Understanding by Design
Title: __G=-=..et::..:t::..:in::.l!g'-'S:::..t::..:a:.::r~te=-=d=---Topic:
Science Fundamentals
Subject/Course: Honors Physics I College Physics I Chemistry
Grade(s): 11/12
· Teacher(s):_--=R..:::;a:.::IpL;h:::...:::Bc.::e.:::;n.:;.;oi::..:t_ _ __
Date(s) :_ _ _ __:3::;_t::.:o~6::....=d=-ay"-=s::.__(;,..=s..:::;k:=iJ=Is--'w_;_:i::::llc..::b::..::e:...::u::.::s~ed=--==th=-=r:...:o:...=u:.eg=.ho:::..u=..:t:....:t=h:.::.e..J.y..::.e::::ar'""')_ _
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
·,.
To introduce skills that will be used throughout the year in every lab report. To be able to take
measurements, record data, reduce data, analyze data, make graphs, analyze graphs, use statistical
analysis, perform error analysis, and use significant digits. (Strand 1.12)
Understanding(s):
Essential Question(s)
1) When and how to use the safety equipment
I'm never going to need to know all the math that
in the lab.
they teach, am I?
2) How to properly use and read a variety of
What's in a scientists' tool box?
measuring devices.
·
How dol know if my lab results are good?
3) The uncertainties in all physical
measurements. (error analysis)
4) Significant digits
5) Scientific notation.
6) Metric system and conversions.
7) Data Analysis
8) Graphing and graphical analysis.
9) Basic math skills.
Siudents will be able to:
Students will know:
1) How, when, and why to use all of the safety .
1) Properly use a variety of safety devices
equipment in the lab.
including fire extinguisher, fire safety
2) The safety color code system used by HHS.
blanket, eye wash, and safety shower.
3) How .to use and read a variety of measuring
2) Deal with safety situations both in the
instruments (analog, digital, and computer
classroom and school wide.
·
interfaced).
3) Properly use a variety of measuring devices
4) How to find percent error, absolute error,
including analog devices, electronic
and relCltive error.
·
devices, and computer interfaced devices.
5) The difference between systematic and
· 4) Measure, organize, and record data.
5) Create a data table
random error.
6) The origin of significant digits and how they
6) Do a statistical analysis to solve for mean
are used in mathematics.
and standard deviation.
7) How to use significant digits while taking
7) Calculate percent error, absolute error, and
measurements in a lab.
relative error.
8) Distinguish between random and systematic
8) How to change numbers into and out of
scientific notation ..
error.
9) How to peiform both metric and non-metric
9) Distinguish between accuracy and
conversions.
precision.
10) How to organize and analyze data.
10) Understan.d and utilize scientific notation
11) How to construct a graph from
and sigma notation.
experimental data.
11) Generaie and interpret a variety ofgraphs
12) How to interpret and analyze graphs.
from a set of data.
l
13) How to analyze error.
14) How to statistically analyze the data.
12) Determine the slope of a variety ofgraphs,
both linear and nonlinear.
13) Determine the formula of a line on linear
graphs.
14) Determine the area under the curve for a
variety ofgraphs, both linear and
nonlinear.
15) Convert both metric and non-metric
quantities.
16) Solve for an unknown in algebraic
. ~quations, using a systematic problem
solving technique.
1 7) Test the validity of an equation, using
dimensional analysis.
Stage 2 ,.... Assessment Evidence
Performance Tasks:
I) Course Syllabus and Introduction.
2) Math Skill Assessment Worksheet
3) Safety Mini-lab
4) Safety Quiz
5) Scientific Notation Worksheet 1
6) Scientific Notation Quiz 1
7) Scientific Notation Worksheet 2.
8) Scientific Notation Quiz 2
9) Measurement and Significant Digit Worksheet
1"0) Significant Digit Quiz
11) Measurement Mini -lab
12)Math Skills Worksheet
13)Factor Label Method Worksheet
14) Simple Conversions Worksheet
15) Complex Conversions Worksheet
16) Conversions Quiz
17) Graphing Guidelines
18) Graphical Analysis Worksheet
19) Standard Deviation Worksheet
20) Sign Convention Worksheet
21) General Science and Math SkillsVocabulary
22) Math skills Test
Key Criteria:
..
