Comal Independent School District Pre AP Physics Scope and Sequence

Transcription

1 Comal Independent School District Pre Scope and Sequence First Quarter Assurances Process Skills 1, 2, and 3 will be integrated throughout the year. The student will demonstrate safe practices during laboratory and field investigations. 1A The student will demonstrate an understanding of the proper disposal or recycling of materials. 1B The student will demonstrate an understanding of the use and conservation of resources 1B The student will define science and understand its limitations. 2A The student will know that a hypothesis is a testable statement that is supported or not supported by observational evidence. 2B The student will know that a theory is based on hypotheses that have been tested over a wide variety of conditions. 2B The student will know that a theory is subject to change based on new information. 2C The students will distinguish between hypotheses and scientific theories. 2D The student will design and implement investigative procedures, including making observations, asking well-defined questions, formulating hypotheses, and identifying variables. 2E The student will select appropriate equipment and technology when designing and implementing investigative procedures. 2E The student will evaluate numerical answers for reasonableness when designing and implementing investigative procedures. 2E The student will demonstrate the use of course apparatus, equipment, techniques, and procedures. 2F and 2G The student will make measurements with accuracy and precision. 2H The student will record data using scientific notation and SI units. 2H The student will identify and quantify causes and effects of uncertainties in measured data. 2I The student will organize, evaluate, and make inferences from data including using tables, charts, and graphs. 2J The student will communicate valid conclusions supported by the data through various methods. 2K The student will express and manipulate relationships among physical variables quantitatively including graphs, charts, and equations. 2L The students will analyze, evaluate, and critique scientific explanations by using evidence, reasoning, and experimental and observational testing in all fields of science. 3A The students will use critical thinking to examine all sides of scientific evidence in scientific explanations. 3A The student will communicate and apply scientific information extracted from various media sources. 3B The student will draw inferences from promotional material data. 3C The student will explain the impact of contributions made by historical and contemporary physicists on scientific thought and society. 3D The student will research and describe connections between physics and future careers. 3E The student will express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including proportional reasoning and graphical vector addition. 3F Page 1 of 6

2 *The student will generate and interpret graphs and charts describing different types of motion. 4A The student will include the use of real time technology such as motion detectors or photogates when studying different types of motion. 4A The student will describe and analyze motion in one dimension using distance, displacement, speed, average and instantaneous velocity, and acceleration equations. 4B The student will analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples. 4C The student will calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. 4D The student will develop and interpret free-body force diagrams. 4E The student will identify and describe motion relative to different frames of reference. 4F * Readiness Standards in bold Important Vocabulary: Acceleration, velocity, displacement, vector, 1st Law of (Law of Inertia), 2nd Law of (F=ma), 3rd Law of (force pair), net force, gravity, free body diagram, friction, weight, motion: linear, projectile, circular, and relative CISD Teacher Resources Located in Public Folder (Science Public High School Pre Pre Labs) Teachers please contribute your materials to this shared folder Website Resources TEA : (Physics Reference Material at the bottom of the page) Laying the Foundation (LTF): PhET Interactive Simulations: The Physics Classroom: SAIL On: HyperPhysics: MIT OpenCourseWare: Central Courses: (Table of Information and Equations for Physics Exams) Page 2 of 6

3 Pre Scope and Sequence First Quarter (Process Skills 1 A-B, 2 A-L, & 3A-F will be taught and integrated with concepts throughout the year) Concept Start up Day Syllabus 1 Period Lab Safety, Method, Lab Equipment, The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. (1A) demonstrate safe practices during laboratory and field investigations; and (1B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. (2A) know the definition of science and understand that it has limitations, (2B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence; (2C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are wellestablished and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; (2D) distinguish between scientific hypotheses and scientific theories; (2E) design and implement investigative procedures. (2K) communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technologybased reports; (2F,G) demonstrate the use of course apparatus, equipment, techniques, and procedures. Students will understand and practice correct lab safety procedures and return parent signed lab safety contract. Students will implement the scientific method. Students will identify and correctly use common laboratory instruments with accuracy and precision. Process Skills All Lab experiment 1a,b,c,d & 2 3 a-d 4a-d 5a-c I. Analysis A. Observing the natural world and developing hypotheses. B. Collecting data. 1. observation 2. controlled experiments C. Modeling D. Critical interpretation of data TB: Chapter 1.1 Lab Safety Rules and Contract LTF: Foundation Lesson; Method 2 Inquiry based lab for scientific methodology practice.. 1 Periods Page 3 of 6

