web views11.c.3.1-use the principles of motion and force to solve real-world ... of simple machines...

Teacher: CORE Year: 2014-15 Course: Elementary Physics Month: All Months

August

First Week ~ First week of school activities

Standards Essential Questions Assessments Skills Content Lessons Resources

Navigate the School School Intro. and team building

8/30/10 First Day8/31 First Classroom Day

Textbooks, Sign-out lists, Classroom Procedures, Lab Safety, Lab Safety Contract

September

Scientific Process

Standards Essential Questions

Assessments Skills Content Lessons Resources

3.4.12.A.3-Demonstrate how technological progress promotes the advancement of science, technology, engineering and mathematics (STEM).S11.A.1.1-Analyze and explain the nature of science in the search for understanding the natural world and its connection to technological systems. (Reference: 3.1.10.A, 3.2.10.A)

What is an experiment?

What are the SI units for mass, length, volume, time and temperature?

How are data presented graphically?

design experiments including identifying controls, variable, bias etc.define SI units and prefixes.measure length, volume, temperature, and mass using metric units.calculate area, volume and density.construct graphs using graph paper and Excel.use line, bar and circle graphs appropriately.

methods of science

how to use SI (metric) units of measurehow to calculate area, volume and density.measurement using SI units.graphing

9/1-2 Nature of Science9/7-10 Exp. Design9/8 SI Units and Measurement x9/13-14 Measurement and Calculations9/15-16 Graphing9/22 Unit Conversions & Density9/20 Graphing with Excel9/21 Measuring Temperature Lab9/27-29 Review and Exam

Unit 1 - Equilibrium & Forces ~

In this unit, students are introduced to the concepts of equilibrium, forces, and Newton's laws of motion. These ideas are developed at an advanced level and used to describe motion.



3.2.P.B.1-Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. Relate torque and rotational inertia to explain rotational motion. S11.C.3.1-Use the principles of motion and force to solve real-world

distinguish between force and net force.describe the equilibrium rule and give examples.distinguish between support force and weight.give examples of moving objects that are in equilibrium.state Newton's first law of motion.describe the relationship between mass and inertia.

forcenet forcemechanical equilibriumNewton's first lawNewton's second lawNewton's third lawmass

NFL - The Science of Football (Newton's 1st Law, Newton's 2nd Law, Newton's 3rd Law)

http://www.nbclearn.com/nfl


challenges. (Reference: 3.4.10.C, 3.6.10.C) S11.C.3.1.1-1. Explain common phenomena (e.g., motion of bowling ball, a rock in a landslide, an astronaut during a space walk, a car hitting a patch of ice on the road) using an understanding of conservation of momentum.

explain how the law of inertia applies to objects in motion.state the relationship between acceleration and net force.state the relationship between acceleration and mass.state and explain Newton's second law of motion.list the factors that affect the force of friction between surfaces.distinguish between force and pressure.explain why the acceleration of an object in free fall does not depend upon the mass of the object.list the factors that affect the air resistance force on an object.define force as part of an interaction.state Newton's third law of motion.describe how to identify a pair of action-reaction forces.explain why the accelerations caused by an action force and by a reaction force do not have to be equal.explain why an action force is not cancelled by the reaction force.

inertiaaccelerationfrictionpressureaction-reaction force pairs

Chemical Interactions - Atoms



HS-PS1.1-Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.RST.9.1-Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.RST.9.2-Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the

How are atoms named?Where are atoms found?

How are atoms found?What are the three particles that make up atoms?Which particles are found inside of the nucleus?

Chemical Interactions - Chapter 1 Test 9/30/2014

Students will be able to identify where atoms are found and how they are named.Students will be able to describe the structure of atoms.Students will be able to explain how ions are formed from atoms.Students will be able to describe how the periodic table is organized.Students will be able to identify properties of elements that are shown by the periodic table.Students will be able to classify elements as metals, nonmetals, and

AtomsParts of an Atom: Protons Neutrons ElectronsAtomic MassAtomic NumberAtomic Mass NumberisotopesIonsMetals,

Chemical Interactions - Atoms - Unit Plan

"Chemical Interactions" McDougal Littell

text.RST.9.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9.4-Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9â€“10 texts and topics.RST.9.5-Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9.6-Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.RST.9.7-Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.WHST.9-10.1.a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.WHST.9-10.1.c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

How do atoms become ions?What determines the order of the elements in the periodic table?As you go from top to bottom of a group, do the atoms get smaller or bigger?Where are the metals located on the periodic table? Nonmetals? Metalloids?What is another name for group 17? Group 1? Groups 3-12?Where are the radioactive elements located on the periodic table?What is a half-life?

metalloids.Students will be able to recognize different groups of element.Students will be able to describe radioactive elements.

