Unit 1: Motion, Force, and Interactions

Science Pacing Guide Time Frame: September – December Physics Unit 1: Motion, Force, and Interactions

Science & Engineering Crosscutting Concepts Literacy Standards Mathematics Standards Practices Planning and Carrying Out Patterns Investigations Different patterns may be Planning and carrying out observed at each of the scales at investigations to answer questions which a system is studied and can or test solutions to problems in 9– provide evidence for causality in 12 builds on K–8 experiences and explanations of phenomena. (HS- RST.11-12.1 Cite specific textual progresses to include PS2-4) evidence to support analysis of investigations that provide science and technical texts, evidence for and test conceptual, Cause and Effect attending to important distinctions mathematical, physical and  Empirical evidence is the author makes and to any gaps empirical models. required to differentiate or inconsistencies in the  Plan and conduct an between cause and correlation account. (HS-PS2-1) investigation individually and and make claims about MP.2 Reason abstractly and collaboratively to produce data specific causes and effects. RST.11-12.7 Integrate and quantitatively. (HS-PS2-1),(HS- to serve as the basis for (HS-PS2-1),(HS-PS2-5) evaluate multiple sources of PS2-2),(HS-PS2-4) evidence, and in the design:  Systems can be designed to information presented in diverse decide on types, how much, cause a desired effect. (HS- formats and media (e.g., MP.4 Model with and accuracy of data needed to PS2-3) quantitative data, video, mathematics. (HS-PS2-1),(HS-PS2- produce reliable measurements multimedia) in order to address a 2),(HS-PS2-4) and consider limitations on the Systems and System Models question or solve a problem. (HS- precision of the data (e.g., When investigating or describing a PS2-1) HSN.Q.A.1 Use units as a way to number of trials, cost, risk, system, the boundaries and initial understand problems and to guide time), and refine the design conditions of the system need to WHST.11-12.7 Conduct short as the solution of multi-step accordingly. (HS-PS2-5) be defined. (HS-PS2-2) well as more sustained research problems; choose and interpret projects to answer a question units consistently in formulas; Analyzing and Interpreting (including a self-generated choose and interpret the scale and Data question) or solve a problem; the origin in graphs and data Analyzing data in 9–12 builds on narrow or broaden the inquiry displays. (HS-PS2-1),(HS-PS2-2), K–8 and progresses to introducing when appropriate; synthesize (HS-PS2-4),(HS-PS2-5) more detailed statistical analysis, multiple sources on the subject, the comparison of data sets for demonstrating understanding of HSN.Q.A.2 Define appropriate *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 1 Science & Engineering Crosscutting Concepts Literacy Standards Mathematics Standards Practices consistency, and the use of models the subject under quantities for the purpose of to generate and analyze data. investigation. (HS-PS2-3),(HS-PS2- descriptive modeling. (HS-PS2-1),  Analyze data using tools, 5) (HS-PS2-2),(HS-PS2-4),(HS-PS2-5) technologies, and/or models (e.g., computational, WHST.11-12.8 Gather relevant HSN.Q.A.3 Choose a level of mathematical) in order to make information from multiple accuracy appropriate to limitations valid and reliable scientific authoritative print and digital on measurement when reporting claims or determine an optimal sources, using advanced searches quantities. (HS-PS2-1),(HS-PS2-2), design solution. (HS-PS2-1) effectively; assess the strengths (HS-PS2-4),(HS-PS2-5) and limitations of each source in Using Mathematics and terms of the specific task, purpose, HSA.SSE.A.1 Interpret Computational Thinking and audience; integrate expressions that represent a Mathematical and computational information into the text selectively quantity in terms of its context. thinking at the 9–12 level builds on to maintain the flow of ideas, (HS-PS2-1),(HS-PS2-4) K–8 and progresses to using avoiding plagiarism and algebraic thinking and analysis, a overreliance on any one source HSA.SSE.B.3 Choose and produce range of linear and nonlinear and following a standard format an equivalent form of an functions including trigonometric for citation. (HS-PS2-5) expression to reveal and explain functions, exponentials and properties of the quantity logarithms, and computational WHST.11-12.9 Draw evidence represented by the tools for statistical analysis to from informational texts to support expression. (HS-PS2-1),(HS-PS2-4) analyze, represent, and model analysis, reflection, and data. Simple computational research. (HS-PS2-1),(HS-PS2-5) HSA.CED.A.1 Create equations simulations are created and used and inequalities in one variable based on mathematical models of and use them to solve basic assumptions. problems. (HS-PS2-1),(HS-PS2-2)  Use mathematical representations of phenomena HSA.CED.A.2 Create equations in to describe explanations. (HS- two or more variables to represent PS2-2),(HS-PS2-4) relationships between quantities; graph equations on coordinate Constructing Explanations and axes with labels and scales. (HS- Designing Solutions PS2-1),(HS-PS2-2) Constructing explanations and designing solutions in 9–12 builds HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 2 Science & Engineering Crosscutting Concepts Literacy Standards Mathematics Standards Practices on K–8 experiences and using the same reasoning as in progresses to explanations and solving equations. (HS-PS2-1),(HS- designs that are supported by PS2-2) multiple and independent student- generated sources of evidence HSF-IF.C.7 Graph functions consistent with scientific ideas, expressed symbolically and show principles, and theories. key features of the graph, by in  Apply scientific ideas to hand in simple cases and using solve a design problem, taking technology for more complicated into account possible cases. (HS-PS2-1) unanticipated effects. (HS-PS2- 3) HSS-IS.A.1 Represent data with plots on the real number line (dot Connections to Nature of plots, histograms, and box Science plots). (HS-PS2-1)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena  Theories and laws provide explanations in science. (HS- PS2-1),(HS-PS2-4)  Laws are statements or descriptions of the relationships among observable phenomena. (HS-PS2-1),(HS- PS2-4)

Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards Students who PS2.A: Forces and How can one explain Before: HS-PS2-1 Acceleration Overview and suggestions for demonstrate Motion and predict Pretest over the due to Project-Based Learning understanding can: Newton’s second law interactions between Newton’s laws, gravity http://www.cotf.edu/ete/teach

*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 3 Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards accurately predicts objects and within velocity, acceleration, Accuracy er/teacherout.html HS-PS2-1 Analyze changes in the motion of systems of objects? and data and graph Agent data to support the macroscopic objects. analysis Apparent claim that Newton’s (HS-PS2-1) Why do physicists weight Physics videos and lessons second law of motion work in SI units? Discussions with the Average http://www.fearofphysics.com/ describes the Momentum is defined for students. acceleration mathematical a particular frame of What is the role of Average Science articles and videos on relationship reference; it is the mass uncertainty in KWL speed current science topics among the net force times the velocity of the physical Average http://science.howstuffworks.c on a macroscopic object. (HS-PS2-2) measurement? During: HS-PS2-1 velocity om/ object, its mass, and Collecting data for Centripetal its If a system interacts What is the objects in motion can acceleration Great for 2 dimensional acceleration. [Clarificat with objects outside difference between be very simple so this Centripetal motion. ion Statement: itself, the total speed and velocity? is a great unit to force http://www.physicsclassroom.c Examples of data momentum of the begin with because Closed system om/mmedia/vectors/mzi.html could include tables or system can change; How can you students get Coefficient of graphs of position or however, any such determine velocity introduced to data kinetic Interactive animations for velocity as a function change is balanced by from a position-time collection and friction multiple Science concepts. of time for objects changes in the graph? analysis while also Coefficient of http://whyfiles.org/interactives subject to a net momentum of objects being introduced to static / unbalanced force, outside the system. (HS- How can you velocity and friction such as a falling PS2-2),(HS-PS2-3) determine acceleration. Component Lessons, labs, and questions object, an object acceleration from a ̶ Depending on the Contact force for all topics in physics. rolling down a ramp, PS2.B: Types of velocity-time graph? difficulty of the lab Coordinate http://www.physicsclassroom.c or a moving object Interactions you may want to system om/class being pulled by a Newton’s law of How can a velocity- give the lab before Dependent constant force.] universal gravitation and time graph be or after the material variable Great website that uses graphs [Assessment Coulomb’s law provide created from a is lectured. Quick Dimensional and animations to show Boundary: the mathematical models position-time graph? assessments should analysis multiple concepts. Assessment is limited to describe and predict be used after Displacement http://www.launc.tased.edu.au to one-dimensional the effects of How does force lectures, e.g. Distance /online/sciences/PhysSci/ScPhy motion and to gravitational and affect the motion of response cards, Drag force .html macroscopic objects electrostatic forces an object and how daily assignments, Equilibrant moving at non- between distant objects. can the same think/pair/share, or Equilibrium Great engineering contest that relativistic speeds.] magnitude of force External force could be a class project. *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 4 Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards (HS-PS2-4) cause a great quick writes. Field force http://rubegoldberg.com/ HS-PS2-2 Use change in motion? ̶ Conduct an Force mathematical Forces at a distance are experiment that Free fall Web-based projects created by representations to explained by fields How do Newton’s collects data of an Free-body students for other students. support the claim (gravitational, electric, laws explain the object with a diagram http://thinkquest.org/pls/html/ that the total and magnetic) horizontal constant velocity. Gravitational f? momentum of a permeating space that acceleration of a ̶ Conduct an force p=52300:30:11249491286753 system of objects is can transfer energy projectile? experiment that Gravitational 38::::P30_CATEGORY_ID:CPJ_ conserved when there through space. Magnets collects data of an mass PHYSICAL_SCIENCE is no net force on the or electric currents cause How do Newton’s object with a Gravity system. [Clarification magnetic fields; electric laws explain the constant Hypothesis Statement: Emphasis charges or changing vertical acceleration acceleration. Impulse Summarizes many concepts is on the quantitative magnetic fields cause of a projectile? ̶ Conduct an Impulse- from physics and is a collection conservation of electric fields. (HS-PS2- experiment that momentum of other resources. momentum in 4),(HS-PS2-5) Why is an object in collects data of an theorem http://www.studyphysics.ca/in interactions and the uniform circular object with a Independent dex.html qualitative meaning of PS3.A: Definitions of motion experiencing constant force and variable this principle.] Energy centripetal mass as the Inertia Another collection of [Assessment “Electrical energy” may acceleration? independent Inertial mass animations and summaries of Boundary: mean energy stored in a variable and Instantaneous physical concepts. Assessment is limited battery or energy Why does centrifugal acceleration as the Instantaneous http://zonalandeducation.com/ to systems of two transmitted by electric force not actually dependent variable. acceleration mstm/physics/physics.html macroscopic bodies currents.