Content and Instructional Time

Content and Instructional Time

Content Instructional Time

Unit 1 Introductory Topics 3 days

Unit 2 Motion in One Dimension 4 weeks

Unit 3 Newton’s Laws 4 weeks

Unit 4 Motion in Two Dimensions 2 weeks

Unit 5 Circular and Satellite Motion 2 weeks

Unit 6 Work & Energy 3 weeks

Unit 7 Impulse and Momentum 2 weeks

Total 17 weeks

Unit # - 1 – Introductory Topics (3 days)
Standards
Addressed / Student Learning Objectives
For this Unit /

Content

Skills and Knowledge / Learning Activities and Instructional Strategies
NSES Standards:
Physical Science
-Structure/Properties Matter
Science as Inquiry
Science & Technology
History & Nature of Science
PA STEE Standards:
3.1.10.C UT Models
3.1.10.D Unifying Themes
3.4.10.A Physical Science
3.4.12.A Physical Science
3.1.10.B Unifying Themes
3.1.12.B Unifying Themes
3.1.12.C Unifying Themes
3.2.10.A Inquiry & Design
3.2.10.B Inquiry & Design
3.2.10.C Inquiry & Design
3.2.12.B Inquiry & Design
3.2.12.C Inquiry & Design
3.7.10.B Technological Dev.
3.7.12.A Technological Dev.
3.7.12.B Technological Dev.
1.2 Reading
1.4 Writing
2.2 Comp/estimation
2.3 Measurement/Estimation
2.5 Problem Solving
2.6 Data Analysis
2.8 Algebra
/ · Students will understand how to make measurements with attention to significant digits.
· Students will understand how to convert from one unit of measurement to another.
· Students will understand how to express numbers in scientific notation.
· Students will understand how to perform a lab to determine the mathematical relationship between two variables. / Content Skills, Knowledge, and Performance
o Apply the rules of significant figures in measuring.
o Solve mathematical problems using dimensional analysis.
o Represent numbers in scientific and standard notation.
o Given a task, identify the independent and dependent variable and design an appropriate lab procedure.
o Describe the proportion represented by a graph.
o Calculate the slope of a graph.
o Obtain an equation from a graph of data.
o Identify the effect on the dependent variable caused by a change to the independent variable. / Labs & Demonstrations
·
Technology
LoggerPro
PhET (equation grapher)

Unit # - 2 – Motion in One Dimension ()
Standards
Addressed / Student Learning Objectives
For this Unit /

Content

Skills and Knowledge / Learning Activities and Instructional Strategies
NSES Standards:
Physical Science
-Structure/Properties Matter
Science as Inquiry
Science & Technology
History & Nature of Science
PA STEE Standards:
3.1.10.D Unifying Themes
3.4.10.A Physical Science
3.4.10.B Physical Science
3.4.12.A Physical Science
3.4.12.B Physical Science
3.1.10.B Unifying Themes
3.1.12.B Unifying Themes
3.1.12.C Unifying Themes
3.1.12.D Unifying Themes
3.2.10.A Inquiry & Design
3.2.10.B Inquiry & Design
3.2.10.C Inquiry & Design
3.2.12.B Inquiry & Design
3.2.12.C Inquiry & Design
3.7.10.B Technological Dev.
3.7.12.A Technological Dev.
3.7.12.B Technological Dev.
1.2 Reading
1.4 Writing
2.2 Comp/estimation
2.3 Measurement/Estimation
2.5 Problem Solving
2.6 Data Analysis
2.8 Algebra
/ o Understand the meaning of position, displacement, velocity, and acceleration.
o Understand and interpret graphs of position, velocity, and acceleration vs. time.
o Use the equations of constant acceleration to analyze motion.
o Students will understand the motion of an object in free fall. / Solve word problems using the definitions of displacement, average velocity, and average acceleration.
Solve word problems (including free fall) using the equations for constant acceleration. (including problems involving multiple segments of constant acceleration and determining the location where two particles will meet by solving simultaneous equations using the quadratic equation)
Given a description of motion, identify or sketch a graph of position or velocity vs. time.
Given a graph of position or velocity vs. time, describe the motion of the object and use the slope to calculate the appropriate quantity.
Given a graph of velocity or acceleration vs. time use the area to calculate the appropriate quantity.
Identify the velocity and acceleration of an object in free fall in all segments of motion: going up, coming down, and at the top. / Labs & Demonstrations
· Constant velocity lab (toy buggys)
· Constant acceleration lab
· Basketball lab
· Collision Lab
Technology
· PhET simulations (moving man)
· LoggerPro, motion detector

