Monroe Township Schools
Curriculum Management System
Physics
Grade 11: High School
July 2004
* For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: August 2005
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Page 3
Acknowledgments
Page 4
District Mission Statement and Goals
Page 5
Introduction/Philosophy/Educational Goals
Page 6 - 8
National and State Standards
Pages 9 - 14
Goals/Objectives/Instructional Tools/Activities
Pages 15 - 42
Benchmarks
Pages 43
2
MONROE TOWNSHIP BOARD OF EDUCATION
MONROE TOWNSHIP
ADMINISTRATION
Dr. Ralph P. Ferrie, Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, President
Mr. Lew Kaufman, Vice President
Mr. Marvin Braverman
Ms. Carol Haring
Mr. Joseph Homoki
Mr. John Leary
Ms. Kathy Leonard
Mr. Harold Pollack
Ms. Amy Speizer
JAMESBURG REPRESENTATIVE
Ms. Patrice Faraone
Student Board Members
Mr. Darren Goldberg
Mr. Brian Hackett
Mr. George Leonard
3
The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:
Writers Names:
Deborah A. Donzelli
Supervisor Name:
Dr. John T. Roberts, Supervisor of Physical and Biological Science
Technology Staff:
Al Pulsinelli
Reggie Washington
Bill Wetherill
Secretarial Staff:
Debby Gialanella
Geri Manfre
Gail Nemeth
4
Monroe Township Schools
Mission and Goals
Mission
The mission of the Monroe Township School District, a unique multi-generational community, is to
collaboratively develop and facilitate programs that pursue educational excellence and foster
character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to
empower all individuals to become productive citizens of a dynamic, global society.
Goals
To have an environment that is conducive to learning for all individuals.
To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.
To procure and manage a variety of resources to meet the needs of all learners.
To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.
To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.
To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a
safe, outstanding, and superior education to all individuals.
5
INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS
Philosophy
The effective district K-12 Science Education program will provide students with inquiry- based skills and an understanding of the
scientific process, which will enable them to be successful in their exploration and investigation of our ever-changing technological
world. Students will develop higher - level critical thinking and problem - solving skills that will allow them to explore their scientific
environment in a multi-sensory “hands-on” and “minds-on” manner. Students’ inquiry-oriented experiences will allow them to construct
their own understanding of science and technology and provide opportunities for modeling true scientific practices. Students will use
the Scientific Method as an approach to inquiry-based investigations. Other approaches, such as “ACACC” (developed at Monroe), the
“5 E’s” used by McGraw Hill or the Frisch model, may be used. Students will be able to recognize the contributions, as well as, the
diverse, cultural, and social backgrounds of scientists. Students will be exposed to and use scientific tools and apparatus, scientific
nomenclature and SI (metric) measurement. Students will learn and understand the underlying safety principles during their practice of
Science. Workplace Readiness and Process skills will be embedded in the Program. The use of technology is infused throughout the
curriculum.
As the Science program becomes more inquiry-based, the program will also become more interdisciplinary. The students will be
exposed to opportunities to develop their skills and knowledge in Mathematics and Language Arts as they practice Science.
The primary beliefs of this philosophy are:
 to provide experiences that will foster and develop scientific inquiry,
 to allow students to construct their own understanding of science,
 to understand and utilize the scientific process,
 to promote an awareness of the availability and diversity of the scientific profession,
 to apply safety practices in scientific exploration,
 to integrate technology and other tools throughout the scientific process.
Each of the Science Curriculum Writing Teams, K-2, 3-5, 6-8 and the High School courses, selected topics that would address the New
Jersey Core Content Standards. Additionally, these topics address some of the National Science Standards that are covered by the
TerraNova Assessment. Most of the activities are based on an inquiry approach to Science and address this process standard.
Additionally, Work Readiness Standards and other interdisciplinary standards, in particular Math and Language Arts, are embedded in
the curriculum.
6
The curriculum was recently correlated with the revised Science Standards, which were adopted by the State BoE in July 2002. Our
program is consistent with these standards even though some of the CPI’s are in a different order. The new standards now contain four
process standards and six content areas: Life Science (LS), Chemistry C, PS), Physics (P, PS), Earth Science (ES), Space Science
(SS) and Environmental Science (EnS).
The K-2 program is very cursory and provides a brief glimpse into the 6 content areas and 1 of the process standards, Scientific
Processes, 5.1. The grades 3-5 Science curriculum was written as a continuation of the K-2 program. Theses students will study three
different units from the six major content areas: Each year, different topics in Earth Science and Physical Science are explored. The
third unit rotates between Life Science and Environmental Science.
The new McGraw Hill textbook series for grades 1 through 5, incorporates many activities and experiments based on an inquiry
approach. The new science kits provide many of the materials and supplies for the lab activities. Each of the elementary teachers will
receive a SciKit of consumable materials, which will be replenished each year. Additionally, each grade level will receive 2 or 3 “Share
Kits” to be rotated throughout the grade level as the need arises. The Share Kits contain the more durable items, such as balances,
metal spatulas, PVC pipe, plastic ware, extension cords, surge protectors, microscopes, etc.
As a means to develop depth in Content Area knowledge and skill, grades 6 - 8 will study two different units. Grade 6 will cover
Chemistry and Physics; Grade 7, Life Science and Environmental Science; and Grade 8, Earth Science and Space Science.
The High School program will develop depth, allow for greater flexibility and emphasize the content areas to be tested in the HSPA
during grade 11. The plan is to satisfy the 3-year District and State requirement with a year of Physics, a year of Chemistry and a year
of Biology. Each grade level course will have three different levels of the content area – an advanced level, a general level and a lessmathematically-challenging level, but all courses will meet the minimum requirements for the Core Curriculum Content Standards. The
current grade 8 students will take Biology in grade 9, then Chemistry in the tenth grade, and Physics in the eleventh grade.
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grades 9-11
4 Units, LS, PS, ES, EnS
3 Units, LS, PS, ES
4 Units, LS, PS, ES, SS
3 Units, LS, PS, ES
3 Units, PS, ES, EnS
3 Units, LS, PS, ES
2 Units, Chemistry, Physics
2 Units, Life Science, Environmental Science
2 Units, Earth Science, Space Science
1 Unit of Life Science, Chemistry and Physics
7
Educational Goals
The K-8 planned course is designed to provide all students with the skills, knowledge, and abilities to explore and observe their natural
world. Students will develop an understanding of the scientific process, be able to utilize inquiry-based skills, and construct meaning
from their observations and investigations, as they become proficient in:
 Life Science,
 Physical Sciences of Chemistry and Physics,
 Environmental Sciences,
 Earth and Space Sciences.
8
New Jersey State Department of Education
Core Curriculum Content Standards
Standards and Strands
There are 10 standards, each of which has a number of identified strands. These standards and their associated strands are listed
below:
5.1 Scientific Processes
A. Habits of Mind
B. Inquiry and Problem Solving
C. Safety
5.2 Science and Society
A. Cultural Contributions
B. Historical Perspectives
5.3 Mathematical Applications
A. Numerical Operations
B. Geometry and Measurement
C. Patterns and Algebra
D. Data Analysis and Probability
5.4 Nature and Process of Technology
A. Science and Technology
B. Nature of Technology
C. Technological Design
9
5.5 Life Science
A. Matter, Energy and Organization in Living Systems
B. Diversity and Biological Evolution
C. Reproduction and Heredity
5.6 Physical Science – Chemistry
A. Structure and Properties of Matter
B. Chemical Reactions
5.7 Physical Science – Physics
A. Motion and Forces
B. Energy Transformations
5.8 Earth Science
A. Earth’s Properties and Materials
B. Atmosphere and Weather
C. Processes that Shape the Earth
D. How We Study the Earth
5.9 Astronomy and Space Science
A. Earth, Moon, Sun System
B. Solar System
C. Stars
D. Galaxies and Universe
5.10 Environmental Studies
A. Natural Systems and Interactions
B. Human Interactions and Impact
10
STANDARD 5.7 (PHYSICS) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF NATURAL LAWS AS THEY APPLY TO
MOTION, FORCES, AND ENERGY TRANSFORMATIONS.