1) The proper use of these concepts on ALL lab reports throughout the year.
Other Evidence:
© 2001 ASCD and Grant Wtggms & Jay McTighe
Stage 3 - Learning Plan
Learning Activities: Consider the WH.E.R.E.T.O. elements
•
•
•
•
•
•
Safety Mini-lab: Students will develop a plan of action to deal with fire,
chemical spills, and physical injuries. They will learn the location and proper
usage of the fire extinguisher, fire blanket, eye wash, and safety shower.
Measurement Mini-lab: Students will learn how to take proper measurements
using a variety of measuring devices.
Significant Digit Activity: Students will learn the origin of significant digits and
there ·usage through a guided example. Students will also learn the difference
between accuracy and precision, and the uncertainties inherent in measurements
through a length measurement activity.
.
Factor-Label Method Activity: Student will learn the factor-label method
through a guided activity.
Solving Problems Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
basedonthet~.PL-iic_·----------------------------------------------~
Understandinf! by Design
Title:
Physics
Topic:
Rotational Motion
Date(s):
Subject/Course: Honors/College Physics
Grade(s): 11/12
Teacher(s):_--=R.::;:a:::.lp~h::::...:::B;.::e;:.:n~oi~t----
5 to 6 weeks
----------~~~~~---------------
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
·~
To recognize, explain, calculate, analyze, derive, and measure all quantities and properties involved in
Rotational motion situations.
Understanding(s):
Es~ential
Question(s)
How dq,you aim a cannon?
Projectile motion
What makes a curve ball curve?
Circular Motion
Why do you get pushed against the car door when
Angular Motion
The difference between cel)tripetal and
making a turn?
centrifugal.
5) The difference between centripetal
acceleration, tangential acceleration, and
angular acceleration.
6) Torque
7) Kepler's laws for orbits
8) Simple machines
Students will know: ·
StUdents will be able to:
1) The independence between the horizontal
1) Display an understanding of the
independence of the vertical and horizontal
and vertical aspects of projectile motion.
2) How to calculate position, velocity, launch ·
velocity components of a projectile.
2) Demonstrate an understanding of the
angle, and time for projectiles.
3) How the laws that govern projectile motion
relation between launch angles, vertical and
relate to rotational motion.
horizontal velocity, altitude and range, and
. time injlight..
4) The difference between tangential and
angular quantities.
3) Calculate various quantities related to
5) The difference between centripetal and
projectile motion.
centrifugal quantities.
4) Display an understanding of projectile
6) The concept of centripetal acceleration and
motion and to be able to use it as a bridge
centripetal force.
to understanding rotational motion.
7) How to calculate tangential and centripetal
.5) Distinguish between tangential and angular
quantities using circular motion equations.
quantities.
8) The relationship between tangential and
6) Distinguish between centripetal and
angular quantities.
ceiurijugal quantities.
9) How to calculate angular and centripetal
7) Demonstrate an understanding of the
quantities using angular motion equations.
concept of centripetal acceleration and
centripetal force.
.
10) The relationship between angular and
tangential quantities.
8) Apply Newton's laws ofmotion to circular
II) The definition of torque and its relationship
motion and derive an equation for
to force.
centripetal force and acceleration.
12) How to apply Newton's laws for linear
9) Calculate rotational quantities using
motion to tor_que in rotational motion.
tangential equations.
1)
2)
3)
4)
13)How to apply torque concepts to solve for
forces on static and dynamic systems.
14) The relationship between inertial mass and
moment of inertia.
15) The laws that govern Orbital motion.
16) Identify and classify simple machines and
calculate the mechanical advantages for
these simple machines.
17) Identify the three classes of levers, and how
they influence force, work, distance, and
velocity.
10) Calculate rotational quantities using
angular equations;
11 )Demonstrate an understanding of the
relation between angular and tangential
quantities.
12) Understand and solve for angular velocity,
angular acceleration, and angular forces.