Unit # - 3 – Newton’s Laws (3 weeks)
Standards
Addressed / Student Learning Objectives
For this Unit /

Content

Skills and Knowledge / Learning Activities and Instructional Strategies
NSES Standards:
Physical Science
-Structure/Properties Matter
Science as Inquiry
Science & Technology
History & Nature of Science
PA STEE Standards:
3.1.10.D Unifying Themes
3.1.10.E Unifying Themes
3.4.10.A Physical Science
3.4.10.B Physical Science
3.4.12.B Physical Science
3.1.10.B Unifying Themes
3.1.12.B Unifying Themes
3.1.12.C Unifying Themes
3.2.10.A Inquiry & Design
3.2.10.B Inquiry & Design
3.2.10.C Inquiry & Design
3.2.12.B Inquiry & Design
3.2.12.C Inquiry & Design
3.7.10.B Technological Dev.
3.7.12.A Technological Dev.
3.7.12.B Technological Dev.
1.2 Reading
1.4 Writing
2.2 Comp/estimation
2.3 Measurement/Estimation
2.5 Problem Solving
2.6 Data Analysis
2.8 Algebra / § Students will understand Newton’s three laws of motion.
§ Students will differentiate between mass, weight, inertia, and momentum.
§ Students will understand the effects of friction on motion. / Given the description of a situation, draw a free-body diagram that identifies all of the forces acting on the object and represents the relative magnitudes of the forces.
Given the description of a situation, identify whether the forces acting on the objects are balanced or unbalanced. (Newton’s First Law of Motion)
Recognize, both graphically and mathematically, the relationships between acceleration and net force and acceleration and mass.
Given an object’s weight or mass, calculate the other quantity.
Given two of the following quantities, determine the third: net force, mass, acceleration.
Identify the two objects involved in any force interaction and recognize that the forces that they exert on one another are equal and opposite. (Newton’s Third Law)
Write down the vector equation that results from applying Newton’s Second Law to the object, and take components of this equation along appropriate axes.
Analyze situations in which an object moves with specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force, or of one of the forces that makes up the net force including: (a) motion up or down, as in an elevator (b) the motion of a pulley (c) motion along an inclined plane the motion of a pulley
Recognize, both graphically and mathematically, the relationship between friction and normal force.
Compare and contrast static and kinetic friction.
Analyze situations in which an object moves along a rough inclined plane or horizontal surface. / Labs and Demonstrations
Newton’s 2nd Law lab
Newton’s 3rd Law investigation
Mass & weight lab
Mass of unknown lab
Hovercraft
Egg drop project
Friction lab
Technology
LoggerPro, motion detector, force sensor
Freebody
PhET Simulations (forces in one dimension, lunar lander)
Unit # - 4 – Motion in Two Dimensions (1 week)
Standards
Addressed / Student Learning Objectives
For this Unit /