Descriptive Statement: Basic principles of physics emerge in this standard, where the study of force and motion leads students to
the concept of energy. All forms of energy are introduced and investigated, and principles of transformation and laws of
conservation are developed.
Cumulative Progress Indicators
By the end of Grade 2, students will:
A. Motion and Forces
5.7.2.A.1 Distinguish among the different ways objects can move such as:
•
fast and slow.
•
in a straight line.
•
in a circular path.
•
back and forth.
5.7.2.A.2 Show that the position and motion of an object can be changed by pushing or pulling the
object.
B. Energy Transformations
5.7.2.B.1 Demonstrate that sound can be produced by vibrating objects.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Motion and Forces
5.7.4.A.1 Recognize that changes in the speed or direction of a moving object are caused by force and
that the greater the force, the greater the change in motion will be.
5.7.4.A.2 Recognize that some forces can act at a distance.
•
gravity
•
magnetism
11
•
static electricity
B. Energy Transformations
5.7.4.B.1 Identify sources of heat and demonstrate that heat can be transferred from one object to
another.
5.7.4.B.2 Identify sources of light and demonstrate that light can be reflected from some surfaces and
pass through others.
5.7.4.B.3 Use devices that show electricity producing heat, light, sound, and magnetic effects.
5.7.4.B.4 Show that differences in sound (loud or soft, high or low) can be produced by varying the way
objects vibrate
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Motion and Forces
5.7.6.A.1 Recognize that an object at rest will remain at rest and an object moving in a straight line at a
steady speed will continue to move in a straight line at a steady speed unless a net (unbalanced) force
acts on it.
5.7.6.A.2 Recognize that motion can be retarded by forces such as friction and air resistance.
5.7.6.A.3 Recognize that everything on or near the earth is pulled toward the earth's center by
gravitational force.
B. Energy Transformations
5.7.6.B.1 Recognize that heat flows through materials or across space from warmer objects to cooler
ones.
5.7.6.B.2 Show that vibrations in materials can generate waves that can transfer energy from one place
to another.
5.7.6.B.3 Design an electric circuit to investigate the behavior of a system.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Motion and Forces
12
5.7.8.A.1 Use quantitative data to show that when more than one force acts on an object at the same
time, the forces can reinforce or cancel each other producing a net (unbalanced) force that will change
speed and/or direction of the object.
5.7.8.A.2 Recognize that every object exerts a gravitational force on every other object, and that the
force depends on how much mass the objects have and how far apart they are.
5.7.8.A.3 Recognize that the sun is a major source of the Earth's energy and that solar energy includes
visible, infrared and, ultraviolet radiation.
B. Energy Transformations
5.7.8.B.1 Describe the nature of various forms of energy, including heat, light, sound, chemical,
mechanical, and electrical and trace energy transformations from one form to another.
5.7.8.B.2 Describe how heat can be conducted through materials or transferred across space by
radiation and know that if the material is a fluid, convection currents may aid the transfer of heat.
5.7.8.B.3 Show that light is reflected, refracted, or absorbed when it interacts with matter and that colors
may appear as a result of this interaction.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Motion and Forces
5.7.12.A.1 Apply the mathematical relationship between the mass of an object, the net force exerted on
it, and the resulting acceleration.
5.7.12.A.2 Explain that whenever one object exerts a force on another, an equal and opposite force is
exerted on the first object (cf. health and physical education standard 2.5-A).
5.7.12.A.3 Recognize gravity as a universal force of attraction between masses and that the force is
proportional to the masses and inversely proportional to the square of the distance between them.
5.7.12.A.4 Recognize that electrically charged bodies can attract or repel each other with a force that
depends upon the size and nature of the charges and the distance between them and know that electric
forces play an important role in explaining the structure and properties of matter.
5.7.12.A.5 Know that there are strong forces that hold the nucleus of an atom together and that
significant amounts of energy can be released in nuclear reactions (fission, fusion, and nuclear decay)
when these binding forces are disrupted.
13
5.7.12.A.6 Explain how electromagnetic, gravitational, and nuclear forces can be used to produce
energy by causing chemical, physical, or nuclear changes and relate the amount of energy produced to
the nature and relative strength of the force.
5.7.12.A.7 Demonstrate that moving electric charges can produce magnetic forces and moving magnets
can produce electric forces
5.7.12.A.8 Recognize that magnetic and electrical forces are different aspects of a single
electromagnetic force.
B. Energy Transformations
5.7.12.B.1 Explain how the various forms of energy (heat, electricity, sound, light) move through
materials and identify the factors that affect that movement.
5.7.12.B.2 Explain that while energy can be transformed from one form to another, the total energy of a
closed system is constant.
5.7.12.B.3 Recognize that whenever mechanical energy is transformed, some heat is dissipated and is
therefore unavailable for use.
5.7.12.B.4 Explain the nature of electromagnetic radiation and compare the components of the
electromagnetic spectrum from radio waves to gamma rays.
14
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
2
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 1:
The student will be able to demonstrate an understanding for the
science and language of physics.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
1-1
•
Hewitt, Conceptual Physics
Textbook: Chapter 1 Assessment
Hewitt, Conceptual Physics:
Laboratory Manual Lab 1- Making
Hypotheses
The student will be able to:
1.1.
1.2.
1.3.
1.4.
1.5.
Explain why physics is the basic
science. (5.2.12.A.1)
Outline and describe scientific
methods. (5.4.12.A.1)
Distinguish among observations,
facts, hypotheses, laws, and
principles. (5.4.12.A.1)
Define scientific meaning of theory.
(5.4.12.A.1)
Determine when a hypothesis is
scientific. (5.4.12.A.1)
•
Hewitt, Conceptual Physics: NextTime Questions 1-1
Hewitt, Conceptual Physics Alive!
Videotape: Introduction to
Conceptual Physics
•
•
Fortune Fish Scientific Method
Activity (APP 5)
•
Thumb Wrestling Scientific Method
(APP 6)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
5
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
2.1. Explain the idea that position and
motion is relative to a frame of
reference.
2.2. Define speed and distinguish
between instantaneous and linear
speed.
2.3. Distinguish between speed,
velocity, and changing velocity.
2.4. Define acceleration and give
examples of its units.
2.5. Describe the motion of an object
in free fall. (5.7.12.A.3)
2.6. Describe the motion of different
objects in free fall. (5.7.12.A.3)
2.7. Determine the speed and the
distance fallen at any time after an
object is dropped from rest, when
air resistance is negligible.
2.8. Explain how graphs can be used
to describe the relationship among
time, distance, and speed.
(5.3.12.D.1)
2.9. Describe the affects of air
resistance on an object in free fall.