(secondary to exist? Instantaneous moving in one HS-PS2-5) After: HS-PS2-1 velocity Awesome website with dimension.] On what variables The final test for this Interaction interactive animations. ETS1.A: Defining and does the value of g standard should pair http://phet.colorado.edu/en/si HS-PS2-3 Apply Delimiting an depend? What include concepts and Internal force mulations/category/physics scientific and Engineering Problem factors do not affect calculations for Inverse engineering ideas to Criteria and constraints it? velocity, acceleration, relationship design, evaluate, and also include satisfying forces, and Newton’s Isolated refine a device that any requirements set by How can a person’s laws. If possible, it is system minimizes the force on society, such as taking weight change a good idea to add Kepler’s a macroscopic object issues of risk mitigation depending on their data analysis second law during a into account, and they location? questions similar to Kinetic friction collision.* [Clarificatio Law of *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 5 Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards n Statement: should be quantified to How can you find questions found on conservatio Examples of the extent possible and net force using the ACT or MME. n of evaluation and stated in such a way that vector resolution? momentum refinement could one can tell if a given Before: HS-PS2-2 Line of best include determining design meets How does the angle Pretest over concepts fit the success of the them. (secondary to HS- of inclination change related to Linear device at protecting PS2-3) an object’s normal momentum. relationship an object from force, friction force, Magnitude damage and ETS1.C: Optimizing and net force? Discussions with the Measurement modifying the design the Design Solution students. Momentum to improve it. Criteria may need to be Explain using an Motion Examples of a device broken down into example how KWL diagram could include a simpler ones that can be Newton’s third law Net force football helmet or a approached relates to During: HS-PS2-2 Newton’s first parachute.] systematically, and conservation of Quick assessments law [Assessment decisions about the momentum in should be used after Newton’s law Boundary: priority of certain criteria collisions. lectures, e.g. of universal Assessment is limited over others (trade-offs) response cards, daily gravitation to qualitative may be How can a bullet assignments, Newton’s evaluations and/or needed. (secondary to have the same think/pair/share, or second law algebraic HS-PS2-3) momentum as a quick writes. Newton’s manipulations.] truck? third law Practice problems Normal force HS-PS2-4 Use What conditions are involving impulse and Origin mathematical necessary for an change in momentum Particle model representations object to stay in and the conservation Physics of Newton’s Law of orbit around the of momentum. Position Gravitation and Earth? Position Coulomb’s Law to After: HS-PS2-2 Position-time describe and What is the The final test for this graph predict the relationship between standard should Precision gravitational and work and energy? include concepts on Projectile electrostatic forces momentum and Quadratic between calculations for relationship objects. [Clarification momentum, impulse, Resultant *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 6 Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards Statement: Emphasis change in Scalar is on both quantitative momentum, and Scientific law and conceptual conservation of Scientific descriptions of momentum. If method gravitational and possible, it is a good Scientific electric fields.] idea to add data theory [Assessment analysis questions Significant Boundary: similar to questions digits Assessment is limited found on the ACT or Static friction to systems with two MME. System objects.] Tension Before: HS-PS2-3 Terminal HS-PS2-5 Plan and Have a class velocity conduct an discussion to gage Time interval investigation to student interest level Trajectory provide evidence for different project Uniform that an electric ideas. You may want circular current can produce a to offer multiple ideas motion magnetic field and for students to Vector that a changing choose from if the Vector magnetic field can recourses are resolution produce an electric available. Velocity-time current. [Assessment graph Boundary: During: HS-PS2-3 Weightlessnes Assessment is limited Students must s to designing and complete a project conducting that uses engineering investigations with practices to design or provided materials redesign an object and tools.] that reduces the force experienced by the object during a collision. E.g. design an egg dropping apparatus, draw a *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 7 Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards diagram and explain the redesign of specific products such as football helmets or parachutes.