4 Concept measurement s and mathematical concepts The student uses a systematic approach to answer scientific laboratory and field investigative questions (2H) make measurements with accuracy and precision and record data using scientific notation and International System (SI) units; (2I) identify and quantify causes and effects of uncertainties in measured data; (2J) organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs; (2L) express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations Students will learn the role of significant figures in measurement Students will interpret data in tables and graphs and recognize equations that summarize data. Students will use dimensional analysis to check the validity of expressions. Students will perform order-ofmagnitude calculations. Process Skills I. Analysis D. Critical interpretation of data TB: Chapter TB: Laboratory Exercise A- Physics and Measurement, pg 32 LTF: Graphing Skills; Foundation Lesson LTF: Numbers in Science; Foundation Lesson LTF: Literal Equations; Foundation Lesson 3 Periods : Velocity, Acceleration, Displacement The student knows and applies the laws governing motion in a variety of situations. (4A) Generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates. (4B) Describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration. Students will describe motion in terms of frame or reference Students will be expected to generate and interpret motion graphs using real time technology. Students will be able to analyze examples of uniform and accelerated linear motion. A1 TB: Chapter Pg LTF: Graph Match Activity- Matching and measuring velocity and acceleration TB: Quick Lab- Interval for Free Fall, p 62 LTF: Constant Velocity LTF: Acceleration on a Ramp 10 Periods (4F) identify and describe motion relative to different frames of reference. Students will be able to apply kinematics equations to calculate velocity, displacement, and acceleration in one dimension, including free fall (Kinematic equations on the Physics Reference Materials & Equation Chart) LTF: Freefalling Washers Math practice for calculations with velocity, displacement, and acceleration in one dimension. (Kinematic equations on the Physics Reference Materials & Equation Chart)

5 Concept :: Vectors (4C) analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples; (4E) develop and interpret free-body force diagrams; Students will distinguish between scalar and vector quantities. Students will be able add and subtract vectors using the graphical methods. Students will be able to apply the Pythagorean Theorem and trigonometry to calculate the magnitude and direction of a resultant vector. Students will be able to apply the Law of Sines to calculate the magnitude and direction of a resultant vector. Students will resolve vectors into components using trigonometry. A2 TB: Chapter Pg LTF: Vector Scavenger Hunt LTF: Vector Analysis and the Physics of Blood Spatter LTF: LTF Kinematics Vector Exercises OT: Vector Treasure Hunt Lab ( vectorlab.htm ) LTF: LTF Resolution of Forces Math practice in vector addition and resolution. 5 Periods : Projectiles The student knows and applies the laws governing motion in a variety of situations. (4C) analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples; (4E) develop and interpret free-body force diagrams; Students will describe the path of a projectile as a parabola. Students will apply vector analysis and kinematics equations to solve problems involving projectile motion. Students will be able to analyze examples of uniform and accelerated motion, including linear, projectile, and circular. Students will be able to express laws symbolically and employ mathematical procedures including vector addition and right-triangle geometry to solve physical problems in two dimensions. A2 TB: Chapter Pg TB: Quick Lab: Projectile ; p 100 TB: Laboratory Exercise- Velocity of a Projectiles p 120 OT: PhET Projectile Simulation and associate lab activities OT: Catapult Project and/or Rocket Lab Math practice in calculations with 2D Kinematics using vector addition and resolution. 10 Periods Students will solve problems involving relative velocity.

6 Concept : Forces The student knows and applies the laws governing motion in a variety of situations. (4D) Calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. (4E) develop and interpret free-body force diagrams; Students will be able to demonstrate the effects of force on the motion of an object. Students will distinguish between contact forces and field forces. Students will distinguish between mass and weight. Students will identify everyday forces that act on objects. B1-B3 TB: Chapter Pg TB: pg universal Gravitational constant. OT: PhET Simulation Forces in 1D OT: PhET Forces and LTF: LTF Newton s Second Law OT: Vernier Coefficient of Friction Lab OT: Egg drop project 10 Periods Students will interpret and construct free-body diagrams. Students will calculate the force required to bring an object into equilibrium. Students will understand the influence of mass and distance on gravitational forces. Math practice on vector addition and resolution with free body diagram using trigonometry. Math practice on calculations involving Newton s Second Law and in calculating resistance forces. (Kinematic equations on the Physics Reference Materials & Equation Chart) Students will describe the acceleration of an object in terms of its mass and the net external force acting on it. Student will identify actionreaction force pairs. Students will explain why actionreaction pairs do not result in equilibrium. Students will use coefficients of friction to calculate frictional forces. ( Equation Chart) TAKS Review Objectives 1 & 5 CISD TAKS Reviews warm-ups in content above. PSAT Testing Day and Unit Testing 3 Periods