13) Apply Newton's laws for linear motion to
torque in rotational motion.
14) Demonstrate an understanding of the
concept of torque and its' application.
15) Understand and solve for torque, force,
radial distance, lever arm, moment of
inertia, and anguJar acceleration.
16) Demonstrate an understanding of the laws
that govern orbittzl motion and how the
apply to our solar system.
17) Demonstrate an understanding of simple
machines and calculate their mechanical
advantage.
Stage 2 - Assessment Evidence
Performance Tasks:
1)
2)
3)
4)
5)
Projectile motion Info Sheet
Projectile Motion Worksheets 1 through 4
Projectile Motion Quiz
Circular Motion Info Sheet
Circular Motion worksheets 1 through 4
6) Circular Motion Quiz
7) Angular Motion Info Sheet
8) Angular Motion Worksheets 1 through 4
9) Angular Motion quiz
IO)Rotational Motion Lab
11) Rigid Body Rotation Info Sheet
12) Torque Worksheets 1 through 3
13)Torque Lab
14) Torque Quiz
15) Kepler's Laws Info Sheet
16) Simple Machines Info Sheet
17) Lever Lab
18)Unit Concept Sheet
19) Unit Concept Quiz
20) Unit Test
Key Criteria:
1)
2)
3)
4)
Passing grades on all Quizzes (Combined 25 percent of final grade)
Passing grade on the two Labs (Combined 30 percent of final grade)
Passing grade on the Unit Test (35 percent of final grade)
Participate in all class activities, complete al1 assignments to the best of one's ·abilities ( 10 percent
class participation grade)
Other Evidence:
1) ~nswer questions in class pertaining to the topic.
2) Answers to the open response questions on both lab reports.
© 2001 ASCD and Grant Wiggins & Jay McTighe
Learnin~ Plan
Learning Activities: Consider the W.H.E.R.E. T. 0. elements
Stage 3 -
•
•
•
•
•
Projectile Motion Activity: Students will Jearn the nature of projectile motion
by viewing computer simulation. They will be able to discover how changing
different variables will affect the motion of the projectile.
Rotational Motion Lab: Student will perform a lab that will reinforce the ideas
of rotational motion. The students will analyz~ the motion using circular and
angular perspectives.
Torque Lab: Student will perlorm a lab that will reinforce the concept of torque.
The students will determine the mass of a rigid body simply by analyzing the
torque on the object.
.,
Solving Problems Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic ..
Understandinf! by Design
Title:
Physics
Topic:
Simple Motion
Subject/Course: Honors/College Physics
Grade(s): ·11112
Teacher(s):_--=R=a:;;;.::l.a;,p=h-=B;;.;:e~n:.;;:;o.:.:it;.,.,__ __
Date(s): _ _ _ _~3..:::to~·.;::;.4...!.w!.!e:!:ek
2s~------
Stage 1- Desired Results
Established Goal(s) I Content Standard(s):
To recognize, explain, calculate, analyze, derive, and measure all quantities and properties involved with
non-accelerated motion. (Strands 1.1, 1.3)
Understanding(s): ·
Essential Question(s)
I) The definition of motion and its relative
nature.
2) What a frame of reference is.
3) The difference between speed, velocity,
position, and distance.
4) The scalar nature of speed and the vector
nature of velocity.
5) The difference between average and
instantaneous situations.
6) How to calculate average and instantaneous
speed a1gebraica1Jy, and graphically.
7) How to calculate average and instantaneous
velocity algebraically~ and graphically.
Students will know:
I) The definition motion,
2) The definition of speed (total change in distance
in a given elapsed time)
3) The definition of velocity (total change in
position in a given elapsed time).
4) The meaning of signs for velocity and speed.
5) Speed is a scalar and velocity is a vector.
6) Average quantities depend only on end point
situation and are artificial.
7) Instantaneous quantities are real and happen at
a moment iii time.
8) How to calculate average speed and velocity
algebraically and graphically.
9) How to calculate instantaneous velocity
graphically.
How can a sprinter run 400 meters in 80 seconds
with an average velocity of ZERO meters per
second?