Nonmetals, MetalloidsRadioactive ElementsGroups and PeriodsProperties of the Periodic Table

Chemical Interactions - Chemical Bonds



HS-PS1.2-Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.CHEM.A.2.2-Describe the behavior of electrons in atoms.CHEM.B.1.3-Explain how atoms form chemical bonds.CHEM.B.1.4-Explain how models can be used to represent bonding.CHEM.B.2.1-Predict what happens during a chemical reaction.3.2.10.A.4-Describe chemical reactions in terms of atomic rearrangement and/or electron transfer. Predict the amounts of products and reactants in a chemical reaction using mole relationships. Explain the difference between endothermic and exothermic reactions. Identify the factors that affect the rates of reactions.

Chlorine is a poisonous gas. Sodium is harmful to humans. How is it possible then, for Sodium Chloride, a combination of the two, to be one of the most common compounds that humans eat?There are just over 100 elements. How is it possible that there are millions of different substances that are made from these 100 elements?What part of the atom interacts with other atoms during a chemical reaction?How does an ionic bond form?How does a covalent bond form?How do metals form bonds with one another?

Chemical Interactions - Chapter 2 Test 9/30/2014

Students will be able to explain how compounds are different from the elements that make them up.Students will be able to determine the elements in a compound and the ratio of those elements by looking at its chemical formula.Students will be able to explain how the same elements can form different compounds.Students will be able to explain how electrons are involved in chemical bonds.Students will be able to determine the different types of chemical bonds.Students will be able to explain how different chemical bonds form different structures.Students will be able to explain how metals form bonds with one another.Students will be able to identify the different properties of ionic and covalent bonds.

Chemical FormulasSubscriptsIonic BondsCovalent BondsMetallic BondsMolecules

Chemical Interactions - Chemical Bonds - Unit Plan


Oc

Motion

tober


S11.C.3.1-Use the principles of motion and force to solve real-world challenges. (Reference: 3.4.10.C, 3.6.10.C)

graph position vs. time.interpret distance vs. time graphsdistinguish distance from displacementdistinguish speed from velocity.describe and calculate acceleration.describe velocity and acceleration in two dimensions by adding vectors

motion, including distance, displacement, speed velocity and acceleration.Motion in two dimensions

Vector Arithmetic

10/4 Distance and Displacement10/5-6 Speed10/7-8 Velocity10/12 Review speed and velocity10/13-14 Acceleration10/15 Quiz Section 210/18 Const. Vel. Cars10/19-20 Velocity, Acceleration in two dimensions10/21-22 Lab. Air Cars

Unit 2 - Linear Motion ~

In this unit, students learn the basics of linear motion through studying ideas about an objects' position, velocity, and acceleration. Concepts of mechanical equilibrium and forces are used to justify objects' motion.


3.2.P.B.1-Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. Relate torque and rotational inertia to explain rotational motion. S11.C.3.1-Use the principles of motion and force to solve real-world challenges. (Reference: 3.4.10.C, 3.6.10.C) S11.C.3.1.3-3. Explain that acceleration is the rate at which the velocity of an object is changing.

explain how you can tell an object is moving.describe how to calculate speed.distinguish between speed and velocity.describe how to calculate acceleration.describe the acceleration of an object in free fall.describe how air resistance affects the motion of falling objects.explain the

motionspeedvelocityaccelerationfree fallair resistance

NFL - The Science of Football (Projectile Motion and Parabolas)



relationship between velocity and acceleration.

Unit 3 - Projectile Motion ~ In this unit, students extend ideas about linear motion to motion in two dimensions.


3.2.P.B.1-Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. Relate torque and rotational inertia to explain rotational motion. S11.C.3.1.3-3. Explain that acceleration is the rate at which the velocity of an object is changing.

distinguish between a vector quantity and scalar quantity.describe the components of projectile motion.describe the downward motion of a horizontally launched projectile.

vectorscalarvector components

NFL - The Science of Football (Projectile Motion and Parabolas)


Chemical Interactions - Chemical Reactions


HS-PS1.7-Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.RST.9.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9.4-Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9â€“10 texts and topics.RST.9.5-Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9.7-Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.WHST.9-10.1.c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

What is actually happening during a chemical reaction?Compare and contrast synthesis reactions, decomposition reactions, and combustion reactions.What are four ways of speeding up a chemical reaction?What is the law of conservation of mass?Balance the following chemical equation:_ H2O --> _ H2 + _ O2