(5.7.6.A.2)
Goal 2:
The student will be able to describe and complete calculations for
linear motion.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
Hewitt, Conceptual Physics: Overhead
Transparences 1–3
•
•
Hewitt, Conceptual Physics: NextTime Questions 2-1, 2-2
Hewitt, Conceptual Physics:
Concept-Development Practice Book
2-1, 2-2
•
Hewitt, Conceptual Physics Alive!
Videotape: Linear Motion
Ticker Tape constant velocity, variable
velocity and constant acceleration
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 1-1, 1-2
•
Hewitt, Conceptual Physics
Textbook: Chapter 2 Assessment
•
Hewitt, PASCO Probeware Lab
Manual: Lab 1 ‘I’ve Got a Need for
Speed’
Hewitt, PASCO Probeware Lab
Manual: Lab 2 ‘Graphs and Motions’
Hewitt, Conceptual Physics:
Laboratory Manual Lab 2-The
Physics 500
Hewitt, Conceptual Physics:
Laboratory Manual Lab 3-The
Domino Effect
•
•
•
‘Physics Demos’ 1.4 Guinea and
Feather Tube (APP 3)
•
‘Physics Demos’ 1.15 Reaction Time
(APP 3)
•
•
‘Great Adventure’ Lesson Plan 2:
Kinematics, p L15 (APP 4)
•
•
ESPN VIDEO – Sports Figures: ‘Sky
Surfing Metrics’ and ‘Pulling G’s’
•
Sample problems of teacher’s choice
16
•
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 4- Merrily We
Roll Along
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 5-Conceptual
Graphing
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 6- Race
Track
•
‘Great Adventure’ Speedy Great
Adventure Problems, p L6 (APP 4)
•
Fan Car Activity Kit
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
Goal 2:
The student will be able to describe and complete calculations for
linear motion.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
The student will be able to:
•
17
Egg Drop/Parachute Contest (APP
10)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 3:
The student will be able to describe and complete calculations for
projectile motion and vectors.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
3-1, 3-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 2-1, 2-2
•
Hewitt, Conceptual Physics
Textbook: Chapter 3 Assessment
•
Hewitt, PASCO Probeware Lab
Manual: Lab 3 ‘Flight Time’
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 7- Bull’s Eye
•
Concurrent Forces in Equilibrium
Experiment (APP 11)
The student will be able to:
3.1. Distinguish between a vector
quantity and a scalar quantity.
(5.3.12.B.1)
3.2. Draw vector diagrams for velocities
and use the parallelogram method
to find the resultant of two vectors
that have different directions.
(5.3.12.B.1)
3.3. Given a vector resolve it into
horizontal and vertical components.
(5.3.12.B.1)
3.4. For a projectile, describe the
changes in the horizontal and
vertical components of its velocity,
when air resistance is negligible.
3.5. Recognize examples of projectiles
and their parabolic paths.
•
Hewitt, Conceptual Physics:
Overhead Transparences 4-6
Hewitt, Conceptual Physics: NextTime Questions 3-1, 3-2, 3-3
•
Hewitt, Conceptual Physics Alive!
Videotape: Vectors and projectiles
•
‘Physics Demos’ 1.5 Monkey and the
Coconut (APP 3)
•
‘Physics Demos’ 1.6 Ballistics Car
(APP 3)
•
DEMO illustrating that an object
dropped and one projected
horizontally will hit ground at same
time
•
ESPN VIDEO – Sports Figures:
‘Batting By the Books’ & ‘The
Racquet Racket’
•
Sample problems of teacher’s choice
18
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
9
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 4:
The student will be able to demonstrate an understanding of the
forces of nature and describe how one or more forces affect the motion
of objects.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
4-1, 4-2, 4-3, 5-1, 5-2, 5-3, 5-4, 5-5,
6-1
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 3-1, 3-2, 3-3, 3-4
•
Hewitt, Conceptual Physics
Textbook: Chapter 4, Chapter 5, and
Chapter 6 Assessments
Hewitt, PASCO Probeware Lab
Manual: Lab 4 ‘Mass Movement’
Hewitt, PASCO Probeware Lab
Manual: Lab 5: ‘Atwood’s Machine’
The student will be able to:
4.1. Describe Aristotle’s concept of
natural and violet motion,
Copernicus’ idea about Earth’s
motion, and Galileo’s contribution
to the science of motion.
(5.2.12.B.1)
4.2. Define inertia. (5.7.6.A.1)
4.3. State Newton’s first law of motion.
(5.7.6.A.1)
4.4. Distinguish between mass, volume,
and weight.
4.5. Determine the net external force
acting on an object. (5.7.8.A.1)
4.6. Define and distinguish between
support force, normal force and
tension. (5.7.12.A.2)
4.7. Describe how the angle between
vectors affects their resultant
vector. (5.3.12.B.1)
4.8. State Newton’s second law and
explain the relationship between
net force and acceleration, and
between mass and acceleration.
(5.7.12.A.1)
4.9. Use Newton’s second law to
determine the acceleration, mass
or net force acting on an object.
(5.7.12.A.1)
4.10. Describe the effect of friction on
stationary and moving objects.
(5.7.6.A.2)
4.11. Apply Newton’s second law to
explain why the acceleration of a
•
•
Hewitt, Conceptual Physics:
Overhead Transparences 7-10
Hewitt, Conceptual Physics: NextTime Questions 4-1, 4-2, 4-3, 5-1, 52, 5-3, 5-4, 5-5, 5-6, 5-7, 6-1, 6-2, 63, 6-4, 6-5, 6-6
Hewitt, Conceptual Physics Alive!
Videotapes: Newton’s First Law,
Newton’s Second Law, and Newton’s
Third Law
•
Fan Cart DEMO
•
•
NJ Framework Indicator 17: Newton’s
Third Law of Motion (APP 1)
•
•
Newton’s Laws Demos ~ Teachers
Discover (APP 13)
•
•
‘Physics Demos’ 1.8 Inertia Balls
(APP 3)
Hewitt, Conceptual Physics:
Laboratory Manual Lab 8-Going Nuts
•
•
‘Physics Demos’ 1.16 Beaker and
Tablecloth (APP 3)
Hewitt, Conceptual Physics:
Laboratory Manual Lab 9- Buckle Up
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 10- 24 –Hour
Towing Service
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 11- Getting
Pushy
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 12-Constant
Force and Changing Mass
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 13- Constant
Mass and Changing Force
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 14- Impact
•
‘Physics Demos’ 1.17 Inclined Plane
(APP 3)
•
ESPN VIDEO – Sports Video: ‘What
a Drag’ and ‘Newton’s Hat Trick’
•
Sample problems of teacher’s choice
19
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 4:
The student will be able to demonstrate an understanding of the
forces of nature and describe how one or more forces affect the motion
of objects.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
The student will be able to:
body in free fall is independent of
its mass. (5.7.12.A.1)
4.12. State Newton’s third law of motion.
(5.7.12.A.2)
4.13. Identify action-reaction pairs and
explain why action-reaction pairs
do not result in equilibrium.