After: HS-PS2-3 Have students write a report about their project and why they used certain design features or have students answer a list of follow-up questions.

Before: HS-PS2-4 Pretest over concepts related to gravitational force and electrical force.

Discussions with the students.

During: HS-PS2-4 Quick assessments should be used after lectures, e.g. response cards, daily assignments, think/pair/share, or *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 8 Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards quick writes.

Practice problems involving Newton’s Universal Law of Gravitation and Coulomb’s Law.

After: HS-PS2-4 The final test for this standard should include concepts on gravity and electrostatic forces and calculations using Coulomb’s Law and Newton’s Law of Gravitation. If possible, it is a good idea to add data analysis questions similar to questions found on the ACT or MME.

Before: HS-PS2-5 Discussions with the students.

During: HS-PS2-5 Have students predict the outcome of demonstrations *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 9 Next Generation Disciplinary Core Essential Science Assessments Vocabulary Resources Ideas Questions Standards and analyze the results. E.g. Electric generator, electric motor.

After: HS-PS2-5 Have students design their own investigation that shows the relationship between electric current and magnetic force. E.g. place a compass around a current carrying wire or test what variables will increase the magnetic force of an electromagnet.

*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 10 Science Pacing Guide Time Frame: January – March Physics Unit 2: Energy

Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Developing and Using Models Cause and Effect RST.11-12.1 Cite specific MP.2 Reason abstractly and Modeling in 9–12 builds on K–8 and Cause and effect relationships textual evidence to support quantitatively. (HS-PS3-1),(HS- progresses to using, synthesizing, and can be suggested and predicted analysis of science and technical PS3-2),(HS-PS3-3),(HS-PS3-4), developing models to predict and show for complex natural and human texts, attending to important (HS-PS3-5) relationships among variables between designed systems by examining distinctions the author makes systems and their components in the what is known about smaller and to any gaps or MP.4 Model with natural and designed worlds. scale mechanisms within the inconsistencies in the mathematics. (HS-PS3-1),(HS-PS3-  Develop and use a model based system. (HS-PS3-5) account. (HS-PS3-4) 2),(HS-PS3-3),(HS-PS3-4),(HS- on evidence to illustrate the PS3-5) relationships between systems or Systems and System Models WHST.9-12.7 Conduct short between components of a system.  When investigating or as well as more sustained HSN.Q.A.1 Use units as a way to (HS-PS3-2),(HS-PS3-5) describing a system, the research projects to answer a understand problems and to guide boundaries and initial question (including a self- the solution of multi-step Planning and Carrying Out conditions of the system generated question) or solve a problems; choose and interpret Investigations need to be defined and their problem; narrow or broaden the units consistently in formulas; Planning and carrying out inputs and outputs analyzed inquiry when appropriate; choose and interpret the scale and investigations to answer questions or and described using models. synthesize multiple sources on the origin in graphs and data test solutions to problems in 9–12 (HS-PS3-4) the subject, demonstrating displays. (HS-PS3-1),(HS-PS3-3) builds on K–8 experiences and  Models can be used to understanding of the subject progresses to include investigations predict the behavior of a under investigation. (HS-PS3-3), HSN.Q.A.2 Define appropriate that provide evidence for and test system, but these predictions (HS-PS3-4),(HS-PS3-5) quantities for the purpose of conceptual, mathematical, physical, have limited precision and descriptive modeling. (HS-PS3-1), and empirical models. reliability due to the WHST.11-12.8 Gather (HS-PS3-3)  Plan and conduct an assumptions and relevant information from investigation individually and approximations inherent in multiple authoritative print and HSN.Q.A.3 Choose a level of collaboratively to produce data to models. (HS-PS3-1) digital sources, using advanced accuracy appropriate to limitations serve as the basis for evidence, and searches effectively; assess the on measurement when reporting in the design: decide on types, how Energy and Matter strengths and limitations of quantities. (HS-PS3-1),(HS-PS3-3) much, and accuracy of data needed  Changes of energy and each source in terms of the to produce reliable measurements matter in a system can be specific task, purpose, and and consider limitations on the described in terms of energy audience; integrate information precision of the data (e.g., number and matter flows into, out of, into the text selectively to *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 11 Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards of trials, cost, risk, time), and refine and within that system. (HS- maintain the flow of ideas, the design accordingly. (HS-PS3-4) PS3-3) avoiding plagiarism and  Energy cannot be created overreliance on any one source Using Mathematics and or destroyed—only moves and following a standard format Computational Thinking between one place and for citation. (HS-PS3-4),(HS- Mathematical and computational another place, between PS3-5) thinking at the 9–12 level builds on K– objects and/or fields, or 8 and progresses to using algebraic between systems. (HS-PS3-2) WHST.9-12.9 Draw evidence thinking and analysis, a range of linear from informational texts to and nonlinear functions including Connections to Engineering, support analysis, reflection, and trigonometric functions, exponentials Technology, and Applications research. (HS-PS3-4),(HS-PS3- and logarithms, and computational of Science 5) tools for statistical analysis to analyze, represent, and model data. Simple Influence of Science, SL.11-12.5 Make strategic use computational simulations are created Engineering and Technology of digital media (e.g., textual, and used based on mathematical on Society and the Natural graphical, audio, visual, and models of basic assumptions. World interactive elements) in  Create a computational model Modern civilization depends on presentations to enhance or simulation of a phenomenon, major technological systems. understanding of findings, designed device, process, or Engineers continuously modify reasoning, and evidence and to system. (HS-PS3-1) these technological systems by add interest. (HS-PS3-1),(HS- applying scientific knowledge and PS3-2),(HS-PS3-5) Constructing Explanations and engineering design practices to Designing Solutions increase benefits while Constructing explanations and decreasing costs and risks. (HS- designing solutions in 9–12 builds on PS3-3) K–8 experiences and progresses to explanations and designs that are Connections to Nature of supported by multiple and independent Science student-generated sources of evidence consistent with scientific ideas, Scientific Knowledge principles, and theories. Assumes an Order and  Design, evaluate, and/or refine Consistency in Natural a solution to a complex real-world Systems problem, based on scientific Science assumes the universe is knowledge, student-generated a vast single system in which *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 12 Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards sources of evidence, prioritized basic laws are consistent. (HS- criteria, and tradeoff PS3-1) considerations. (HS-PS3-3)