Chemical Interactions - Chemical Reactions 10/31/2014

Students will be able to explain how chemical reactions occur.Students will learn how to differentiate between three types of chemical equations.Students will be able to explain how to speed up a chemical reaction.Students will be able to state the law of conservation of mass.Students will be able to demonstrate how a chemical equation represents a chemical reaction.Students will be able to balance a simple

Chemical ReactionsReactantsProductsThree types of Chemical Equations: Synthesis Decomposition CombustionWays to speed up a reaction: Temperature Surface Area Concentration CatalystLaw of Conservation of MassBalancing Chemical EquationsCoefficients

Chemical Interactions - Chemical Reactions



chemical equation. HS-PS1.4-Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.RST.9.2-Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.RST.9.4-Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9â€“10 texts and topics.RST.9.5-Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9.6-Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Where does the energy come from in a chemical reaction?Why do exothermic reaction release energy?Why do endothermic reactions absorb energy?

Students will be able to explain where energy in a chemical bond comes from.Students will be able to explain why some chemical reactions absorb energy.Students will be able to explain why some chemical reactions release energy.

Bond EnergyExothermic ReactionEndothermic Reaction


November

Motion cont.


3.2.P.B.1-Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. Relate torque and rotational inertia to explain rotational motion.

How does friction effect motion?What are action reaction pairs?

How does momentum allow us to describe the results of collisions?

describe the effect of friction on velocity and acceleration.describe the application of Newton's third law on rockets

describe the effect of Newton's third law on colliding objects,Identify action reaction pairsdefine conservation of momentumcalculate impulse.describe the relationship between impulse, force and momentum.

Friction and Velocity.

Friction and Acceleration

Newton's third lawConservation of momentum.ImpulseElastic and Inelastic collisions

11/1 VPS 25-Friction and Velocity11/2 VPS 26 Velocity and Acceleration11/3-4 VPS 30 Newton's 3rd Law11/5 Half day/ review11/8-10 Newton's 3rd Law11/11-12 NSTS11/15-16 Momentum/Impulse11/17-18 Impulse, Trading Force for time11/19 Bounce11/22-23 Elastic and In elastic Collisions

Unit 4 - Impulse & Momentum ~

In this unit, students are introduced to ideas about impulse and momentum. The nature of impulse is investigated as well as the impulse-momentum theorem.


3.2.12.B.2-Explain how energy flowing through an open system can be lost. Demonstrate how the law of conservation of momentum and conservation of energy provide alternate approaches to predict and describe the motion of objects.

What is needed to cause a change in an object's momentum?

Impulse & Momentum Test 11/23/2014

distinguish between inertia and momentum.describe the "nature" of impulse.calculate impulse from F*t.calculate impulse from a force-time graph.calculate an object's change in momentum by using the impulse-momentum theorem.calculate an object's momentum.use the conservation of momentum to describe collisions.

inertiamomentumimpulseimpulse-time graphsimpulse-momentum theoremchange in momentumcollisions

Bumper Design Activity

Chemical Interactions - Solutions


RST.9.2-Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.RST.9.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9.4-Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9â€“10 texts and topics.RST.9.5-Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9.6-Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.WHST.9-10.1.c-Use words, phrases, and clauses to link the major sections of the

How is a solution different from other types of mixtures?What are the two parts of a solution?Pure water does not conduct electricity. Table salt does not conduct electricity either. How is it possible, then, for a solution of salt water to conduct electricity?How would it be possible to change the solubility of a solute?What is an acid?What is a base?What happens when acids and bases react with one another?How are metal

Chemical Interactions - Solutions 11/30/2014

Students will be able to explain how a solution differs from other types of mixtures.Students will be able to identify the different parts of a solution.Students will be able to explain how properties of solutions differ from the properties of the substances that make them up.Students will be able to determine the concentration of a solution.Students will be able to describe how a solute's solubility can be changed.Students will be able to explain how solubility depends on molecular structure.Students will be able to differentiate between acids and bases.Students will be able to describe how acids and bases react with one another.Students will be able to explain how metal alloys are made.

SolutionsSolutesSolventsSuspensionConcentrationDiluteSaturatedSolubilityAcidsBasespH ScaleMetal Alloys

Chemical Interactions - Solutions - Unit Plan


text, create cohesion, and clarify the relationships between claims) and reasons, between reasons and evidence, and between claim(s) and counterclaims.WHST.9-10.2.a-Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.HS-PS1.5-Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

alloys made?

