resources Suggested Assessments

PH 2.1 Interpret and provide examples that illustrate the law of conservation of energy. PH 2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa. PH 2.3 Describe both qualitatively and quantitatively how work can be expressed as a change in mechanical energy. PH 2.4 Describe both qualitatively and quantitatively the concept of power as work done per unit time. PH 2.5 Provide and interpret examples showing that linear momentum is the product of mass and velocity, and is always conserved (law of conservation of momentum). Calculate the momentum of an object.

PH 2.1, 2.2 Notes Lectures Demonstrations Discussions Lab Experiments: Cut Short - CP Is Energy Conserved –PPP Conserving Your Energy - CP PH 2.3 Lab Experiments: Making the Grade – CP Wrap your energy in a bow - CP Activity: Horsepower – Tops Machines How can pulleys help you lift? -PPP PH 2.4 Demonstrations Crash Carts Discussions Lab Experiment: Concentrating on Collisions - AP

Conceptual Physics – Addison-Wesley, 1992. Active Physics-Curriculum Select It’s About Time, 2005. Active Physics Content Videos, Herff Jones, Ed. Division Physics-Principles and Problems - McGraw Hill, Glencoe 2005. Computer Software – World-in-motion, forces and Effects Mechanical Universe – video series

Tests Quizzes Homework Lab reports Science Article Summaries In-Class Worksheets Exit Tickets Observations

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Science Topic/Unit: Physics/Physics A – Conservation of Energy and Momentum Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be able to apply and interpret the law of conservation of energy. Essential Questions: How do potential and kinetic energy predict the motion of objects. Suggested Number of Sessions: 11 Blocks

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Science Topic/Unit: Physics/Physics A –Electromagnetic Radiation Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be able to describe the parts of the electromagnetic spectrum. Essential Questions: What are electromagnetic wave and how are they useful? Suggested Number of Sessions: 10 Blocks



PH 6.1 Recognize that electromagnetic waves are transverse waves and travel at the speed of light through a vacuum. PH 6.2 Describe the electromagnetic spectrum in terms of frequency and wavelength, and identify the locations of radio waves, microwaves, infrared radiation, visible light (red, orange, yellow, green, blue, indigo, and violet), ultraviolet rays, x-rays, and gamma rays on the spectrum.

PH 6.1 Notes Lectures Demonstrations Polarizing filters Prisms Discussions PH 6.2 Notes Lectures Demonstrations Discussions Activity Electromagntic spectrum - AP Interference and spectra - AP

Conceptual Physics Addison-Wesley, 1992. Active Physics-Curriculum Select It’s about time, 2005. Active Physics Content Videos, Herff Jones, Ed. Division Physics-Principles and Problems, McGraw Hill, Glencoe 2005. Computer Software – World-in-Motion, Forces and Effects Mechanical Universe – video series

Tests Quizzes Homework Lab Reports In Class Worksheets Exit Tickets Observations

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Science Topic/Unit: Physics/Physics A –Electromagnetic Radiation Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be able to describe the parts of the electromagnetic spectrum. Essential Questions: What are electromagnetic wave and how are they useful? Suggested Number of Sessions: 10 Blocks

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Science Topic/Unit: Physics/Physics A – Electromagnetism Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will understand how charged particles create electric and magnetic fields. Essential Questions: How are electric and magnetic fields generated and what is the relationship between them. Suggested Number of Sessions: 15 Blocks



PH 5.1 Recognize that an electric charge tends to be static on insulators and can move on and in conductors. Explain that energy can produce a separation of charges. PH 5.2 Develop qualitative and quantitative understandings of current, voltage, resistance, and the connections among them (Ohm’s law). PH 5.3 Analyze simple arrangements of electrical components in both series and parallel circuits. Recognize symbols and understand the functions of common circuit elements (battery, connecting wire, switch, fuse, resistance) in a schematic diagram.