Next Generation Science Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Standards Students who PS3.A: Definitions of What is the relationship Before: HS- Amplitude Webquest with activities demonstrate Energy between work, power PS3-1 Amplitude that relates the inventions understanding can: Energy is a quantitative and energy? Pretest over Antinode of Leonardo Divinci to the property of a system that energy Antinode simple machines. HS-PS3-1 Create a depends on the motion and What are different transformation Crest http://legacy.mos.org/sln/L computational interactions of matter and ways in which and Efficiency eonardo/InventorsWorksho model to calculate the radiation within that mechanical energy can conservation. Effort force p.html change in the energy system. That there is a be transferred and Elastic collision of one component in a single quantity called stored? Elastic potential Relates Energy conservation system when the energy is due to the fact During: HS- energy to rollercoaster design. change in energy of that a system’s total energy How can the PS3-1 Energy http://www.learner.org/inte the other is conserved, even as, conservation of energy Complete a lab Frequency ractives/parkphysics/coaster component(s) and within the system, energy is be maximized. that will show Frequency .html energy flows in and continually transferred from the Gravitational out of the system are one object to another and What is the relationship conservation of potential Overview and suggestions known. [Clarification between its various possible between momentum mechanical energy for Project-Based Learning Statement: Emphasis forms. (HS-PS3-1),(HS-PS3- and kinetic energy? energy. E.g. Ideal mechanical http://www.cotf.edu/ete/te is on explaining the 2) inelastic advantage acher/teacherout.html meaning of When is momentum collisions lab or Inelastic collision mathematical At the macroscopic scale, conserved and not a rollercoaster Interference Physics videos and lessons expressions used in energy manifests itself in kinetic energy? lab Interference http://www.fearofphysics.co the model.] multiple ways, such as in Joule m/ [Assessment motion, sound, light, and How does wave speed After: HS- Kinetic energy Boundary: thermal energy. (HS-PS3-2) relate to wavelength PS3-1 Kinetic energy Science articles and videos Assessment is limited (HS-PS3-3) and period? Have students Law of on current science topics *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 13 Next Generation Science Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Standards to basic algebraic create their conservation of http://science.howstuffwork expressions or These relationships are What is the relationship own equations energy s.com/ computations; to better understood at the between the amplitude for energy Longitudinal systems of two or microscopic scale, at which of a wave and the rate conservation wave Interactive animations for three components; all of the different of energy transfer? based on the Longitudinal multiple Science concepts. and to thermal manifestations of energy results from the wave http://whyfiles.org/interacti energy, kinetic can be modeled as a What is the relationship lab. Have Machine ves/ energy, and/or the combination of energy between the amplitude students use Mechanical energies in associated with the motion of a wave and the rate their energy advantage Lessons, labs, and gravitational, of particles and energy of energy transfer? equation to Mechanical questions for all topics in magnetic, or electric associated with the calculate energy physics. fields.] configuration (relative What is the difference changes in Node http://www.physicsclassroo position of the particles). In between constructive energy. Node m.com/class HS-PS3-2 Develop some cases the relative and destructive Period and use models to position energy can be interference? Before: HS- Period Great website that uses illustrate that energy thought of as stored in PS3-2 Periodic motion graphs and animations to at the macroscopic fields (which mediate Have students Periodic motion show multiple concepts. scale can be interactions between brainstorm a list Power http://www.launc.tased.edu accounted for as a particles). This last concept of different Reference level .au/online/sciences/PhysSci/ combination of energy includes radiation, a types of Refraction ScPhy.html associated with the phenomenon in which energy. Refraction motions of particles energy stored in fields Resistance force Great engineering contest (objects) and energy moves across space. (HS- Make a rubric Rotational kinetic that could be a class associated with the PS3-2) for the diagram, energy project. relative positions of drawing, or Thermal energy http://rubegoldberg.com/ particles PS3.B: Conservation of animation that Transverse wave (objects). [Clarification Energy and Energy will model the Transverse wave Web-based projects created Statement: Examples Transfer energy chosen Trough by students for other of phenomena at the Conservation of energy by the students Trough students. macroscopic scale means that the total change Watt http://thinkquest.org/pls/ht could include the of energy in any system is During: HS- Wave ml/f? conversion of kinetic always equal to the total PS3-2 Wave p=52300:30:112494912867 energy to thermal energy transferred into or Depending on Wavelength 5338::::P30_CATEGORY_ID energy, the energy out of the system. (HS-PS3- your resources, Machine :CPJ_PHYSICAL_SCIENCE stored due to position 1) have students Work *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 14 Next