December

Energy and its Transformations


S11.C.3.1.2-2. Design or evaluate simple technological or natural systems that incorporate the principles of force and motion (e.g., simple and compound machines).S11.C.3.1.5-5. Calculate the mechanical advantage of moving an object using a simple machine.S11.C.3.1.6-6. Identify elements of simple machines in compound machines.3.2.P.B.1-Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. Relate torque and rotational inertia to explain rotational motion.

What is work?

How are potential, kinetic, and mechanical energy related?

define work in physical terms.calculate the work done under various circumstances.define power.calculate power from work and time data.define mechanical, potential, and kinetic energy.describe the transfer of potential to kinetic energy in a roller coaster.calculate the potential, kinetic and mechanical energy at various points on a roller coaster.

work.

power.

potential, kinetic and mechanical energy.

11/30 Work12/1 Power12/2-3 PE, KE, ME

Unit 5 - Energy ~

In this unit, students are introduced to ideas about energy. Work, power, mechanical energy, and conservation of energy, and energy transformations are focus topics of this unit.


3.2.P.B.2-Explain the translation and simple harmonic motion of objects using conservation of energy and conservation of momentum. Describe the rotational motion of objects using the conservation of energy and conservation of angular momentum. Explain how gravitational, electrical, and magnetic forces and torques give rise to rotational motion.S11.C.2.1-Analyze energy sources and transfer of energy, or

define, describe, calculate work.define, describe, calculate power.describe the energy as either kinetic or potential.describe several forms of potential energy.describe how work and energy are related.use the law of conservation of energy to

workpowerkinetic energypotential energyconservation

Mechanical Energy Transformations Matchbox Car Lab Activity

conversion of energy. (Reference: 3.4.10.B) 3.2.12.B.2-Explain how energy flowing through an open system can be lost. Demonstrate how the law of conservation of momentum and conservation of energy provide alternate approaches to predict and describe the motion of objects.RST.11.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

analyze a variety of problems. of energy

Motion and Forces - Motion


RST.9.2-Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.RST.9.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9.4-Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9â€“10 texts and topics.RST.9.5-Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). A-REI.1-Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.A-REI.2-Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

How can you describe an object's position?How do you calculate an object's speed?How do you calculate an object's acceleration?

Motion and Forces - Motion 12/31/2014

Students will be able to describe an object's position.Students will be able to describe an object's motion.Students will be able to calculate an object's speed.Students will be able to describe an object's velocity.Students will be able to relate an object's velocity to its acceleration.Students will be able to calculate an object's acceleration.

PositionReference Pointmotionspeedvelocityvectoracceleration

Motion and Forces - Motion - Unit Plan

"Motion and Forces" McDougal Littell

Jan

Energy continued



uary

S11.C.3.1-Use the principles of motion and force to solve real-world challenges. (Reference: 3.4.10.C, 3.6.10.C) S11.C.3.1.2-2. Design or evaluate simple technological or natural systems that incorporate the principles of force and motion (e.g., simple and compound machines).S11.C.3.1.3-3. Explain that acceleration is the rate at which the velocity of an object is changing.S11.C.3.1.5-5. Calculate the mechanical advantage of moving an object using a simple machine.S11.C.3.1.6-6. Identify elements of simple machines in compound machines.

Describe the relationship between potential, kinetic and mechanical energy.graph position and velocity vs. Time.

velocityaccelerationeffect of gravity on a falling object.how to describe collisions in terms of conservation of momentum.

Unit 6 - Simple Harmonic Motion & Waves ~

This unit is designed to introduce students to harmonic motion and demonstrate how harmonic motion can be used to generate waves. Fundamentals of wave theory are covered.



3.2.P.B.1-Differentiate among translational motion, simple harmonic motion, and rotational motion in terms of position, velocity, and acceleration. Use force and mass to explain translational motion or simple harmonic motion of objects. Relate torque and rotational inertia to explain rotational motion. 3.2.P.B.2-Explain the translation and simple harmonic motion of objects using conservation of energy and conservation of momentum. Describe the rotational motion of objects using the conservation of energy and conservation of angular momentum. Explain how gravitational, electrical, and magnetic forces and torques give rise to rotational motion.RST.11.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

list objects that exhibit simple harmonic motion.describe how harmonic motion is used to generate waves.identify factors that affect the period of a pendulum.use a simple pendulum to measure the acceleration due to gravity.define a wave as one of the energy transfer mechanisms.classify types of waves by the way in which the medium vibrates.identify the key parts of a wave (i.e. wave anatomy).use the relationship between frequency and period to make wave calculations.use the wave speed equation to calculate speed, wavelength, and frequency.show the relationship between amplitude and wave energy.describe the basic wave properties of: reflection, refraction, diffraction.describe how waves can interfere and create standing waves.describe how an object resonates.