(5.7.12.A.2)
4.14. Explained why the accelerations
caused by an action force and by a
reaction force do not have to be
equal. (5.7.12.A.1)
Speed
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 15- Riding
with the Wind
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 16- Balloon
Rocket
•
•
Hewitt, Conceptual Physics:
Laboratory Manual Lab 17- Tension
Hewitt, Conceptual Physics:
Laboratory Manual Lab 18- Tug-ofWar
Dynamics Experiment (APP 17)
•
Coefficient of Friction Lab (APP 14)
•
Flight Testing Newton’s Laws ~
NASA CD
•
20
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 5:
The student will be able to calculate momentum based on the
definition and the law of conservation of momentum for different types
of collisions.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
7-1
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 4-1, 4-2
•
Hewitt, Conceptual Physics
Textbook: Chapter 7 Assessment
•
Hewitt, PASCO Probeware Lab
Manual: Lab 6 An Urge to Conserve
•
Hewitt, Laboratory Manual: Lab 19
‘Go Cart’
•
Hewitt, Laboratory Manual: Lab 20
‘Tailgated By a Dart’
•
Conservation of Momentum Lab
(APP 27)
•
‘Physics Research Activities’: The
Conservation of Momentum (APP 2)
The student will be able to:
5.1. Define momentum.
5.2. Define impulse and relate it to
change in momentum.
5.3. Discuss how size of force and
length of time interval affects the
change in momentum..
5.4. State the law of conservation of
momentum.
5.5. Distinguish between eleastic
collision and inelastic collisions.
5.6. Compare conservation of
momentum in perfectly inelastic
and elastic collisions.
5.7. Find the final velocity of an object
in perfectly inelastic and elastic
collisions.
5.8. Draw and add momentum vectors.
•
•
•
Hewitt, Conceptual Physics:
Overhead Transparences 11-12
Hewitt, Conceptual Physics: NextTime Questions 7-1
Hewitt, Conceptual Physics Alive!
Videotape: Momentum
Collision of Balls DEMOS (APP 19 –
20)
•
Air Track DEMOS (APP 21-26)
•
•
Collision in 2-D DEMO
‘Great Adventure’ Lesson Plan 5:
Impulse and Momentum, p L15-L16
(APP 4)
•
Sample problems of teacher’s choice
21
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
7
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 6:
The student will be able to define, explain and calculate work and
different forms of energy and energy transformations.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
8-1, 8-2, 8-3
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 5-1, 5-2, 5-3
•
Hewitt, Conceptual Physics
Textbook: Chapter 8 Assessment
•
Hewitt, PASCO Probeware Lab
Manual: Lab 7 ‘It Only Works in One
Direction’
The student will be able to:
6.1. Define and describe work and
power.
6.2. Distinguish between positive and
negative work.
6.3. Differentiate among mechanical,
potential and kinetic energy.
(5.7.8.B.2)
6.4. State that energy is a scalar
quantity with the same units as
work.
6.5. Describe the work-energy theorem.
6.6. State the law of conservation of
energy. (5.7.12.B.2)
6.7. Determine the changes in potential
energy, kinetic energy and speed
of an object such as a roller
coaster. (5.7.12.B.2)
6.8. Define and give examples of simple
machines.
6.9. Define and determine the
mechanical advantage and
efficiency of several different types
of simple machines.
6.10. Explain why no machine can have
an efficiency of 100%.
•
Hewitt, Conceptual Physics:
Overhead Transparences 13, 14
Hewitt, Conceptual Physics: NextTime Questions 8-1
•
Hewitt, Conceptual Physics Alive!
Videotape: Energy
•
‘Physics Demos’ 1.1 Bowling Ball
Pendulum (APP 3)
•
‘Physics Demos’ 1.2 Come Back Can
(APP 3)
•
‘Great Adventure’ Lesson Plan 3:
Work and Energy, p L8-L9 (APP 4)
•
•
‘Great Adventure’ Lesson Plan 4:
Potential and Kinetic Energy, p L11L12 (APP 4)
Hewitt, PASCO Probeware Lab
Manual: Lab 8 ‘Maximum GPE’
•
Hewitt, Laboratory Manual: Lab 21
‘Making the Grade’
•
ESPN VIDEO – Sports Figures:
‘Energizer Bungee’ and ‘Bouncing
Bungee’
•
Hewitt, Laboratory Manual: Lab 22
‘Muscle Up!’
•
Hewitt, Laboratory Manual: Lab 23
‘Cut Short’
•
Hewitt, Laboratory Manual: Lab 24
‘Conserve Your Energy’
•
Hewitt, Laboratory Manual: Lab 25
‘How Hot are Your Hot Wheels?’
•
Hewitt, Laboratory Manual: Lab 26
‘Wrap Your Energy in a Bow’
Hewitt, Laboratory Manual: Lab 27
‘On a Roll’
•
Sample problems of teacher’s choice
•
22
•
Hewitt, Laboratory Manual: Lab 28
‘Releasing Your Potential’
•
Hewitt, Laboratory Manual: Lab 29
‘Slip-stick’
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 6:
The student will be able to define, explain and calculate work and
different forms of energy and energy transformations.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
The student will be able to:
•
‘Great Adventure’ Classroom Lab:
Inclined to Work, p L10 (APP 4)
•
‘Great Adventure’ Classroom Lab:
Using Your Potential to Hit that Spot,
p L13-L14 (APP 4)
Releasing Your Potential Lab (APP
18)
•
•
23
‘Physics Research Project’ The
Energy in a Spring (APP 2)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
11
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 7:
The student will be able to demonstrate an understanding of circular
motion and center of gravity.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
9-1, 9-2, 9-3, 10-1
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 6-1
•
Hewitt, Conceptual Physics
Textbook: Chapter 9 Assessment
•
Hewitt, Conceptual Physics
Textbook: Chapter 10 Assessment
•
Hewitt, Laboratory Manual: Lab 30
‘Going in Circles’
•
Hewitt, Laboratory Manual: Lab 31
‘Where’s Your CG?’’
•
‘Enrichment’ Timing a Comet
Enrichment (APP 29)
•
‘Great Adventure’ Swing Ride
Problems, p L19 (APP 4)
The student will be able to:
7.1. Distinguish between rotation and
revolution.
7.2. Differentiate between linear speed
and rotational or angular speed.
7.3. Calculate the linear speed of an
object experiencing uniform circular
motion.
7.4. Define and give examples of
centripetal force and acceleration.
7.5. Describe the motion of an object if
the centripetal force acting on it
ceases.
7.6. Calculate the centripetal
acceleration and centripetal force
acting on an object.
7.7. Distinguish between centripetal
force and the fictitious centrifugal
force.
7.8. Define center of gravity.
7.9. Describe how to find the center of
gravity of an irregularly shaped
object.
7.10. Distinguish between stable,
unstable and neutral equilibrium.
•
Hewitt, Conceptual Physics:
Overhead Transparences 15, 16
Hewitt, Conceptual Physics: NextTime Questions 9-1, 10-1, 10-2
•
Hewitt, Conceptual Physics Alive!
Videotape: Rotation
•
Hewitt, Conceptual Physics Alive!