Generation Science Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Standards of an object above the complete a Work-energy Summarizes many concepts earth, and the energy Energy cannot be created or project theorem from physics and is a stored between two destroyed, but it can be described in the collection of other electrically-charged transported from one place standard to the resources. plates. Examples of to another and transferred left. http://www.studyphysics.ca models could include between systems. (HS-PS3- /index.html diagrams, drawings, 1),(HS-PS3-4) After: HS- descriptions, and PS3-2 Another collection of computer Mathematical expressions, Have students animations and summaries simulations.] which quantify how the share their of physical concepts. stored energy in a system projects. http://zonalandeducation.co HS-PS3-3 Design, depends on its configuration m/mstm/physics/physics.ht build, and refine a (e.g. relative positions of Before: HS- ml device that works charged particles, PS3-3 within given compression of a spring) Have students Awesome website with constraints to convert and how kinetic energy brainstorm interactive animations. one form of depends on mass and project ideas http://phet.colorado.edu/en energy into another speed, allow the concept of that will /simulations/category/physi form of conservation of energy to demonstrate cs energy.* [Clarification be used to predict and transforming of Statement: Emphasis describe system behavior. energy (Many is on both qualitative (HS-PS3-1) ideas are listed and quantitative in the evaluations of devices. The availability of energy standard). Examples of devices limits what can occur in any could include Rube system. (HS-PS3-1) Have students Goldberg devices, choose an wind turbines, solar Uncontrolled systems appropriate cells, solar ovens, and always evolve toward more project. generators. Examples stable states—that is, of constraints could toward more uniform During: HS- include use of energy distribution (e.g., PS3-3 renewable energy water flows downhill, A big project forms and efficiency.] objects hotter than their like this should [Assessment surrounding environment have check *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 15 Next Generation Science Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Standards Boundary: cool down). (HS-PS3-4) points for the Assessment for students such quantitative PS3.C: Relationship as a materials evaluations is limited Between Energy and list, a blue to total output for a Forces print, updates given input. When two objects during Assessment is limited interacting through a field construction, to devices constructed change relative position, the and the final with materials energy stored in the field is project. provided to students.] changed. (HS-PS3-5) After: HS- HS-PS3-4 Plan and PS3.D: Energy in PS3-3 conduct an Chemical Processes Projects may be investigation to Although energy cannot be shared. provide evidence destroyed, it can be that the transfer of converted to less useful If data can be thermal energy when forms—for example, to collected from two components of thermal energy in the projects then different temperature surrounding environment. students may are combined within a (HS-PS3-3),(HS-PS3-4) use them to closed system results test variables in a more uniform ETS1.A: Defining and and produce energy distribution Delimiting an graphs. among the Engineering Problem components in the Criteria and constraints also Before: HS- system (second law of include satisfying any PS3-4 thermodynamics). [Cla requirements set by society, Have students rification Statement: such as taking issues of risk brainstorm Emphasis is on mitigation into account, and ideas for analyzing data from they should be quantified to conducting an student investigations the extent possible and experiment and using stated in such a way that similar to the mathematical thinking one can tell if a given one described to describe the energy design meets in the standard. changes both them. (secondary to HS- *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 16 Next Generation Science Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Standards quantitatively and PS3-3) During: HS- conceptually. PS3-4 Examples of The lab investigations could completed by include mixing liquids students will at different initial depend on temperatures or available adding objects at materials. different temperatures to water.] Have advanced [Assessment students design Boundary: their own data Assessment is limited tables and to investigations graphs. based on materials and tools provided to After: HS- students.] PS3-4 Grade lab HS-PS3-5 Develop reports, share and use a model data and of two objects graphs. interacting through electric or magnetic Before: HS- fields to illustrate the PS3-5 forces between Brainstorm objects and the project ideas changes in energy of (diagram, the objects due to the drawing, interaction. [Clarificati animation, on Statement: etc.), that will Examples of models represent one could include of the different drawings, diagrams, forms of energy and texts, such as interaction drawings of what listed in the *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 17 Next Generation Science Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Standards happens when two standard. charges of opposite polarity are near each During: HS- other.] [Assessment PS3-5 Boundary: Check points Assessment is limited should be set to systems containing for the project. two objects.] After: HS- PS3-5 Share the projects with presentations.