simple harmonic motionwavesperiod of a simple pendulum.energy transfer mechanism.compressional (longitudinal) wavetransverse waveamplitudewavelengthperiodfrequencywave speedwave energyreflectionrefractiondiffractionstanding wavesresonance

Motion and Forces - Forces



HS-PS2.1-Analyze data to support the claim that What is a Motion and Students will be able to describe what a force is. Forces Motion "Motion

Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.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.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.*RST.9.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9.4-Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9â€“10 texts and topics.RST.9.5-Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9.6-Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.WHST.9-10.1.c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims) and reasons, between reasons and evidence, and between claim(s) and counterclaims.WHST.9-10.1.e-Provide a concluding statement or section that follows from or supports the argument presented.WHST.9-10.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

force?How does an unbalanced force effect the motion of an object?What is inertia?How does Newton's second law of motion relate mass, acceleration, and force?State Newton's third law of motion.What is momentum?How do you calculate momentum?During a collision, what happens to the momentum of the objects involved in the collision?

Forces - Forces Test 1/31/2015

Students will be able to describe how an unbalanced force will change an object's motion.Students will be able to predict motion using Newton's first law of motion.Students will be able to explain how Newton's second law of motion relates force, mass and acceleration.Students will be able to relate action/reaction pairs by using Newton's third law of motion.Students will be able to describe momentum.Students will be able to calculate an object's momentum.Students will be able to describe how momentum is effected by a collision.

net forceNewton's First Law of MotionNewton's Second Law of MotionNewton Third Law of MotioninertiamomentumcollisionsConservation of Momentum

and Forces - Chapter 2

and Forces" McDougal Littell

Febru

Electricity


3.2.P.B.4-Explain how stationary and moving particles result in electricity and magnetism.

define voltage potential, current and resistance.

how voltage, current and resistance relate to each other.

ary

Develop qualitative and quantitative understanding of current, voltage, resistance, and the connections among them. Explain how electrical induction is applied in technology.

relate voltage, current and resistance qualitatively and quantitatively.distinguish between direct and alternating current.

describe qualitatively the voltage, current flow and resistance in various real circuits.the difference between voltage, current and resistance.how to use ohms law to calculate voltage, current or resistance when values of the other two are known.

Unit 7 - Sound ~

This unit is designed to introduce students to the basic ideas about the physics of sound. Topics covered are pitch, speed of sound, loudness, resonance, interference, beats.


3.2.P.B.5-Explain how waves transfer energy without transferring matter. Explain how waves carry information from remote sources that can be detected and interpreted. Describe the causes of wave frequency, speed, and wave length. S11.A.2.1.3-3. Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.S11.A.2.1.5-5. Communicate results of investigations using multiple representations.S11.A.2.2.1-1. Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).

demonstrate an understanding of how sound travels through different mediums.identify factors that affect the speed of sound.use the wave speed equation to calculate speed of sound, distance, time, wavelength, and frequency.demonstrate an understanding of the various properties of sound: intensity/loudness, frequency/pitch, Doppler Effect.describe the formation of beats.

sound wavesspeed of sound factorswave speedsound intensity/loudnessfrequency/pitchDoppler Effectbeats

Lab Activity - Long Range Acoustic Device (LRAD)

Motion and Forces - Gravity, Friction, and Pressure


A-CED.1-Create equations and inequalities in one variable and use them to solve problems.

How do variables such as distance

Gravity, Friction, and

Students will be able to describe how distance and mass effect

Masses attract each other. Motion and Forces -

"Motion and Forces"

Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A-CED.2-Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A-CED.4-Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.A-REI.1-Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.A-REI.2-Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.A-REI.3-Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.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.

and mass effect the gravitational force between two objects?Why do some objects stay in orbit, while other objects do not?How does friction effect motion?What factors effect friction, and how do they effect it?What is air resistance?What two factors do you need to know to find pressure?While in a fluid, what forces might act on an object?How does pressure change in fluids?

Pressure Test 2/28/2015

gravity.Students will be able to explain why objects stay in orbit of other objects.Students will be able to explain how friction effects motion.Students will be able to point out factors that effect friction?Students will be able to describe air resistance.Students will be able to determine pressure.Students will be able to explain how forces act on objects in fluids.Students will be able to describe how pressure changes in fluids.

- Gravity - WeightGravity Keeps objects in orbit.

- Spacecraft - PeopleFriction occurs when surfaces slide against one another.

- Friction - Surfaces - Motion of surfaces - Force between surfaces - Friction creates heatMotion through fluids produces friction.