Videotape: Center of Gravity
•
‘Physics Demos’ 1.7 Pail of Water
(APP 3)
•
•
•
Rotating Candles DEMO
Loop the Loop DEMO
Centrifugal Hoop DEMO
•
‘Great Adventure’ Lesson Plan 6:
Vectors and Circular Motion, p L17L18 (APP 4)
•
‘Great Adventure’ Swing Ride
Demonstrator, p L21-L22 (APP 4)
•
‘Great Adventure’ Lesson Plan 7:
Circular Motion and Friction, p L25L26 (APP 4)
•
‘Great Adventure’ Classroom Lab: On
the Swing Ride, p L23-L24 (APP 4)
•
‘Great Adventure’ Lesson Plan 8:
Forces and Vertical Circles, p L29L32 (APP 4)
‘Great Adventure’ On the Merry-GoRound and Typhoon Problems, p L27
(APP 4)
•
‘Great Adventure’ Roller Coaster
Problems, p L35 (APP 4)
•
•
Sample problems of teacher’s choice
24
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
9
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 8:
The student will be able to demonstrate an understanding of
rotational equilibrium and rotational dynamics.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
11-1, 11-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 6-2, 6-3
•
Hewitt, Conceptual Physics
Textbook: Chapter 11 Assessment
•
Hewitt, Laboratory Manual: Lab 32
‘Torque Feeler’
•
Hewitt, Laboratory Manual: Lab 33
‘Weighing an Elephant’
•
Hewitt, Laboratory Manual: Lab 34
‘Keeping in Balance’
•
Hewitt, Laboratory Manual: Lab 35
‘Rotational Derby’
Torque Lab (APP 31)
Bridge Contest (APP 32)
The student will be able to:
8.1. Define and calculate torque.
8.2. Describe the condition required for
torques to reach rotational
equilibrium.
8.3. Determine if a force on an object
will produce rotation.
8.4. Define rotational inertia.
8.5. Define and angular motion and give
examples of conditions in which it
changes and remains the same.
8.6. Calculate the angular momentum
for various rotating objects.
•
Hewitt, Conceptual Physics:
Overhead Transparences 17, 18
Hewitt, Conceptual Physics: NextTime Questions 11-1, 11-2, 11-3
•
‘Physics Demos’ 1.3 Bicycle Wheel
Gyroscope (APP 3)
•
Linear Momentum/Center of Mass
DEMO (APP 28)
•
ESPN VIDEO – Sports Video:
‘Balanced Forces’
•
Sample problems of teacher’s choice
•
•
25
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
13
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 9:
The student will be able to demonstrate an understanding of
Newton’s universal law of gravity and satellite motion.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
Hewitt, Conceptual Physics:
Overhead Transparences 19 , 20,
23-25
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
12-1, 14-1
•
Hewitt, Conceptual Physics: NextTime Questions 12-1, 12-2, 14-1, 142
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 7-1, 7-2, 7-3
•
Hewitt, Conceptual Physics Alive!
Videotape: Gravity I
•
Hewitt, Conceptual Physics
Textbook: Chapter 12 Assessment
•
Hewitt, Conceptual Physics Alive!
Videotape: Satellite Motion
•
Hewitt, Conceptual Physics
Textbook: Chapter 14 Assessment
•
Hewitt, Laboratory Manual: Lab 39
‘Getting Eccentric’
•
Hewitt, Laboratory Manual: Lab 40
‘Trial and Error’
•
Measuring Acceleration Due to
Gravity Lab (APP 30)
The student will be able to:
9.1. Explain Newton’s apple and moon
concept. (5.2.12.B.1)
9.2. State Newton’s law of universal
gravitation. (5.7.12.A.3)
9.3. Explain the significance of an
inverse-square law. (5.7.12.A.3)
9.4. Explain the connection between
graviation and the idea that the
universe may stop expanding and
begin to contract.
9.5. Explain how the speed of a satellite
in circular orbit around Earth is
related to the distance an object
falls in the first second due to
gravity.
9.6. Explain why the force of gravity
does not cause a change in the
speed of a satellite in circular orbit.
9.7. Describe how the speed of a
satellite changes in different
portions of an elliptical orbit.
9.8. Apply the energy conservation law
to describe changes in potential
and kinetic energy of a satellite in
an elliptical orbit. (5.7.12.B.2)
9.9. Define and determine the escape
speed of a projectile.
26
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
7
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 10:
The student will be able to exhibit an understanding of electrostatics.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
32-1, 32-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 15-1
•
Hewitt, Conceptual Physics
Textbook: Chapter 32 Assessment
•
Hewitt, Laboratory Manual: Lab 86
‘Static Cling’
Static Electricity Activity (APP 35)
Investing Static Electricity Lab (APP
36)
The student will be able to:
10.1. Describe the electric forces
between objects. (5.7.12.A.4)
10.2. Explain how an object becomes
positively charged or negatively
charged. (5.7.12.A.4)
10.3. State Coulomb’s Law and describe
the relationship between electric
forces, charge of each object, and
distance between charges.
(5.7.12.A.4)
10.4. Calculate electric force between
two or more charged objects using
Coulomb’s Law. (5.7.12.A.4)
10.5. Compare electric force with
gravitational force. (5.7.12.A.4)
10.6. Distinquish between an insulator
and a conductor.
10.7. Distinguish between charging by
contact, charging by induction, and
charging by polarization.
•
Hewitt, Conceptual Physics:
Overhead Transparences 76, 77
Hewitt, Conceptual Physics: NextTime Questions 32-1, 32-2, 32-3
•
Hewitt, Conceptual Physics Alive!
Videotape: Electrostatics
•
NJ Framework Indicator 19:
Electrostatic (APP 1)
•
NJ Framework Indicator 19:
Gravitational and Electrostatic Forces
(APP 1)
•
Static Electric DEMOS (APP 34)
•
•
•
‘Physics Research Activities’ The
Static Electric Magic Wand (APP 2)
•
•
Sample problems of teacher’s choice
27
‘Physics Research Activity’ Do
Electrical Opposites Attract? (APP 2)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
7
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 11: The student will be able to exhibit an understanding of electric fields
and explain electric potential energy and electric potential.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
33-1, 33-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 15-2, 15-3
•
Hewitt, Conceptual Physics
Textbook: Chapter 33 Assessment
•
Hewitt, PASCO Probeware Lab
Manual: Lab 15 ‘Capacity to Zap!’
•
‘Physics Research Activities ’ What is
Your Electric Potential? (APP 2)
The student will be able to:
11.1. Describe how to measure the
strength of an electric field at
different points.
11.2. Describe how the direction of an
electric field at a point is
determined.
11.3. Relate instensity of electric field to
spacing of electric field lines.
11.4. Explain why a charged object in an
electric field is considered to have
electric potential.
11.5. Distinguish between electric
potential energy and electric
potential.
11.6. Describe how electric energy can
be stored.
11.7. Descrbie the operation of a Van de
Graaff generator.
•
Hewitt, Conceptual Physics:
Overhead Transparences 78, 79
Hewitt, Conceptual Physics: NextTime Questions 33-1, 33-2
Van de Graaff DEMOS (APP 33)
•
Sample problems of teacher’s choice
•
28
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
7
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 12: The student will be able to illustrate an understanding of electric
current and resistance.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
34-1, 34-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 16-1, 16-2, 16-3
•
Hewitt, Conceptual Physics
Textbook: Chapter 34 Assessment
•
Hewitt, Laboratory Manual: Lab 87
‘Sparky, the Electrician’
•
Hewitt, Laboratory Manual: Lab 88
‘Brown Out’
•
Hewitt, Laboratory Manual: Lab 90
‘Ohm Sweet Ohm’
•
‘Physics Research Activities’ Billions
upon Billions of Electrons per Second
(APP 2)
The student will be able to:
12.1. Describe the flow of electric
charge.
12.2. Give examples of voltage sources
that can maintain a potential
difference.
12.3. Describe the factors that affect the
resistance of a wire.
12.4. Calculate resistance, current, and
potential difference using Ohm’s
Law.
12.5. Distinguish between alternating
and direct current.