Students will be able to:
I) Define motion in terms of position, time,
andframe of reference.
2) Differentiate between speed and velocity.
·3) Associate sign for velocity with the direction
of the motion.
4) identify the scalar nature of speed and the
vector nature of velocity.
5) Calculate average speed algebraically.
6) Calculate average speed graphically as ·
slope on a distance graph between two ·
points.
7) Calculate average velocity algebraically.
8) Calculate average velocity graphically as
slope on a position graph between two
points.
9) Calculate instantaneous velocity
graphically as slope of a tangent line at a
point on a position graph.
IO) To be able to define instantaneous velocity
as the limit of the average velocity as delta
time approaches zero.
I 1) To be able to solve for an unknown in
algebraic equations, using a systematic
problem solving technique.
12) To be able to test' the valiiiity of an
equation, using dimensional analysis.
13) To be able to use the computer as a lab
instrument to take data and aid in the
analysis of motion via graphing.
Sta2e 2 - Assessment Evidence
Performance Tasks:
1) Zeno worksheet (Defining Motion)
2) Frame of Reference Info Sheet
3) Motion Definition Quiz
4) Speed vs. Velocity Info Sheet
5) Average Speed/Velocity Mini-lab Activity
6) Average Speed Worksheet 1
7) Average Speed Worksheet 2
8) Average Speed Quiz
9) Average Velocity Worksheet I
I 0) Average Velocity Worksheet 2
li) Average Velocity Quiz
12) Average Speed/Velocity Lab
13) Instantaneous Velocity Info Sheet
I4) Instantaneous Velocity Worksheet 1
15) Instantaneous Velocity Quiz
16) Motion Concept True or False Worksheet
I7) Motion Concept True or False Quiz
18) Unit Test
..,
Key Criteria:
I) Passing grades on all Quizzes (Combined 25 ·percent of final grade)
2) · Passing grades on the Lab (Combined 30 percent of final grade)
3) Passing grade on the Unit Test (35 percent of final grade)
4) Participate in all class activities, complete all assignments to the best of one's abilities (10 percent
class participation grade)
Other Evidence:
1) Answer questions in class pertaining to the topic.
2) Answers to the open response questions on both lab reports.
© 2001 ASCD and Grant W1ggms & Jay McTighe
Stage 3 - Learning Plan
Learning Activities: Consider the W.H.E.R.E.T.O. elements
•
•
•
•
•
Defining Motion Activity: Students will work in groups to develop a definition
and an understanding of motion. They will learn the relative nature of motion and
understand its implications dealing with a given frame of reference.
Speed I Velocity Activity: Students wiillearn how speed and velocity differ by.
performing a class activity where a persons speed and velocity are calculated. ·
Instantaneous versus Average Activity: Students will learn the meaning of
these terms and how they relate to the concepts of speed and velocity. Students
will perform a micro-computer based activity where motion will be graphed and
they will calculate average speed/velocity and instantaneous speed/velocity.
Solving Problems Worksheets (covering AbL topics)
Open Response Question: Students will answer an open response question
based on the topic. ·
·
Understanding by Design
Title: _ _.P~h:.:.Y.t.:s~i:::::cs.:.---------Topic:
Graphing Motion
SubjectJCourse: Honors/College Physics
Grade(s): 11/12
Teacher(s):_--::R.:;:a:::l~p~h..:;B::.:e~n:.:;::o.:..:it:-_ __
Date(s): _ _ _ _-::l;..:t~o:....::3:....w=ee::::.k~s:....-_ _ _ _ __
--------------------------------~--------------------------------------------~
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
To create and interpret 3 types of motion graphs (position, velocity, and acceleration). To be able to
convert between these three graphs. (Strand 1.4)
Understanding(s):
Essential Question(s)
1) Draw each motion graph.
What's so important about a bunch oflines?
2) The relationship of various types ofmotion
to the shapes seen on the graphs.
3) Qualitative descriptions of motion from the
graphs.
4) Reproduce a graph from qualitative
descriptions of motion.
5) Calculate a variety of quantities from the
.
. .
graphs.