- Fluid - Air resistancePressure

- Force / Area - Pascal’s - Pressure in fluids - Air - Water

Chapter 3 McDougal Littell

Motion and Forces - Work and Energy


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.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).A-CED.2-Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate

How are force and work related?How do moving objects do work?How are work and energy related?How do you calculate kinetic energy?How do you calculate potential energy?How do you calculate

Work and Energy Test 2/28/2015

Students will be able to explain how force and work are related.Students will be able to describe how moving objects do work.Students will be able to explain how work and energy are related.Students will be able to calculate mechanical, potential, and kinetic energy.Students will be able to state the law of conservation of energy.Students will be able to explain how power is related to work

Force is necessary to do work.

- Work - JoulesObjects in motion are doing work.Work transfers energy.

- Mechanical Energy - Potential Energy - Kinetic EnergyCalculating gravitational potential energyCalculating kinetic energy

Motion and Forces - Chapter 4


axes with labels and scales.A-CED.4-Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.A-REI.1-Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.A-REI.2-Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.A-REI.3-Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.A-CED.1-Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

mechanical energy?What is the law of conservation of energy?How is power related to work and time?How would you calculate power from energy and time?What are some common uses for power?

and time.Students will be able to explain how power is related to energy and time.Students will be able to identify common uses for power.

Calculating mechanical energyLaw of Conservation of EnergyPower can be calculated from work and time.

- Work - formula - Watt - horsepowerPower can be calculated from energy and time.

March

Magnetism


3.2.P.B.4-Explain how stationary and moving particles result in electricity and magnetism. Develop qualitative and quantitative understanding of current, voltage, resistance, and the connections among them. Explain how electrical induction is applied in technology.

identify the poles of a magnet.visualize the force lines on a magnetic field using iron filing.describe how magnetic fields can induce electric fields and visa versa.explain, qualitatively, the effect of a magnetic field on a moving charged particle.

the differences and similarities between electric and magnetic fields.moving magnetic fields are used to generate electricity.how magnetic fields from two different magnets can interact.

Unit 8 - Electromagnetic Waves ~ In this unit students are introduced to basic ideas about the electromagnetic spectrum.


3.2.P.B.5-Explain how waves transfer energy without transferring matter. Explain how waves carry information

demonstrate an understanding of how electric and magnetic fields form electromagnetic waves.

electric fieldmagnetic fieldproperties of

from remote sources that can be detected and interpreted. Describe the causes of wave frequency, speed, and wave length. S11.C.2.1.1-1. Compare or analyze different types of waves in the electromagnetic spectrum (e.g., ultraviolet, infrared, visible light, x-rays, microwaves) as it relates to their properties, energy levels, and motion.RST.11.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

describe properties of electromagnetic waves.describe the waves (in terms of relative wavelength and frequency) and usage in the different regions of the electromagnetic spectrum.demonstrate an understanding of how the electromagnetic spectrum is arranged.convert numbers from scientific notation to standard form.convert numbers from standard form to scientific notation.perform multiplication, division, subtraction, and addition on numbers that are represented in scientific notation.use the wave speed equation to calculate frequency and wavelength and use this information to determine type of electromagnetic wave.describe reflection, refraction, and diffraction in the context of EM waves.

electromagnetic waveswavelengthfrequencyelectromagnetic spectrumscientific notationstandard formwave speedreflectionrefractiondiffraction

Motion and Forces - Machines


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.*A-CED.4-Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.A-REI.1-Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.A-REI.2-Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.A-REI.3-Solve linear equations and inequalities in one variable, including equations with coefficients represented

How do machines help people do work?How do you calculate the efficiency of a machine?What are six simple machines that help people do work?How does a lever help people do work?How does a pulley help people do work?How does a wedge help people do work?How does a screw help people do work?

Machines Test 3/31/2015

Students will be able to describe how machines help you do work.Students will be able to calculate a machine's efficiency.Students will be able to identify six simple machines that help change the direction or size of a force.Students will be able to calculate mechanical advantage.Students will be able to explain how simple machines can be combined.

MachinesMechanical AdvantageEnergy Efficiency

- How to increase - How to decreaseSimple Machines:

- Lever - Wheel and Axle - Pulley - Inclined Plane - Wedge - ScrewHow to calculate the mechanical advantageCompound Machines

Motion and Forces - Chapter 5


by letters. How does a wheel and axle help people do work?How does an inclined plane helped people do work?What do you call something that is made of simple machines combined together?