PH 5.1 Notes Lectures Demonstrations Electroscopes Pith Balla Discussions Laboratory Experiments How can you charge it up? - PPP PH 5.2 Laboratory Experiments Lab – Circuit kits Ohm-ohm on the Range – parts I-III – CP Activity Ohm’s Law - AP PH 5.3 Laboratory Experiments Lab – Circuit kits Lighten UP – AP Activity Load Limit – AP Who’s In Control – AP

Conceptual Physics Addison-Wesley, 1992. Active Physics-Curriculum Select It’s about time, 2005. Active Physics Content Videos, Herff Jones, Ed. Division Physics-Principles and Problems McGraw Hill , Glencoe, 2005 Computer Software – World-in-Motion, Forces and Effects Mechanical Universe – video series

Tests Quizzes Homework Lab Reports Science Article Summaries In Class Worksheets Exit Tickets Observations

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PH 5.4 Describe conceptually the attractive or repulsive forces between objects relative to their charges and the distance between them (Coulomb’s law). PH 5.5 Explain how electric current is a flow of charge caused by a potential difference (voltage), and how power is equal to current multiplied by voltage. PH 5.6 Recognize that moving electric charges produce magnetic forces and moving magnets produce electric forces. Recognize that the interplay of electric and magnetic forces is the basis for electric motors, generators, and other technologies.

PH 5.4 Activity Static Electricity & Coulombls Law - AP PH 5.5 Activity Pay Up – AP More for your money - AP PH 5.6 Activities Electromagnets – AP AC + DC Circuits – AP Building an electric Motor - AP

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Science Topic/Unit: Physics/Physics A – Forces and Motion Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be able to predict how an object will move in the presence and absence of forces. Essential Questions: How do Newton’s laws of motion describe and predict the movement of objects. Suggested Number of Sessions: 25 Blocks



PH 1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work). PH 1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration. PH 1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant. PH 1.4 Interpret and apply Newton’s three laws of motion.

PH 1.1 Notes Lectures Demonstrations Discussions Chapter Worksheets Lab Activities Running the Race - AP PH 1.2, 1.3 Lab Activity Who wins the race – AP Getting Pushy - CP Chapter Worksheets PH 1.4 Activities Balloon Rockets – CP Tracking a Curve – Tops Motion Laboratory Experiments Merrily we roll along - CP

Conceptual Physics – Addison-Wesley, 1992. Active Physics – Curriculum Select It’s about time, 2005. Active Physics Content Videos, Herff Jones, Ed. Division Physics-Principles and Problems -McGraw Hill, Glencoe 2005. Computer Software – World-in-Motion, Forces and Effects Mechanical Universe-video series Conceptual Physics-Newton’s First Law of Motion Videos lessons, Addison-Wesley Conceptual Physics-Newton’s Third Law of Motion Videos lessons, Addison-Wesley Teaching active Physics Video – The Mechanical Universe – The Falling Moon

Tests Quizzes Lab reports Homework In-class Worksheets Exit Tickets Observations

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PH 1.5 Use a free-body force diagram to show forces acting on a system consisting of a pair of interacting objects. For a diagram with only co-linear forces, determine the net force acting on a system and between the objects. PH 1.6 Distinguish qualitatively between static and kinetic friction, and describe their effects on the motion of objects.

Tug of War - CP Rubber Band Catapult – Tops

Motion Air Pump Rockets Buckle Up – CP Galileo’s Experiment Constant Force and Changing Mass – CP Constant Mass and Changing Force - CP A Running Start – AP Tracking a Curve – Tops Motion Projectile Motion on the Moon – AP Jumping on the Moon - AP PH 1.5 Lab Experiments Force Tables PH 1.6 Demonstrations Sandpaper, steel and marbles Lab Activity The Mu of the Shoe – AP Free Fall on the Moon – AP Friction on the Moon - AP

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PH 1.7 Describe Newton’s law of universal gravitation in terms of the attraction between two objects, their masses, and the distance between them. PH 1.8 Describe conceptually the forces involved in circular motion.

PH 1.8 Lab Activity: Thrills and Chills – roller coaster

design – AP Torque Feeler - CP Lab Experiment: Uniform Circular Motion – How

does the stopper move? – PPP Torques – PPP What can set you spinning - PPP Center of Mass - AP Demo: Marble Run -Loop the Loop Seesaw – Balancing Act Rotational Inertia - Turntables Bicycle wheel precession Gyroscope

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Science Topic/Unit: Physics/Physics A – Heat and Heat Transfer Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be able to predict the temperature and state of an object when heat is added or taken away. Essential Questions: What is heat and how is it transferred within and between objects? Suggested Number of Sessions: 11 Blocks



PH 3.1 Explain how heat energy is transferred by convection, conduction, and radiation. PH 3.2 Explain how heat energy will move from a higher temperature to a lower temperature until equilibrium is reached. PH 3.3 Describe the relationship between average molecular kinetic energy and temperature. Recognize that energy is absorbed when a substance changes from a solid to a liquid to a gas, and that energy is released when a substance changes from a gas to a liquid to a solid. Explain the relationships among evaporation, condensation, cooling, and warming.