*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 18 Science Pacing Guide Time Frame: March – June Physics Unit 3: Waves and Electromagnetic Radiation

Science & Engineering Crosscutting Concepts Literacy Standards Mathematics Standards Practices Asking Questions and Defining Cause and Effect RST.9-10.8 Assess the extent to MP.2 Reason abstractly and Problems  Empirical evidence is required which the reasoning and evidence in a quantitatively. (HS-PS4-1),(HS-PS4- Asking questions and defining to differentiate between cause and text support the author’s claim or a 3) problems in grades 9–12 builds from correlation and make claims about recommendation for solving a grades K–8 experiences and specific causes and effects. (HS- scientific or technical problem. (HS- MP.4 Model with mathematics. (HS- progresses to formulating, refining, PS4-1) PS4-2),(HS-PS4-3),(HS-PS4-4) PS4-1) and evaluating empirically testable  Cause and effect relationships questions and design problems using can be suggested and predicted for RST.11-12.1 Cite specific textual HSA-SSE.A.1 Interpret expressions models and simulations. complex natural and human evidence to support analysis of science that represent a quantity in terms of its  Evaluate questions that designed systems by examining and technical texts, attending to context. (HS-PS4-1),(HS-PS4-3) challenge the premise(s) of an what is known about smaller scale important distinctions the author argument, the interpretation of a mechanisms within the system. makes and to any gaps or HSA-SSE.B.3 Choose and produce an data set, or the suitability of a (HS-PS4-4) inconsistencies in the account. (HS- equivalent form of an expression to PS4-2),(HS-PS4-3),(HS-PS4-4) reveal and explain properties of the design. (HS-PS4-2)  Systems can be designed to quantity represented by the cause a desired effect. (HS-PS4-5) Using Mathematics and RST.11-12.7 Integrate and evaluate expression. (HS-PS4-1),(HS-PS4-3) multiple sources of information Computational Thinking Systems and System Models presented in diverse formats and HSA.CED.A.4 Rearrange formulas Mathematical and computational Models (e.g., physical, mathematical, media (e.g., quantitative data, video, thinking at the 9-12 level builds on K- computer models) can be used to to highlight a quantity of interest, multimedia) in order to address a 8 and progresses to using algebraic simulate systems and interactions— using the same reasoning as in question or solve a problem. (HS-PS4- thinking and analysis, a range of linear including energy, matter, and solving equations. (HS-PS4-1),(HS- 1),(HS-PS4-4) and nonlinear functions including information flows—within and PS4-3) trigonometric functions, exponentials between systems at different scales. RST.11-12.8 Evaluate the hypotheses, and logarithms, and computational (HS-PS4-3) tools for statistical analysis to analyze, data, analysis, and conclusions in a science or technical text, verifying the represent, and model data. Simple Stability and Change data when possible and corroborating computational simulations are created Systems can be designed for greater or or challenging conclusions with other and used based on mathematical lesser stability. (HS-PS4-2) models of basic assumptions. sources of information. (HS-PS4-2), (HS-PS4-3),(HS-PS4-4)  Use mathematical Connections to Engineering, representations of phenomena or Technology, and Applications of WHST.9-12.2 Write design solutions to describe and/or Science support claims and/or informative/explanatory texts, *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 19 Science & Engineering Crosscutting Concepts Literacy Standards Mathematics Standards Practices explanations. (HS-PS4-1) Interdependence of Science, including the narration of historical Engineering, and Technology events, scientific procedures/ Engaging in Argument from Science and engineering complement experiments, or technical processes. Evidence each other in the cycle known as (HS-PS4-5) Engaging in argument from evidence research and development (R&D). in 9–12 builds on K–8 experiences (HS-PS4-5) WHST.11-12.8 Gather relevant and progresses to using appropriate information from multiple and sufficient evidence and scientific Influence of Engineering, authoritative print and digital reasoning to defend and critique Technology, and Science on Society sources, using advanced searches claims and explanations about natural and the Natural World effectively; assess the strengths and designed worlds. Arguments may  Modern civilization depends and limitations of each source in also come from current scientific or on major technological systems. terms of the specific task, purpose, historical episodes in science. (HS-PS4-2),(HS-PS4-5) and audience; integrate  Evaluate the claims, evidence,  Engineers continuously information into the text selectively and reasoning behind currently modify these technological to maintain the flow of ideas, accepted explanations or solutions systems by applying scientific avoiding plagiarism and to determine the merits of knowledge and engineering design overreliance on any one source arguments. (HS-PS4-3) practices to increase benefits while and following a standard format decreasing costs and risks. (HS- for citation. (HS-PS4-4) Obtaining, Evaluating, and PS4-2) Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. (HS-PS4- 4)  Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 20 Science & Engineering Crosscutting Concepts Literacy Standards Mathematics Standards Practices process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS4-5)

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-PS4-3)