Ecology - Ecosystems and Biomes


4.1.10.B-Explain the consequences of interrupting natural cycles.4.1.10.C-Evaluate the efficiency of energy flow within a food web. Describe how energy is converted from one form to another as it moves through a food web (photosynthetic, geothermal).4.1.10.D-Research practices that impact biodiversity in specific ecosystems. â€¢ Analyze the relationship between habitat changes to plant and animal population fluctuations.4.1.10.E-Analyze how humans influence the pattern of natural changes (e.g. primary / secondary succession and desertification) in ecosystems over time

What is an ecosystem?What is a biome?What biome do you live in?

Ecosystems/Biomes Test 3/31/2015

Students will be able to identify the different types of biomes.

BiomesEcosystems

Ecology - Chapter 1

"Ecology" McDougal Littell

April

Universal Gravitation


3.2.P.B.6-PATTERNS SCALE MODELS CONSTANCY/CHANGE Use Newton's laws of motion and

define the parameters that determine the force of gravity

that the force of gravity increases with mass and

gravitation to describe and predict the motion of objects ranging from atoms to the galaxies.S11.C.2.1-Analyze energy sources and transfer of energy, or conversion of energy. (Reference: 3.4.10.B)

between two objects.describe the behavior of a falling object in terms of velocity and acceleration.

calculate the force of gravity between two objects.describe the inverse square rule in terms of the geometry of similar triangles.describe the forces acting on an object in orbit.

decreases with distance.that objects fall and constant acceleration in a uniform gravitational field.that objects in orbit are constantly falling toward the center of the earth.how to calculate the force of gravity between two objects if their mass and the distance between them in known.

Unit 9 - Radioactivity & Nuclear Reactions ~ In this unit, students are introduced to basic ideas about radioactivity and how energy can be harnessed from nuclear reactions.


S11.B.3.3.1-1. Describe different human-made systems and how they use renewable and nonrenewable natural resources (e.g., energy, transportation, distribution, management and processing).S11.C.1.1.1-1. Explain that matter is made of particles called atoms and that atoms are composed of even smaller particles (e.g., proton, neutrons, electrons).S11.C.1.1.2-2. Explain the relationship between the physical properties of a substance and its molecular or atomic structure.S11.C.2.1-Analyze energy sources and transfer of energy, or conversion of energy. (Reference: 3.4.10.B) S11.C.2.2-Demonstrate that different ways of obtaining, transforming, and distributing energy have different environmental consequences. (Reference: 3.4.10.B, 4.8.10.C, 4.2.10.A) 3.2.12.A.3-Explain how matter is transformed into energy in nuclear reactions according to the equation E=mc2.RST.11.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

describe the role of neutrons in atomic nuclei.distinguish among the three types of radiation given off by radioactive elements.explain the factors that determine the penetrating power of radiation.explain how the isotopes of an element are similar and different.explain the effect of radioactive decay on an isotope.explain the idea of half-life and how it can be used to date old things.identify several sources of natural radiation.compare and contrast nuclear fusion and nuclear fission.conceptually describe the equivalence of mass and energy through E=mc^2.

neutronsatomic nucleialpha decaybeta decaygamma decayisotopesradioactive decayhalf-lifenuclear fusionnuclear fissionmass-energy equivalence

Ecology - Interactions Within Ecosystems


4.1.10.E-Analyze how humans influence the pattern of natural changes (e.g. primary / secondary succession and

How do humans

Interactions with the

Students will be able to explain how humans interact with the

EnvironmentAnimals

Ecology -

"Ecology" McDougal

desertification) in ecosystems over time.4.4.10.B-Analyze the effects of agriculture on a society's economy, environment, standard of living, and foreign trade.4.4.10.D-Evaluate the use of technologies to increase plant and animal productivity.4.4.10.E-See Science as Inquiry in the Introduction for grade level indicators.(As indicated on page 4)4.5.10.B-Describe the impact of integrated pest management practices on the environment.4.5.10.D-Evaluate various methods of managing waste as related to economic, environmental, and technological factors.HS-ESS2.4-Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.HS-ESS2.5-Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.HS-ESS2.6-Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

interact with the environment?

Environment 4/30/2015

environment.Students will be able to explain how animals interact with the environment.Students will be able to explain how plants interact with the environment.

PlantsCycles

Chapter 2

Littell

May

Light


3.2.P.B.5-Explain how waves transfer energy without transferring matter. Explain how waves carry information from remote sources that can be detected and interpreted. Describe the causes of wave frequency, speed, and wave length.

explain color in terms of absorption and reflection of specific wavelengths of light.relate specific colors to specific wavelengths of light.use mirrors to describe the law of reflection.describe refraction of both light and sound.describe polarized light and explain how polarizing sunglasses work.

how color and the wavelength of light are related.how to describe the reflection of light from a mirror.how to describe refraction and how it relates to their real world experiences.how to describe polarization of light.