6) The difference between constant and non. constant situations.
7) The mathematical relationship between the
graphs.
Students will know:
1) How to create a position, velocity, and
acceleration graphs.
2) How interpret shapes on these graphs in
terms of direction, velocity, and
acceleration.
3) How to. differentiate between constant and
non-constant situations. .
4) How to determine if a non-constant velocity
was fast to.slow or slow to fast.
5) How to determine if a non~constant
acceleration was high to low or low to high.
6) How to write qualitative motion graph
descriptions for all 3 graphs. (Direction,
Velocity, Acceleration)
7) How to draw any motion graph from a
description of motion.
8) Slope on a position graph represents
velocity.
9) Slope on a veloCity graph represents
acceleration.
10) Slope on an acceleration graph represents
jerk.
Students will be able to:
1) Plot and interpret a variety of graphs
pertaining to constant and non constant
motion.
2) Differentiate between accelerated and nonaccelerated motion via graphical
representations.
3) Understand the meaning ofthe area under
the curve of a velocity-time graph and be
able to calculate the displacement from ·
such an area.
4) · Understand the relation between distancetime and velocity-time graphs.
5) Understand the relation between velocitytime and accelerati01i-time graphs.
6) Use the computer to take data, calculate,
make graphs, and aid in the analysis of an
object in motion.
7) Distinguish between dependent and
independent variables and be able to
interpret the meaning of linear, parabolic,
and hyperbolic curves on graphs.
8) Describe qualitatively, the relationship
11 )Area under the curve on a velocity graph
indicates change in position.
12)Area under the curve on an acceleration
graph indicates change in velocity.
13) How the 3 motion graphs are related.
among distance moved, the time it takes,
and the speed or velocity of the body.
9) Describe quantitatively, the relationship
among distance moved, the time it takes,
and the speed or velocity of the body.
10) Use the computer as a lab instrument to
take data and aid in the analysis of motion
via graphing.
Stage 2 - Assessment Evidence
Performance Tasks:
....
1) Computer based Mini-lab Position Graphing
2) Position Graph Worksheet
3) Computer based Mini-lab Velocity Graphing
4) Velocity Graph Worksheet
5) Motion Graph Worksheet 1
6) Motion Graph Worksheet 2
7) Motion Graph Quiz
8) Computer based Mini-lab Acceleration Graphing
9) Acceleration Graph Worksheet
10) Motion Graph Lab 1
11) Graphical Interpretations Worksheet
12) Motion Graph Qualitative Analysis Worksheet
.,
13) Motion Graph Qualitative Analysis Quiz
14).Motion Graph Quantitative Analysis Position and Velocity Worksheet
15) Motion Graph Quantitative Analysis Velocity and· Acceleration Worksheet
16) Motion Graph Quantitative Analysis Position and Acceleration Worksheet
17)Motion Graph Quantitative Analysis Quiz
18) Motion Graph Lab 2
19) Unit Test
Key Criteria:
1)
2)
3)
4)
Passing grades on all Quizzes (Combined 25 percent of final grade)
Passing grades on both Labs (Combined 30 percent of final grade)
Passing grade on the Unit Test (35 percent of final grade)
Participate in all class activities, complete all assignments to the best of one's abilities ( 10 percent
class _participation grade)
Other Evidence:
I) Answer questions in class pertaining to the topic.
2) Answers to the open response questions on both lab reports.
© 2001 ASCD and Grant Wiggms & Jay McT1ghe
...
Stage 3 - Learning Plan
Learning Activities: Consider the W.H.E.R.E.T.O. elements
•
•
•
•
•
•
•
Position Graph Mini-Lab: Students will conduct a micro-computer based minlab where they will be required to reproduce several position graphs. They must
then analyze their motion and determine how direction, speed, and acceleration
are shown by the shape of th~ graph.
Velocity Graph Mini-Lab: Students will conduct a micro-computer based minlab where they will be required to reproduce several velocity graphs. They must
then analyze their motion and determine how direction, speed, and acceleration
are shown by the shape of the graph.
