Conceptual Physics

Unit of Study: Suspended Curriculum

First Grading Period – Week 1 (3 days)CURRICULUM OVERVIEW

Enduring Understanding (Big Idea) / Unit Rationale
Familiarization and socialization with school/district policy and procedures. / Students’ performance may be enhanced when school expectations are clearly presented to them.
Essential Questions / Guiding Questions
TEKS / TEKS Specificity - Intended Outcome
Concepts / Students will first participate in three days of activities and instruction focusing on issues and concerns specific to students in Physics.
Skills
Evidence of Learning

Conceptual Physics

Unit of Study: Safety

First Grading Period – Week 1 (2 days)CURRICULUM OVERVIEW

Enduring Understandings (Big Ideas) / Unit Rationale
The science classroom is a place where exploration and discovery take place. It is also a place where students come in contact with potential hazardous materials and equipment. Planning for science safety involves the students becoming aware of the potential hazards that science activities may present and what to do when confronted with a hazardous situation. / The Texas Essential Knowledge and Skills require students to understand and do science. As we require students to carry out investigations, we must be aware of their safety and give them the skills they need to do and comprehend science content and procedures.
Essential Questions / Guiding Questions
What are the critical safety rules that every student should know and why is that important to the physical protection of the entire class?
How can a student identify what is hazardous about a particular chemical or science activity that requires special attention for the safety of all involved? / What are the responsibilities of the student when conducting lab investigations?
What are the hazards that can result from not following lab safety rules in class?
TEKS (Standards) / TEKS Specificity - Intended Outcome
Concepts / None / None
Skills / Physics TEKS 1 Scientific processes. 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 is expected to:
(A)demonstrate safe practices during laboratory and field investigations; and
(B)demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. / ” I CAN” statements highlighted in yellow and italicized should be displayed for students.
I can:
  • interpret safety symbols commonly encountered in the science classroom. (1A)
  • apply safe practices while performing lab investigations and activities (1A)
  • distinguish "safe" behaviors versus "unsafe" behaviors (1A)
  • Identify the proper techniques to handle lab emergencies (1A)
  • evaluate situations -- what to do "if" or what's wrong (1A)
  • pass a written safety test covering safety rules and regulations specific to chemistry (1A)
  • dispose of leftover materials and chemicals in a safe and proper manner (1B)

ELPS Student Expectations / ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS 3d – speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS 5b – write using newly acquired basic vocabulary and content-based grade-level vocabulary /
  • Learns academic and social vocabulary related to the scientific method and safety such as independent and dependent variables, hypothesis, conclusion, hazard, disposal, violation, and response (1A,2C)
  • Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3E,G)
  • Uses new vocabulary to create a safety poster or outline what to do in an emergency due to a specific accident in the lab (5B)

College Readiness Student Expectations / College Readiness - Intended Outcome
Science Standards
  • I – C2: Understand and apply safe procedures in the laboratory and field
  • I – C3 Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures
/
  • Identify safety symbols and their meaning
  • Critique unsafe behaviors and identify potential safety problems before they occur
  • Identify the proper disposal procedures for laboratory materials

Evidence of Learning (Summative Evaluation)
  1. Given a test of safety symbols, rules, and regulations, a student will obtain a score of at least 80% or higher
  2. Given a sample of lab activities, students will be able to identify safe and unsafe practices at least 80% of the time or more.

Conceptual Physics

Unit of Study:Safety

Week 1 – Lesson 1 – Lab Safety (2 days)CURRICULUM GUIDE

Guiding Questions / Essential Pre-requisite Skills
  • Where can someone find information about the hazards associated with using a chemical?
  • When are personal safety devices, such as aprons and goggles, required to be worn and why is this so important?
  • What are the symbols that alert someone to various safety hazards?
  • What are the responsibilities of the student when conducting lab investigations?
  • What are the hazards that can result from not following lab safety rules in class?
/
  • Student understands that there are safety rules that they must know and follow (TEKS 1A; Science grades 1-12)

The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction
Engage
  • Start with a demonstration of what can happen when safety rules are not followed; for example - Eye Safety Demonstration (1A)
  • Where can you find information about the hazards a substance presents? What safety equipment do we have in this lab and where is it located? (fire extinguisher, fire blanket, eyewash station)
  • Demonstrate a MSDS (download free from Flinn Scientific)
/
  • Observe and discuss the consequences of not following proper safety procedures (1A)
  • Identify the location and use of the safety equipment in the science lab (1A)

Explore
  • Students become familiar with safety symbols -groups of two or three use a baggie containing cut-up safety symbols and their meanings. They are to match the symbol with their meaning. (1A) What are the most important safety symbols for this course of study?
  • Groups conduct a MSDS activity (1A) and discuss the proper disposal of excess chemicals (1B)
/
  • Work in pairs to match science safety symbols with their meaning (1A)

Explain
  • Discuss safety rules and regulations as they pertain to physics (1A)
  • Show the video clip Lab Safety (1A) What important safety lessons were presented in the video?
  • Discussion of safety contract [must be signed by all students] (1A)
√Check for student understanding
What do you do for students who need additional support?
Students are grouped for mini-instruction of rules they are not clear on. Students help each other understand the rules and their importance. Teacher may demonstrate the rule as well.
Students visit a web site What's wrong here? and answer the question asked.
What do you do for students who master the learning quickly?
Reinforcement video Lab Linebacker (humorous)
Student reads an article on lab accidents and shares it with the class Lab Accidents (serious) /
  • Discuss and take notes on the safety rules and regulations to be followed within the science lab (1A, 1B)
Reflect on the video “Lab Safety” in their
science journal. What are the most important
things to remember about lab safety?
Elaborate
  • Show images (power point link) and solicit comments about what safety violation(s) can be observed. (1A)
  • Ask students to list things they have seen others do during a science experiment. (1A) How was this dangerous or unsafe?
/
  • Reinforce learning by identifying unsafe practices and comparing them to safe practices (1A)