12.6. Relate power used by a device to
current and voltage.
12.7. Use mathematical expressions to
calculate current, voltage and
power.
•
Hewitt, Conceptual Physics:
Overhead Transparences 80
Hewitt, Conceptual Physics: NextTime Questions 34-1
•
Hewitt, Conceptual Physics Alive!
Videotape: Electric Current
•
•
Lemon Battery DEMO
Sample problems of teacher’s choice
29
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
11
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 13: The student will be able to exhibit an understanding of electric
circuits and be able to compute values of electric circuits.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
35-1, 35-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 16-4
•
Hewitt, Conceptual Physics
Textbook: Chapter 35 Assessment
•
Hewitt, Laboratory Manual: Lab 90
‘Getting Wired’
•
Hewitt, Laboratory Manual: Lab 91
‘Cranking Up’
•
Hewitt, Laboratory Manual: Lab 92 ‘3Way Switch’
•
‘Physics Research Activities’ Series
Circuits (APP 2)
•
‘Physics Research Activities’ Parallel
Circuits (APP 2)
•
EKI Science Electronic Lab – Circuit
Board Labs with LED and Speakers
(APP 38-39)
The student will be able to:
13.1. Interpret and construct circuit
diagrams.
13.2. Analyze circuits and compute
values of each element and
equivalent values for series circuits,
parallel circuits, and combination
series-parallel circuits.
13.3. Determine the cause and
prevention of overloading
household circuits.
•
Hewitt, Conceptual Physics:
Overhead Transparences 81 - 84
Hewitt, Conceptual Physics: NextTime Questions 35-1, 35-2, 35-3
Human Circuit DEMO (APP 37)
•
Sample problems of teacher’s choice
•
30
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 14: The student will be able to display an understanding of magnetic
fields and magnetic forces.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
36-1
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 17-1
•
Hewitt, Conceptual Physics
Textbook: Chapter 36 Assessment
•
Hewitt, Laboratory Manual: Lab 93
‘Magnetic Fields’
•
Hewitt, Laboratory Manual: Lab 94
‘You’re Repulsive’
•
‘Physics Research Activities’ Do
Magnetic Opposites Attract? (APP 2)
The student will be able to:
14.1. Compare and contrast magnetic
poles and electric charges.
(5.7.12.A.8)
14.2. Relate the motion of electrons
within a material to the ability of the
material to become a magnet.
(5.7.12.A.8)
14.3. Describes what happens to the
magnetic domains of iron in the
presence of a strong magnet.
(5.7.12.A.8)
14.4. Describe the magnetic field
produced by a current-carrying wire
and the force that it exerts on a
charged particle in the field.
(5.7.12.A.8)
14.5. Describe some practical
applications of magnetric field
exerting on a current-carrying wire.
(5.7.12.A.7)
•
•
Hewitt, Conceptual Physics:
Overhead Transparences 85, 86
Hewitt, Conceptual Physics: NextTime Questions 36-1, 36-2, 36-3
Electromagnetic Waves DEMO (APP
40)
•
Magnetic Compass Board and Field
on overhead DEMO
•
Sample problems of teacher’s choice
31
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
5
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 15: The student will be able to demonstrate an understanding of
vibrations and basic wave properties.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
25-1, 25-2, 25-3
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 11-1, 11-2, 12-1, 12-2, 12-3
•
Hewitt, Conceptual Physics
Textbook: Chapter 25 Assessment
•
Hewitt, Laboratory Manual: Lab 64
‘Tick-Tock’
•
Hewitt, Laboratory Manual: Lab 65
‘Grandfather’s Clock’
•
Hewitt, Laboratory Manual: Lab 66
‘Catch a Wave’
•
Hewitt, Laboratory Manual: Lab 67
‘Ripple While You Work’
•
Hewitt, Laboratory Manual: Lab 68
‘Chalk Talk’
•
Hewitt, PASCO Probeware Lab
Manual: Lab 13 ‘It Keeps Coming
Back to the Center
•
The Pendulum – Experiment 10
(APP 41)
•
A Controlled Experiment: The Simple
Pendulum (APP 42)
Ripple Tank Experiments (APP 43)
The student will be able to:
15.1. Relate a drawing of a sine curve to
the crest, trough, amplitude and
length of a wave. (5.7.12.B.1)
15.2. Calculate the period and frequency
of an object vibrating with simple
harmonic motion. (5.7.12.B.1)
15.3. Interpret waveforms and discuss
properties of transverse and
longitudinal waves. (5.7.12.B.1)
15.4. Distinguish between constructive
and destructive interference.
(5.7.12.B.1)
15.5. Describe how a standing wave
occurs. (5.7.12.B.1)
15.6. Describe thre Doppler effect for
sound and relate it to the blue and
red shifts for light. (5.7.12.B.1)
15.7. Describe sonic booms. (5.7.12.B.1)
•
•
•
Hewitt, Conceptual Physics:
Overhead Transparences 50-53
Hewitt, Conceptual Physics: NextTime Questions 25-1, 25-2
ESPN Sports Video: ‘How Sweet It Is’
Sample problems of teacher’s choice
•
32
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
7
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 16: The student will be able to explain the properties of and effects of
sound waves.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
26-1
•
Hewitt, Conceptual Physics
Textbook: Chapter 26 Assessment
Hewitt, Laboratory Manual: Lab 69
‘Mach One’
Speed of Sound Lab (APP 47)
Sound Barrier Lab (APP 48)
The student will be able to:
16.1. Relate the pitch of a sound to its
frequency. (5.7.12.B.1)
16.2. Describe the movement of sound
throuugh air, solids, liquids and a
vacuum. (5.7.12.B.1)
16.3. Describe factors that affect the
speed of sound. (5.7.12.B.1)
16.4. Relate loudness and sound
intensity. (5.7.12.B.1)
16.5. Give examples of forced vibrations.
(5.7.12.B.1)
16.6. Describe how sound waves
interfere with one another.
(5.7.12.B.1)
16.7. Describe the conditions necessary
for resonance and for beats.
(5.7.12.B.1)
•
Hewitt, Conceptual Physics:
Overhead Transparences 54, 55
Hewitt, Conceptual Physics: NextTime Questions 26-1
•
Hewitt, Conceptual Physics Alive!
Videotape: Vibrations and Sound I &
II
•
•
Wave Pulses and Coat Hanger
DEMO (APP 44)
•
•
•
Rotating Slinky on Overhead DEMO
(APP 45)
•
•
Fundamental Frequency of a Bar
DEMO (APP 46)
•
Sample problems of teacher’s choice
33
‘Physics Research Activities’
Resonance (APP 2)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
13
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 17: The student will be able to explain the nature of electromagnetic
waves and the properties of reflection of light for various mirrors.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
Hewitt, Conceptual Physics:
Overhead Transparences 56 – 59, 68
– 71
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
27-1, 27-2, 29-1, 29-2, 29-3, 29-4
•
Hewitt, Conceptual Physics: NextTime Questions 27-1, 27-2, 27-3, 291, 29-2, 29-3, 29-4, 29-5, 29-6, 29-7,
29-8, 29-9
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 13-1, 13-2, 13-3
•
•
Hewitt, Conceptual Physics Alive!
Videotape: Light Waves
Hewitt, Conceptual Physics Alive!