Acceleration Graph Mini-Lab: Students will conduct a micro-computer based
min-lab where they will be required to reproduce several acceleration graphs.
They must then analyze their motion and determine how direction, speed, and
acceleration are shown by the shape of the graph.
Motion Graph Lab 1: Students will conduct a micro-computer based lab where
they will be required to reproduce several position, veloCity, and acceleration
graphs. They must then analyze their motion and determine how direction, speed,
and acceleration are shown by the shapes of the graphs. They will compare how
these characteristics differ between the type of graphs being analyzed, and will
develop a pattern to these characteristics.
Motion Graph Lab 2: Students will conduct a micro-computer based lab where
they will be required to predict quantitatively two motion graphs from one that
was given. They will then test these predictions by reproducing the given graph
and viewing the predicted graphs. Then the students will determine a rule of
correspondence between these 3 graphs.
Solving Problems Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic.
Understanding by Design
Title:
Physics
Topic:
Accelerated Motion
Subject/Course: Honors/College Physics
Grade(s): 11/12
Teacher(s): ___R=a::::l""p=h-=B;:;.;;e""'n:.:::o.::::it:-.._ __
Date(s): _ _ _ _--::3;..;t::.:::o;...4:..w=ee:::.:::k~s:-_ _ _ _ __
Sta2e 1 - Desired Results
Established Goal{s) I Content Standard(s):
To recognize, explain; calculate, analyze, derive, and measure all quantities and properties involved in
constant acceleration situations. (Strands 1.1, 1.3)
Essential Question(s)
Understanding(s):
I) Define acceleration in terms position,
Why did it take 2000 years to "Accelerate" our
velocity, and time.
knowledge of motion?
2) The difference between positive and
negative acceleration.
3) Aristotle's theory on free fall and science.
4) Galileo's theory on free fall.
5) Analyzing uniform and non-unifonn
accelerated motion.
6) Graphical interpretation of accelerated
motion.
Students will be able to:
Students will know:
1) The definition of acceleration.
1) Define acceleration in terms of position,
2) The meaning of signs and the sign conventions.
velocity, and time.
3) Aristotle's contributions to science.
2) Differentiate between objects that have a
4) Aristotle's theories of science.
positive and negative acceleration based on
5) Galileo 's contributions to science.
the sign convention and direction of motion
6) Galileo's theory of constant acceleration.
in a given frame ofreference.
7) Galileo 's experiment.
3) Identify Aristotle's theories and explain how
they are wrong.
·
8) How to analyze uniform and non-unifonn
accelerated motion.
4) Identify Galileo 's theories and his
9) How to graph accelerated motion on position,
methodology.
velocity, and acceleration graphs.
5) Differentiate between Aristotle's and
10) How to calculate acceleration froin position,
Galileo's theories.
velocity, and acceleration graphs.
6) Reproduce Galileo's results experimentally.
. 7) Derive constant acceleration equations.
8) Solve problems involving constantly
accelerating objects.·
9) Graph accelerated motion on position;
velocity, and acceleration graphs.
10) Calculate acceleration graphically.
· 11) To be able to solve for an unknown in
algebraic equations, using a systematic
problem solving technique.
12) To be able to test the validity of an
equation, using dimensional analysis.
13) To be able to use the computer as a lab
instrument to take data and aid in the
analysis offreefall viagrap]ling.
I
Stage 2 - Assessment Evidence
Performance Tasks:
Acceleration Mini-lab Exercise
Acceleration Concept Quiz
Aristotle Reading
Galilee reading
5) Aristotle vs. Galilee Concept Worksheet
6) Aristotle vs. Galileo Concept Quiz
7) Galileo Lab
8) Free Fall Worksheet I
9) Free Fall Worksheet 2
10) Free Fall Worksheet 3
I I) Free Fall Worksheet 4
12) Free Fall Quiz
13) Unit Test
1)
2)
3)
4)
·~
<
"
Key Criteria:
1)
2)
3)
4)
Passing grades on all Quizzes (Combined 25 percen~ of final grade)
Passing grades on both Labs (Combined 30 percent of final grade)
Passing grade on the Unit Test (35 percent of final gr~de)
Participate in all class activities, complete all assignments to the best of one's abilities (10 percent
class particip_ation grade)
· Other Evidence:
1) Answer. questions in class pertaining to the topic.