Content

Skills and Knowledge / Learning Activities and Instructional Strategies
NSES Standards:
Physical Science
-Structure/Properties Matter
Science as Inquiry
Science & Technology
History & Nature of Science
PA STEE Standards:
3.1.10.D Unifying Themes
3.4.10.A Physical Science
3.4.10.B Physical Science
3.4.12.A Physical Science
3.4.12.B Physical Science
3.1.10.B Unifying Themes
3.1.12.B Unifying Themes
3.1.12.C Unifying Themes
3.1.12.D Unifying Themes
3.2.10.A Inquiry & Design
3.2.10.B Inquiry & Design
3.2.10.C Inquiry & Design
3.2.12.B Inquiry & Design
3.2.12.C Inquiry & Design
3.7.10.B Technological Dev.
3.7.12.A Technological Dev.
3.7.12.B Technological Dev.
1.2 Reading
1.4 Writing
2.2 Comp/estimation
2.3 Measurement/Estimation
2.5 Problem Solving
2.6 Data Analysis
2.8 Algebra
/ o Students will understand the dynamics of uniform circular motion.
o Students will understand Newton’s Law of Universal Gravitation
o Students will understand orbital motion. / Recognize, both graphically and mathematically, the relationships among net centripetal force and speed, radius, and mass.
Describe the direction of a particle’s velocity, acceleration, and net force at any instant during uniform circular motion.
Solve problems involving motion in a horizontal circle (e.g., mass on a rotating merry-go-round, or car rounding a banked curve).
Solve problems involving motion in a vertical circle (e.g., mass swinging on the end of a string, cart rolling down a curved track, rider on a Ferris wheel).
Students should know Newton’s Law of Universal Gravitation, so they can: (a) determine the force that one spherically symmetrical mass exerts on another (b) calculate the net gravitational force on each object in a three-body arrangement (c) derive the formula for the strength of the gravitational field at a specified point outside a spherically symmetrical mass.
Students should understand the motion of an object in orbit under the influence of
gravitational forces, so they can (a) derive the formula for the speed required for a circular orbit (b) Derive the formula for the period of a circular orbit (Kepler’s Third Law).(c) State Kepler’s three laws of planetary motion and use them to describe in qualitative terms the motion of an object in an elliptical orbit. / Labs & Demonstrations
Centripetal force apparatus (lab)
Marble & hoop demo
Water in bucket demo
Coin on Hanger
· Bowling ball & bat demo
Technology
· PhET simulations (Motion in 2-D, Solar System)

Unit # - 6– Work & Energy (2 weeks)
Standards
Addressed / Student Learning Objectives
For this Unit /

Content

Skills and Knowledge / Learning Activities and Instructional Strategies
NSES Standards:
Physical Science
-Structure/Properties Matter
Science as Inquiry
Science & Technology
History & Nature of Science
PA STEE Standards:
3.1.10.D Unifying Themes
3.4.10.A Physical Science
3.4.10.B Physical Science
3.4.12.A Physical Science
3.4.12.B Physical Science
3.1.10.B Unifying Themes
3.1.12.B Unifying Themes
3.1.12.C Unifying Themes
3.1.12.D Unifying Themes
3.2.10.A Inquiry & Design
3.2.10.B Inquiry & Design
3.2.10.C Inquiry & Design
3.2.12.B Inquiry & Design
3.2.12.C Inquiry & Design
3.7.10.B Technological Dev.
3.7.12.A Technological Dev.
3.7.12.B Technological Dev.
1.2 Reading
1.4 Writing
2.2 Comp/estimation
2.3 Measurement/Estimation
2.5 Problem Solving
2.6 Data Analysis
2.8 Algebra
/ o Students will understand the definitions of work and energy.
o Students will understand the relationship between net work and kinetic energy.
o Students will understand the relationship between kinetic and potential energy in the absence of nonconservative forces.
o Students will apply the Law of Conservation of Energy.
o Students will understand power. / Identify whether the work done by a force is positive, negative, or zero.
Relate the work done by a force to the area under a graph of force as a function of position, and calculate this work in the case where the force is a linear function of position.
Calculate the work done by a specified constant force on an object that undergoes a specified displacement.
Recognize, both graphically and mathematically, the relationship between work done or kinetic energy and speed.
Calculate the change in kinetic energy or speed that results from performing a specified amount of work on an object.
Calculate the work performed by the net force, or by each of the forces that make up the net force, on an object that undergoes a specified change in speed or kinetic energy.
Apply the work-energy theorem to determine the change in an object’s kinetic energy and speed that results from the application of specified forces, or to determine the force that is required in order to bring an object to rest in a specified distance.
State alternative definitions of “conservative force.”
Cite examples of conservative and non-conservative forces.
State the general relationship between a conservative force and potential energy.
Calculate the gravitational potential energy of an object in a uniform gravitational field.
Calculate the potential energy of a stretched or compressed spring
Solve word problems involving the Law of Conservation of Energy (including in the presence of non-conservative forces).
Differentiate between power and energy.
Solve problems involving power, work, time, and/or velocity. / Labs & Demonstrations
· Work vs. final speed lab.
· Force & displacement lab.
· Swinging bowling ball demo
· Multiple ramp demo
Technology
· PhET simulations (energy skate park)
· LoggerPro, motion detector, force sensor
Unit # - 7 – Impulse and Momentum (1 week)
Standards
Addressed / Student Learning Objectives
for this Unit /

Content