Videotape: Reflection and Refraction
Hewitt, Conceptual Physics
Textbook: Chapter 27 Assessment
and Chapter 29 Assessment
Hewitt, Laboratory Manual: Lab 70
‘Shady Business’
The student will be able to:
17.1. Describe the dual nature of light.
17.2. Identify the components of the
electromagnetic spectrum.
(5.7.12.B.4)
17.3. Explains what happens to light
when it eneters a substance.
(5.7.12.B.1)
17.4. Describe the evidnece that
suggests light waves are
transverse. (5.7.12.B.4)
17.5. Explain and demonstrate the
reflection of light. (5.7.12.B.4)
17.6. Explain the law of reflection.
17.7. Describe the nature of image
formed by flat mirrors. (5.7.12.B.4)
17.8. Describe diffuse reflection.
(5.7.12.B.4)
17.9. Explain the change in direction of a
wave when it crosses a boundary
between media. (5.7.12.B.4)
17.10. Describe the effects of reflected
sound waves and reflected light.
(5.7.12.B.4)
17.11. Explain how a prism separates
white light into colors. (5.7.12.B.4)
17.12. Explain the process of total
internal reflection. (5.7.12.B.4)
•
•
•
NJ Frameworks Indicator 22: Color
(APP 1)
•
Hewitt, Laboratory Manual: Lab 71
‘Absolutely Relative’
•
•
Reflection DEMO (APP 50)
Persistence of Vision (APP 51)
•
Hewitt, Laboratory Manual: Lab 72
‘Shades’
•
‘Physics Research Activities’ Why the
Sky is Blue (APP 2)
•
Hewitt, Laboratory Manual: Lab 73
‘Flaming Out’
•
DEMOS with flat, concave, and
convex mirrors
•
Hewitt, Laboratory Manual: Lab 74
‘Satellite TV’’
•
Polarized filter DEMO
•
•
•
Fish tank & milk water DEMOS
Sample problems of teacher’s choice
Hewitt, Laboratory Manual: Lab 75
‘Images’
•
Hewitt, Laboratory Manual: Lab 76
‘Pepper’s Ghost’
•
Hewitt, Laboratory Manual: Lab 77
‘The Kaleidoscope’
•
Hewitt, Laboratory Manual: Lab 78
‘Funland’
•
Hewitt, PASCO Probeware Lab
Manual: Lab 14 ‘My Future’s So
Bright, I Gotta Wear Shades’
•
Critical Thinking – Using Light it
34
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 17: The student will be able to explain the nature of electromagnetic
waves and the properties of reflection of light for various mirrors.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
The student will be able to:
Estimate Distance (APP 49)
35
•
The Amies Window – a simple
illusion (APP 56)
•
Ripple Tank Experimetns (APP 43)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 18: The student will be able to apply the concept of refraction of light in
different types of lenses.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
30-1, 30-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 14-1, 14-2
•
Hewitt, Conceptual Physics
Textbook: Chapter 30 Assessment
•
Hewitt, Laboratory Manual: Lab 79
‘Camera Obscura’
•
Hewitt, Laboratory Manual: Lab 80
‘Thin Lens’
•
Hewitt, Laboratory Manual: Lab 81
‘Lensless Lens’
•
Hewitt, Laboratory Manual: Lab 82
‘Bifocals’
•
Hewitt, Laboratory Manual: Lab 83
‘Where’s the Point?’
•
Hewitt, Laboratory Manual: Lab 84
‘Air Lens’
Periscope (APP 52)
The student will be able to:
18.1. Distinguish between converging
and diverging lenses. (5.7.12.B.4)
18.2. Distinguish between real images
and virtual images formed by
lenses. (5.7.12.B.4)
18.3. Construct ray diagrams that show
the position of images formed by
lenses. (5.7.12.B.4)
18.4. Give examples of how some optical
instruments use lenses.
(5.7.12.B.4)
18.5. Explain how the human eye forms
images, what causes
nearsightedness and
farsightedness. (5.7.12.B.4)
•
Hewitt, Conceptual Physics:
Overhead Transparences 72, 73
Hewitt, Conceptual Physics: NextTime Questions 30-1
•
Fish tank & milk water DEMOS with
air lenses
•
Sample problems of teacher’s choice
•
36
•
Building and Using a Pinhole Tube
(APP 53)
•
Building an Astronomical Telescope
(APP 54)
•
Making a Pinhole Viewer (APP 55)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 19: The student will be able to demonstrate an understanding of the
atom and the quantum.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
38-1
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 18-1, 18-2, 18-3
•
Hewitt, Conceptual Physics
Textbook: Chapter 38 Assessment
•
Hewitt, Laboratory Manual: Lab 96
‘Particular Waves’
The student will be able to:
19.1. Give examples of models of the
atom and for light. (5.7.12.A.5)
19.2. Explain why the energy for light can
be the multiple of small units of
energy. (5.7.12.A.5)
19.3. Describe evidence for the particle
nature of light and for the wave
particle of electrons. (5.7.12.A.5)
19.4. Use De Broglie’s model of matter
waves in the atom to explain the
lines seen in the atomic spectra.
(5.7.12.A.5)
19.5. Describe the limits of Newton’s
laws of motion.
•
Hewitt, Conceptual Physics:
Overhead Transparences 92
Hewitt, Conceptual Physics: NextTime Questions 38-1, 38-2
•
Hewitt, Conceptual Physics Alive!
Videotape: Atoms
•
Sample problems of teacher’s choice
37
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 20: The student will be able to illustrate an understanding of the atomic
nucleus and radioactivity.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
39-1, 39-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 18-4
•
Hewitt, Conceptual Physics
Textbook: Chapter 39 Assessment
•
Hewitt, Laboratory Manual: Lab 97
‘Nuclear Marbles’
•
Hewitt, Laboratory Manual: Lab 98
‘Half-Life’
•
‘Physics Research Activities’ The
Radioactive Dating Detective (APP 2)
The student will be able to:
20.1. Identify the properties of the
nucleus of an atom. (5.7.12.B.4)
20.2. Predict how much of a given
sample of radioactive isotope will
remain at the end of some multiple
of the half-life. (5.7.12.B.5)
20.3. Predict the products of nuclear
decay. (5.7.12.B.6)
20.4. Describe some uses for radioactive
isotopes. (5.7.12.B.5)
20.5. Describe natural background
radiation. (5.7.12.B.5)
•
Hewitt, Conceptual Physics:
Overhead Transparences 93 - 97
Hewitt, Conceptual Physics: NextTime Questions 39-1, 39-2
•
Hewitt, Conceptual Physics Alive!
Videotape: Radioactivity
•
Sample problems of teacher’s choice
38
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 21: The student will be able to exhibit and understanding of fission and
fusion.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
The student will be able to:
21.1. Distinguish between nuclear fission
and fusion. (5.7.12.B.5)
21.2. Describe the role of neutrons in
causing and sustaining nuclear
fission. (5.7.12.B.5)
21.3. Explain how nuclear fission can be
controlled in a reactor. (5.7.12.B.5)
21.4. Distinguish between a uraniumbased fission reactor and a breeder
reactor. (5.7.12.B.5)
21.5. Describe the equivalence of mass
and energy.
21.6. Describe the advantages and the
problems associated with using
fusion as a source of power.
Hewitt, Conceptual Physics:
Overhead Transparences 98 - 100
Hewitt, Conceptual Physics: NextTime Questions 40-1, 40-2
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
40-1
•
•
Hewitt, Conceptual Physics Alive!