2) Answers to the open response questions on both lab reports.
© 2001 ASCD and Grant W1ggms & Jay McTtghe
Sta~e 3 - Learning Plan
Learning Activities: Consider the W.H.E.R.E. T. 0. elements
•
•
•
•
•
•
Acceleration Graph Mini-Lab: Students will conduct a micro-computer based
min-lab where they will be required to reproduce a horizontal line on an
acceleration graph. They will determine 3 unique motions that will produce this
·shape. Finally, the students will discover the positional and relative nature of
acceleration.
.
.
Galileo and Aristotle: The theories of Galilee and Aristotle will be compared
and contrasted. The students will gain an understanding of the historical
progress~ on of science and the theories of physics.
Galileo Video: Students will gain a historical perspective to the life and
accomplishments of the world's first true scientist, Galilee ..
Galileo Lab: Students will perform a micro-computer based lab reproducing
Galilee's historical experiment. The will prove that object in free fall are not
affected by their mass. Also, that these objects do fall with a non-constant
velocity and a constant acceleration.
Solving Problems Worksheets (coVering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic.
UnderstandinK by Design
Title:
Physics
Topic:
Mechanics
Subject/Course: Honors/College Physics
Grade(s): 11/12
Teacher(s):_~R~a~l~ph~B:.::e::.:n,:;:;oi::::t_ _ __
Date(s): _ _ _ _--::S::...;t::.!:o:....:6~w..:::e.:::ek~s::-_ _ _ _ __
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
To recognize, explain, calculate, analyze, derive, and measure all quantities and properties involved in the
study of mechanics. (Strands 1.5, 1.6, 1.7, 1.8, 1.9. 1.10, 1.11, 1.12)
Understanding(s):
Essential Question(s)
1) Newtonian dynamics
Why ...... why, why, why ...... why, why?
2) The relationship between force and motion
Students will know:
Students will be able to:·
I) The four fundamental forces.
1) Demonstrate an ~ttnderstanding of the four
2) The difference between mass and weight.
fundamental forces and know their
· 3) What inertia is and how it relates to
applications to physics.
Newtonian mechanics.
2) Distinguish mass from weight.
4) Newton's three laws ofmotion
3) State the first law ofmotion, and understand
5) The nature offrictional forces and be able
the concept of inertia.
to solve for coefficient offriction.
4) Identify the three causes of sliding friction,
and the causes of rolling friction.
6) ·The relation betweenforce, mass, and
acceleration in applying the second law of
5) Distinguish between static and kinetic
motion.
friction.
7) Understand the third law of motion and the
6) Demonstrate an understanding of the nature
paired forces.
offrictional forces and be able to solve for
coefficient offriction.
8) How to create and use free body diagrams.
7) The relation betweenforce, mass, and
9) How to solve problems using Newtonian
acceleration in applying the second law of
mechanics.
IO) Universal law of gravitation.
motion.
II) The units for force, mass, and acceleration.
8) Demonstrate an understanding ofnet force
12) The role ofGalileo and Newton in the
and be able to apply this concept in solving
development of mechanics.
problems.
I3) The concept of equilibrium.
9) Construct free body diagrams as an aid in
. solving problems.
IO)Apply vector analysis skills in solving
incline plane force problems.
Il) Demonstrate an understanding of the
universal law of gravitation and be able to
apply this concept in solving problems.