Next Generation Essential Vocabular Science Disciplinary Core Ideas Assessments Resources Questions y Standards Students who PS3.D: Energy in Chemical What factors does Before: HS-PS4-1 Ammeter Animations of wave types. demonstrate Processes the amount of KWL waves Ampere http://www.acs.psu.edu/drussell/ understanding can: Solar cells are human-made current produced Antenna demos/waves/wavemotion. devices that likewise capture in a magnetic field Pretest Atomic HS-PS4-1 Use the sun’s energy and produce depend on? mass unit Relates different sound waves to mathematical electrical energy. (secondary During: HS-PS4-1 Average nature. http://www.dosits.org/ representations to to HS-PS4-5) How does a Use equations to solve power support a claim cathode ray tube for the speed, period, Battery Videos and text about light. PS4.A: Wave Properties regarding relationships work? frequency, and Capacitanc http://www.learner.org/teachersl The wavelength and among the frequency, wavelength for a e ab/science/light/index.html wavelength, and speed frequency of a wave are *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 21 Next Generation Essential Vocabular Science Disciplinary Core Ideas Assessments Resources Questions y Standards of waves traveling in related to one another by the Describe the variety of different Capacitor various media. speed of travel of the wave, orientation of the waves traveling Charging Explanations and pictures of [Clarification Statement: which depends on the type of electric field, through various by many modern technologies that Examples of data could wave and the medium magnetic field, media. conductio involve electromagnetic waves. include electromagnetic through which it is passing. and direction of n http://www.colorado.edu/physics radiation traveling in a (HS-PS4-1) travel in an After: HS-PS4-1 Charging /2000/index.pl?Type=TOC vacuum and glass, sound electromagnetic Posttest for wave by waves traveling through Information can be digitized wave. calculations. induction Simple Overview and suggestions air and water, and (e.g., a picture stored as the Circuit for Project-Based Learning seismic waves traveling values of an array of pixels); How does a Before: HS-PS4-2 breaker http://www.cotf.edu/ete/teacher/ through the Earth.] in this form, it can be stored capacitor work? Discuss advantages Conductor teacherout.html [Assessment Boundary: reliably in computer memory Assessment is limited to and sent over long distances and disadvantages of Coulomb algebraic relationships as a series of wave pulses. What are four digital transmission of Coulomb’s Physics videos and lessons and describing those (HS-PS4-2),(HS-PS4-5) factors that affect information. law http://www.fearofphysics.com/ relationships the resistance Dielectrics qualitatively.] [From the 3–5 grade band properties of a During: HS-PS4-2 Electric Science articles and videos on endpoints] Waves can add or piece of metal Research a current circuit current science topics HS-PS4-2 Evaluate cancel one another as they wire? issue, positive or Electric http://science.howstuffworks.com questions about the cross, depending on their negative, with digital current / advantages of using a relative phase (i.e., relative Why do wires heat information. Electric digital transmission and position of peaks and up when a current field Interactive animations for storage of information. troughs of the waves), but flows in them? After: HS-PS4-2 Electric multiple Science concepts. [Clarification Statement: they emerge unaffected by Share research field lines http://whyfiles.org/interactives/ Examples of advantages each other. (Boundary: The What does an reports with the class. Electric could include that digital discussion at this grade level ammeter potential Lessons, labs, and questions for information is stable is qualitative only; it can be measure? What Before: HS-PS4-3 difference all topics in physics. because it can be stored based on the fact that two does a voltmeter KWL Electromag http://www.physicsclassroom.co reliably in computer different sounds can pass a measure? How netic m/class memory, transferred location in different would you insert Pretest induction easily, and copied and directions without getting each in a circuit? Electromag Great website that uses graphs shared rapidly. mixed up.) (HS-PS4-3) Disadvantages could During: HS-PS4-3 netic and animations to show multiple include issues of easy PS4.B: Electromagnetic Demonstrate or show radiation concepts. deletion, security, and Radiation many properties of Electromag http://www.launc.tased.edu.au/o theft.] Electromagnetic radiation mechanical waves that netic nline/sciences/PhysSci/ScPhy.htm are shared by spectrum l *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 22 Next Generation Essential Vocabular Science Disciplinary Core Ideas Assessments Resources Questions y Standards (e.g., radio, microwaves, electromagnetic Electromag HS-PS4-3 Evaluate the light) can be modeled as a waves (diffraction, netic Great engineering contest that claims, evidence, and wave of changing electric interference, Doppler wave could be a class project. reasoning behind the and magnetic fields or as effect, etc.). Electromoti http://rubegoldberg.com/ idea that electromagnetic particles called photons. The ve force radiation can be wave model is useful for Discuss characteristics Electrostati Web-based projects created by described either by a explaining many features of of electromagnetic cs students for other students. wave model or a particle electromagnetic radiation, waves that are similar Elementary http://thinkquest.org/pls/html/f? model, and that for some and the particle model to particles. charge p=52300:30:1124949128675338: situations one model is explains other features. (HS- Equipotenti :::P30_CATEGORY_ID:CPJ_PHYSI more useful than the PS4-3) Discuss how the idea al CAL_SCIENCE other. [Clarification Statement: Emphasis is When light or longer of photons brings the Equivalent on how the experimental wavelength electromagnetic two theories together. resistance Summarizes many concepts from evidence supports the radiation is absorbed in Fuse physics and is a collection of claim and how a theory matter, it is generally After: HS-PS4-3 Ground- other resources. is generally modified in converted into thermal Posttest fault http://www.studyphysics.ca/inde light of new evidence. energy (heat). Shorter interrupte x.html Examples of a wavelength electromagnetic Before: HS-PS4-4 r phenomenon could radiation (ultraviolet, X-rays, Brainstorm ideas for Grounding Another collection of animations include resonance, gamma rays) can ionize research projects Insulators and summaries of physical interference, diffraction, atoms and cause damage to related to the Isotope concepts. and photoelectric effect.] living cells. (HS-PS4-4) standard. Kilowatt- http://zonalandeducation.com/ms [Assessment Boundary: hour tm/physics/physics.html Assessment does not Photoelectric materials emit Create a rubric for Mass include using quantum electrons when they absorb how students should spectrom Awesome website with interactive theory.] light of a high-enough evaluate the published eter animations. frequency. (HS-PS4-5) material. Neutral http://phet.colorado.edu/en/simu HS-PS4-4 Evaluate the Parallel lations/category/physics validity and reliability of PS4.C: Information Evaluate the validity circuit claims in published Technologies and of an article with the Parallel materials of the effects Instrumentation that different frequencies Multiple technologies based class as an example. connectio of electromagnetic on the understanding of n radiation have when waves and their interactions During: HS-PS4-4 Primary coil absorbed by matter. with matter are part of Have check points for Receiver the students’ research Resistance *Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 23 Next Generation Essential Vocabular Science Disciplinary Core Ideas Assessments Resources Questions y Standards [Clarification Statement: everyday experiences in the paper. Resistor Emphasis is on the idea modern world (e.g., medical Series that photons associated imaging, communications, After: HS-PS4-4 circuit with different scanners) and in scientific Share research papers Series frequencies of light have research. They are essential with the class and connectio different energies, and tools for producing, have discussions. n the damage to living transmitting, and capturing Short tissue from signals and for storing and Before: HS-PS4-5 circuit electromagnetic interpreting the information Brainstorm research Step-down radiation depends on the contained in them. (HS-PS4- ideas transform energy of the radiation. 5) er Examples of published materials could include During: HS-PS4-5 Step-up trade books, magazines, Students should transform web resources, videos, complete research and er and other passages that a report on different Supercond may reflect bias.] uses for uctor [Assessment Boundary: electromagnetic Volt Assessment is limited to waves. Voltmeter qualitative descriptions.] After: HS-PS4-5 HS-PS4-5 Communicate Students should share technical information their research with the about how some class. The class should technological devices take notes or use the principles of complete worksheets wave behavior and wave on the different uses interactions with matter of electromagnetic to transmit and capture waves. information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical

*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 24 Next Generation Essential Vocabular Science Disciplinary Core Ideas Assessments Resources Questions y Standards imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]

*Denotes a traditional science content integrated with engineering through a Practice or Disciplinary Core Idea. 25