Videotape: Fission and Fusion
•
•
Sample problems of teacher’s choice
Hewitt, Conceptual Physics
Textbook: Chapter 40 Assessment
Hewitt, Laboratory Manual: Lab 99
‘Chain Reaction’
•
39
•
‘Physics Research Activities’ Models
of Nuclear Fission (APP 2)
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 22: The student will be able to relate temperature to molecules’ kinetic
energy, heat to temperature change and perform calculations involving
specific heat.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
21-1, 21-2
•
Hewitt, Conceptual Physics:
Problem-Solving Exercises in
Physics 10-1, 10-2
•
Hewitt, Conceptual Physics
Textbook: Chapter 21 Assessment
The student will be able to:
22.1. Relate temperature to the kinetic
energy of atoms and molecules.
(5.7.8.B.2)
22.2. Describe the changes in the
temperature of two objects
reaching thermal equilibrium.
(5.7.8.B.3)
22.3. Identify the various temperature
scales, and be able to convert from
one scale to another.
22.4. Explain heat as the energy
transferred between substances
that are at different temperatures.
(5.7.8.B.2)
22.5. Distinguish betweeen internal
energy and heat.
22.6. Compare the specific heat
capacities of different substances.
22.7. Perform calculations of specific
heat capacity.
•
•
Hewitt, Conceptual Physics:
Overhead Transparences 40, 41
Hewitt, Conceptual Physics: NextTime Questions 21-1, 21-2, 21-3, 214
Hewitt, Conceptual Physics Alive!
Videotape: Heat, Temperature, and
Expansion
•
NJ Framework Indicator 23: Heat
Exchange (APP 1)
•
Hewitt, Laboratory Manual: Lab 49
‘Heat Mixes: Part I’
•
Sample problems of teacher’s choice
•
Hewitt, Laboratory Manual: Lab 50
‘Heat Mixes: Part II
•
Hewitt, Laboratory Manual: Lab 51
‘Antifreeze in the Summer?’
•
Hewitt, Laboratory Manual: Lab 53
‘The Bridge Connection’
•
‘Physics Research Activities’
Evidence of Brownian Motion (APP
2)
•
‘Physics Research Activities’ A
Substance Detective Specific Heat
(APP 2)
NOTE: Italic text represents optional
objectives.
40
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 23:
The student will be able to explain the changes of phase.
Instructional Tools / Materials /
Technology / Resources
Learning Activities / Interdisciplinary
Activities / Assessment Model
•
The student will be able to:
23.1. Explain that a change in state is an
energy change.
23.2. Explain why evaporation is a
cooling process and condensation
is a warming process.
23.3. Describe the effects of altitudes on
dissolving a substance in water and
the temperature at which water
boils and freezes.
23.4. Describe how a substance can
absorb or release energy with no
resulting change in temperature.
Hewitt, Conceptual Physics:
Overhead Transparences 44, 45
Hewitt, Conceptual Physics: NextTime Questions 23-1, 23-2
•
Hewitt, Conceptual Physics:
Concept-Development Practice Book
23-1, 23-2
•
•
Hewitt, Conceptual Physics Alive!
Videotape: Heat: Change of State
•
•
Sample problems of teacher’s choice
Hewitt, Conceptual Physics
Textbook: Chapter 23 Assessment
Hewitt, Laboratory Manual: Lab 58
‘Melting Away’
•
NOTE: Italic text represents optional
objectives.
41
•
Hewitt, Laboratory Manual: Lab 59
‘Getting Steamed Up’
•
Hewitt, Laboratory Manual: Lab 60
‘Changing Phase’
•
Hewitt, Laboratory Manual: Lab 61
‘Work for Your Ice Cream’
•
Hewitt, Laboratory Manual: Lab 62
‘The Drinking Bird’
•
Hewitt, PASCO Probeware Lab
Manual: Lab 11 ’A Watched Pot
Never Boils’
•
Hewitt, PASCO Probeware Lab
Manual: Lab 12 ‘A Nice Change of
Phase’
X
TERRA NOVA
HSPA
GEPA
NJ ASK
Suggested days of
Instruction
8
Mandated
Assessment
Curriculum Management System
Grade Level/Subject:
Grade High School - Physics
Objectives / Cluster Concepts /
Cumulative Progress Indicators (CPI's)
Goal 24: The student will be able to display an understanding of
thermodynamics.
Instructional Tools / Materials /
Technology / Resources
Learning Activities /
Interdisciplinary Activities /
Assessment Model
•
•
Hewitt, Conceptual Physics:
Concept-Development Practice
Book 24-1
•
Hewitt, Conceptual Physics
Textbook: Chapter 24 Assessment
Hewitt, Laboratory Manual: Lab 63
‘The Uncommon Cold’
The student will be able to:
24.1. Describe the concept of absolute
zero.
24.2. State the first law of
thermodynamics and relate it to
energy conservation.
24.3. Describe adiabatic processes and
cite examples.
24.4. State the second law od
thermodynamics.
24.5. Definet the ideal efficiency of a
heat engine in terms of input and
output temperatures.
24.6. Explain how order tens to disorder.
24.7. Define entropy and give examples.
•
Hewitt, Conceptual Physics:
Overhead Transparences 47-49
Hewitt, Conceptual Physics: NextTime Questions 24-1
•
Thermal Expansion DEMOS (APP
64)
•
Sample problems of teacher’s choice
NOTE: Italic text represents optional
objectives.
42
•
•
‘Physics Research Activities’
Force and Pressure: Collapsing
Cans (APP 2)
•
‘Physics Research Activities’
Force and Pressure: Karate (APP
2)
PHYSICS
COURSE BENCHMARKS
1.
2.
3.
4.
The student will be able to demonstrate an understanding for the science and language of physics.
The student will be able to describe and complete calculations for linear motion
The student will be able to describe and complete calculations for projectile motion and vectors.
The student will be able to demonstrate an understanding of the forces of nature and describe how one or more forces
affect the motion of objects.
5. The student will be able to calculate momentum based on the definition and the law of conservation of momentum for
different types of collisions.
6. The student will be able to define, explain and calculate work and different forms of energy and energy transformations.
7. The student will be able to demonstrate an understanding of circular motion and center of gravity.
8. The student will be able to demonstrate an understanding of rotational equilibrium and rotational dynamics.
9. The student will be able to demonstrate an understanding of Newton’s universal law of gravity and satellite motion.
10. The student will be able to exhibit an understanding of electrostatics.
11. The student will be able to exhibit an understanding of electric fields and explain electric potential energy and electric
potential.
12. The student will be able to illustrate an understanding of electric current and resistance.
13. The student will be able to exhibit an understanding of electric circuits and be able to compute values of electric circuits.
14. The student will be able to display an understanding of magnetic fields and magnetic forces.
15. The student will be able to demonstrate an understanding of vibrations and basic wave properties.
16. The student will be able to explain the properties of and effects of sound waves.
17. The student will be able to explain the nature of electromagnetic waves and the properties of reflection of light for various
mirrors.
18. The student will be able to apply the concept of refraction of light in different types of lenses.
19. The student will be able to demonstrate an understanding of the atom and the quantum.
20. The student will be able to illustrate an understanding of the atomic nucleus and radioactivity.
21. The student will be able to exhibit and understanding of fission and fusion.
22. The student will be able to relate temperature to molecules’ kinetic energy, heat to temperature change and perform
calculations involving specific heat.
23. The student will be able to explain the changes of phase.
24. The student will be able to display an understanding of thermodynamics.
43