Unit 10 - Electricity & Magnetism ~

In this unit, students study the basics of electricity through a series of hands-on activities. CASTLE (Capacitor Aided System for Teaching and Learning Electricity) curriculum and materials are used. The goal is for students to come away from this unit with a firm conceptual understanding of charge flow, energy in circuits, resistance, and capacitance. Analogies and models are used heavily in this unit.


3.2.P.B.2-Explain the translation Indicate that bulbs will not light if there is a compass deflection

and simple harmonic motion of objects using conservation of energy and conservation of momentum. Describe the rotational motion of objects using the conservation of energy and conservation of angular momentum. Explain how gravitational, electrical, and magnetic forces and torques give rise to rotational motion.3.2.P.B.4-Explain how stationary and moving particles result in electricity and magnetism. Develop qualitative and quantitative understanding of current, voltage, resistance, and the connections among them. Explain how electrical induction is applied in technology. S11.A.3.2.3-3. Describe how relationships represented in models are used to explain scientific or technological concepts (e.g., dimensions of the solar system, life spans, size of atomic particles, topographic maps).S11.C.2.1.4-4. Use Ohm's Law to explain resistance, current and electro-motive forces.S11.C.3.1.4-4. Describe electricity and magnetism as two aspects of a single electromagnetic force.

break in a continuous closed loop.Identify loops in which bulbs will and will not light by inspecting diagrams.Provide evidence based on compass observations supporting a one-way direction offlow in a closed loop.Define a circuit as an unbroken loop of electrical components that forms acontinuous conducting path.Using words and arrows, describe the direction of conventional charge flow in acircuit.Describe the differences observed when testing conductors and insulators.Explain how conductors and insulators relate to a “continuous conducting path”.Trace the conducting path through a light bulb.Trace the conducting path through a circuit using “conventional” charge flowdirection.Identify resistors as objects that hold back or partially block charge flow in circuits.Describe a way to rank the degree of holding-back capability of a group ofresistors.Describe evidence that light bulbs are resistors -- as well as sources of light andheat.Use bulb brightness and compass deflection as dual indicators of flow rate incircuits.Draw representations on circuit diagrams to correlate flow rate and bulbbrightness.Explain how adding bulbs in series/parallel will increase/reduce overall resistance.Describe evidence that connecting wires have far less resistance than filamentwires.Distinguish flow rate (amount/sec through) from speed (distance/secondtraveled).Draw schematic diagrams of simple circuits.Identify the parts of a capacitor (two metal plates separated by an insulator).Draw arrows to show direction of charge flow

conductorinsulatorcontinuous conducting pathconventional charge flowresistors & resistancecharge flow rateseries connectionsparallel connectionsschematic (circuit) diagramscapacitance & capacitorGenecon vs. battery

during capacitor charging anddischarging.Identify the places in a circuit where mobile charge originates.Describe both a battery and a Genecon as a pump for moving charge in a circuit.Differentiate between energy (transferred) and charge (recycled) in a circuit.Explain that the Genecon requires an external source of energy while a batterycontains an internal source of stored energy.Provide evidence that a wire has negligible resistance.Describe evidence that a battery possesses internal resistance.

Ecology - Environment Project


4.1.10.C-Evaluate the efficiency of energy flow within a food web. Describe how energy is

How does _________ affect the environment?

Oral Presentation 5/31/2015

Students will be able to explain how specific animals affect the environment.Students will be able to explain how specific

How specific animals affect the environmentHow specific plants affect the

Environmental Project

Environment Journals"Ecology"

converted from one form to another as it moves through a food web (photosynthetic, geothermal).4.1.10.D-Research practices that impact biodiversity in specific ecosystems. â€¢ Analyze the relationship between habitat changes to plant and animal population fluctuations.4.1.10.E-Analyze how humans influence the pattern of natural changes (e.g. primary / secondary succession and desertification) in ecosystems over time.4.2.10.B-Examine how human interactions impact wetlands and their surrounding environments. â€¢ Describe how land use decisions affect wetlands4.2.10.C-Explain the relationship between water quality and the diversity of life in a freshwater ecosystem. â€¢ Explain how limiting factors affect the growth and reproduction of freshwater organisms.

How does __(plant)__ affect the environment?

plants affect the environment. environment McDougal Littell

web views11.c.3.1-use the principles of motion and force to solve real-world ... of simple machines...

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