Evaluate
  • Written safety exam [Student may not perform investigations until a written test has been passed] (1A)
  • Safety reading activity (1A)
  • Use the Promethean Interactive White Board Flip Chart - “Safety Quiz”
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept /
  • Evaluate learning by correctly identifying safety rules, regulations and unsafe practices (1A)
  • Unit assessment

Content Vocabulary:
Vocabulary Cards
  • Hazard
  • MSDS
  • Disposal
  • Toxic
  • Ventilation
  • Symbol
  • Poisonous
  • Fume
  • Waft
  • Guideline
  • Disposal
  • Ingest
  • Biohazard
/ Academic Vocabulary
  • Demonstrate
  • Investigations
  • Precaution
  • Adequate
/ Resources
Texas Safety Standards K-12
Flinn MSDS Sheets
MSDSSheets
Safety Web sites:
Science Tool Kit

Laboratories
Conceptual Physics Lab Manual, “Safety”, p. xiii-xiv
English Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions / ELPS Stems
Use what you know about safety to predict the meaning of “hazardous substances” or ______
Identify words and phrases heard in a discussion about safety in the science classroom.
Evidence of Learning (Summative Assessment)
Formative Mini Assessment / TAKS Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
Formative Assessment Sample Question

Answer - F / TAKS Released Question

All of these procedures must be followed when using the setup shown above except —
A putting on safety goggles
B handling the beaker with tongs
C securing loose clothing
D wearing rubber boots
Answer - D
Additional TAKS Questions /
  • Identify safety symbols and their meaning
  • Critique unsafe behaviors and identify potential safety problems before they occur
  • Identify the proper disposal procedures for laboratory materials

Example Problem from PalomarCollege

What should be done if a chemical gets in a student’s eye?
  1. Notify the Instructor; then use the eye-wash fountain
  2. Use the eye-wash fountain; then return to the experiment
  3. Use the eye-wash fountain; then notify the instructor
  4. Nothing, unless the chemical causes discomfort
Answer - A

Conceptual Physics

Unit of Study: Physics, Measurement, Graphing, and Problem Solving

First Grading Period – Week 2 (5 Days)CURRICULUM OVERVIEW

Enduring Understandings (Big Ideas) / Unit Rationale
What the course is about and how we measure, graph and problem solve are important foundation pieces for the study of Physics concepts, laws and principles. Making measurements with precision and analyzing graphical data is how scientists make new discoveries. / Students need to know the topics that will be addressed within the course and the basic tools and skills used in the exploration of Physics so they can apply them to their content learning.
Essential Questions / Guiding Questions
How does a graph show the inter-relationship between different sets of data and why is it important to be able to identify trends within graphs?
What techniques doe a scientist use to make accurate and precise measurement and why is this so important in any scientific investigation? / What are some of the topics taught in a physics course and how do they impact your life?
How do I construct a graph of data and use that graph to analyze the information it contains?
TEKS (Standards) / TEKS Specificity - Intended Outcome
Concepts / None
Skills / Physics TEKS 2 The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:
(A)know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
(B)know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;
(C)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 well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;
(D)distinguish between scientific hypotheses and scientific theories;
(E)design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness; / ” I CAN” statements highlighted in yellow and italicized should be displayed for students.
I can:
  • describe areas of study included in the Physics course (3E)
  • list common steps in any scientific investigation (2E)
  • make measurements with scientific tools with accuracy and precision (2H)
  • create and interpret graphs to analyze and predict from data (2J)
  • manipulate equations to solve for variables (3F)
  • identify proper units for various measurements (2H)
  • analyze available information to solve real world problems (3K)
  • describe the contributions Galileo made to the study of science (3D)

(F)demonstrate the use of course apparatus, equipment, techniques, and procedures, including multi-meters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers;
(G)use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer;
(H)make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;
(I)identify and quantify causes and effects of uncertainties in measured data;
(J)organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs;
(K)communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; and
(L)express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations.
Physics TEKS 3 The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to
3B express symbolically and employ mathematical procedures including vector addition and right triangle geometry to solve
physical problems
3C evaluate the impact of research on scientific thought, society and the environment
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
(A)in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
(B)communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;
(C)draw inferences based on data related to promotional materials for products and services;
(D)explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society;
(E)research and describe the connections between physics and future careers; and
(F)express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition.
ELPS Student Expectations / ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based grade-level vocabulary /
  • Learns academic and social vocabulary related to the scientific method and graphing such as independent and dependent variables, hypothesis, conclusion (1A,2C)
  • Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3E,G)
  • Uses new vocabulary to create a scientific approach to problems solving using a poster (5B)

College Readiness Student Expectations / College Readiness - Intended Outcome
Science Standards
  • II – F1: Select and use appropriate Standard International (SI) units and prefixes to express measurements for real-world problems
  • II – D1: Use dimensional analysis in problem solving
  • IV – A1: Recognize how scientific discoveries are connected to technological innovations
  • IV – C3: Recognize the role of people in important contributions to scientific knowledge
/
  • Identify proper units for various measurements and real-world applications
  • Describe Galileo’s role in the development of a scientific approach to learning
  • Make accurate measurements with a variety of instruments and apply dimensional analysis for solving problems

Evidence of Learning (Summative Evaluation)
1. Given data in table form, a student can construct a graph to show the relationship between the variables at least 80% of the time.
2. Given scientific tools, a student can make measurements with accuracy and precision at least 80% of the time.
3. Given data and information, manipulate formulas to correctly solve for a particular variable at least 80% of the time.

Conceptual Physics