PH 3.1 Notes Lectures Demonstrations Discussions Laboratory Experiments How much energy does it take to

melt ice - PPP PH 3.2 Laboratory Experiments Heat Mixes Part I – CP Heat Mixes Part 2 – CP Activity The Bridge Connection - CP PH 3.3 Activities Too hot, too cold, just right – AP Cold Shower – AP

Conceptual Physics Addison-Wesley, 1992. Active Physics-Curriculum Select It’s about time 2005. Active Physics Content Videos, Herff Jones, Ed. Division Physics-Principles and Problems - McGraw Hill, Glencoe 2005. Computer Software – World-in-Motion, Forces and Effects Mechanical Universe – video series


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PH 3.4 Explain the relationships among temperature changes in a substances, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance.

PH 3.4 Laboratory Experiments Identification of unknowns by specific heat

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Science Topic/Unit: Physics/Physics A –Special Relativity Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be understand that motion is relative to a frame of reference and the implications of this relativity to space, time, energy and mass. Essential Question: How does motion relative to an observer change the observation of space and time? Suggested Number of Sessions: 5 Blocks



Relative motion, Einstein’s first and second postulates, time dilation, twin travel and E=mcsquared.

Notes Lectures Demonstrations Discussions Activities A moving frame reference – AP Speedy Light – AP Special Relativity – AP

Conceptual Physics Addison-Wesley, 1992 Active Physics-Curriculum Select It’s about time 2005 Physics-Principles and Problems McGraw Hill – Glencoe 2005 Video – Einstein’s Big Idea – NOVA DVD


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Science Topic/Unit: Physics/Physics A –Special Relativity Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be understand that motion is relative to a frame of reference and the implications of this relativity to space, time, energy and mass. Essential Question: How does motion relative to an observer change the observation of space and time? Suggested Number of Sessions: 5 Blocks

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Science Topic/Unit: Physics/Physics A –Waves Grade Level: 11-12 Curricular Goals/ Learning Outcomes: Students will be able to explain how waves travels through space and how they react to obstacles in their paths. Essential Questions: How do waves travel carry energy? Suggested Number of Sessions: 11 Blocks



PH 4.1 Describe the measurable properties of waves (velocity, frequency, wavelength, amplitude, period) and explain the relationships among them. Recognize examples of simple harmonic motion. PH 4.2 Distinguish between mechanical and electromagnetic waves. PH 4.3 Distinguish between the two types of mechanical waves, transverse and longitudinal. PH 4.4 Describe qualitatively the basic principles of reflection and refraction of waves.

PH 4.1, 4.2, 4.3 Notes Lectures Demonstrations Tuning Forks Slinkies Spring phone Discussions Activities Frequency – Tops Sound Pencil Waves – Tops Sound Tick Tock – CP Making Waves –AP Bounding on the Moon - AP Laboratory Experiment Grandfathers Clock - CP Sounds in Strings - AP PH 4.4 Laboratory Experiment What do wave reflection and refraction look like? –PPP What do wave diffraction and interference look like? – PPP Refraction of light - AP Activities Reflected Light – AP Curved Mirrors – AP Interference of Waves - AP

Conceptual Physics Addison-Wesley, 1992. Active Physics-Curriculum Select It’s about time, 2005. Active Physics Content Videos, Herff Jones, Ed. Division Physics-Principles and Problems, McGraw Hill, Glencoe 2005. Computer Software – World-in-Motion, Forces and Effects Mechanical Universe – video series

Tests Quizzes Homework Lab reports Science Article Summaries In Class Worksheets Exit Tickets Observations

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PH 4.5 Recognize that mechanical waves generally move faster through a solid than through a liquid and faster through a liquid than through a gas. PH 4.6 Describe the apparent change in frequency of waves due to the motion of a source or a receiver (the Doppler effect).

PH 4.5 Demonstrations Molecular model (spring & ball) Discussions PH 4.6 Activity Doppler effect - AP

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southwick-tolland regional school … science/h… · p 1.1 distinguish between vector quantities...

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