Sta2e 2 - Assessment Evidence
Performance Tasks:
1) Fundamental Force Info Sheet
2) Newtonian Info Sheet
3) Fundamental Force and Newton Concept Worksheet
4) Fundamental Force and Newton Concept Quiz
5) First Law Class Activity
6) Free Body diagrams Worksheet 1
7) Free Body diagrams Worksheet 2
8) Free Body diagrams Quiz
9) First Law worksheets 1 through 4
I 0) First Law Lab
11) First Law Quiz
12) Friction Info Sheet
13) Friction Concept Worksheet
14) Friction Concept Quiz
15) Friction Worksheets 1 through 4
16) Friction Lab
17) Friction Quiz
18) Second Law Class Activity
19) Second Law Worksheets I through 3
20) Second Law Lab
21) Second Law Quiz
22) Third Law Class Activity
23) Third Law worksheets 1 through 4
24) Third Law Quiz
25) Universal Law of Gravitation Info Sheet
26) Universal Law of Gravitation Worksheets 1 and 2
27) Universal Law of Gravitation Quiz
28) Unit Test
"1;
,.
..
·~
Key Criteria:
1) Passing grades on all Quizzes (Combined 25 percent of final grade)
2) Passing grade on the three Labs (Combined 30 percent of final grade)
3) Passing grade on the Unit Test (35 percent of final grade)
4) Participate in all class activities, complete all assignments to the best of one's abilities (10 percent
class participation grade)
Other Evidence:
1) Answer questions in class pertaining to the topic~
2) Answers to the open response questions on both lab reports.
@
2001 ASCD and Grant Wtggms & Jay McTtghe
l
Stage 3 - Learning Plan
Learning Activities: Consider the W.H.E.R.E.T.O. elements
•
•
•
•
•
•
•
•
•
•
•
• ·.
•
Advanced Organizer: Video "Sir Isaac Newton; The Gravity. of Genius".
Fundamental Forces Activity: Students will learn the nature of the 4
fundamental forces of the universe, and how they are related.
Newtonian Activity: Students will·learn about the life of Isaac Newton and his
amazing discoveries in physics and math. They will be introduced to his 3 laws
of motion and his law of universal gravitation.
First Law Activity: Students will learn about the first law of motion. They will
be introduced to free body diagrams and learn how to analyze forces and solve for
unknowns.
·
First Law Lab: Student will perform a lab that will reinforce the ideas of vector
addition and prove that the first law is .accurate. The students will analyze 3
different force situations to determine if the forces are truly balanced. They will
.
do this by adding the vectors both numerically and graphically.:
Friction Activity: Students willleam about the nature o'f friction and the .causes
of friction (surface texture, molecular adhesion, and surface deformation). They
will learn how to incorporate friction into their analysis of forces.
Friction Lab: Student will perform a lab that will reinforce the ideas covered in.
the friction activity. The students will analyze 2 different friction situations
(static and kinetic) to determine the coefficients of friction.
Second Law Activity: Students will learn about the second law of motion. They
will learn how to add this to their analysis of forces.
Second Law Lab: Student will perform a micro-computer based lab that will
reinforce. the ideas introduced in the second law activity. The students will
·
analyze how unbalanced forces and mass affect the motion.
Third Law Activity: Students.willlearn about the third law of motion. They
will learn how forces come in pairs and how these paired forces are related. The
student will then add this to their analysis of forces.
Universal Law of Gravitation Activity: Students will learn ·about the universal
law of gravitation. They will learn how gravity shapes the structure of the
universe and how this force affects our planet.
Solving Problems Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic.
Understanding by Desi~n
Title:_-=P~h~y.L:s~i::::cs~---------
Topic:
Vectors
Grade(s): 11112
Subject/Course: Honors I College Physics
Teacher(s):_-=R=a~lp~h::...::B~e::.no:::.:i::.t_ _ __
Date(s): _ _ _ __..:2:...t~o:...:3::.-!!w.!:.ee:::::k:!.::s:-_ _ _ _ __
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
·"
To recognize, explain, calculate, analyze, derive, and measure all quantities and properties involving
vectors. (Strands 1.1, 1.2)
Understanding(s):
Essential Question(s)
1) The difference between vectors and scalars. . Why at:~ velocity and speed different?
2) Graphical and numerical vector quantities,
3) Graphical vector addition (head-to-tail
method arid parallelogrammethod).
4) Trigonometry
5) Vector components
6) Numerical vector addition
Students will be able to:
Students will know:
1) The difference between a vector and a
1) Distinguish scalar from vector quantities,
·giving examples of each.
scalar quantity.
2) . Distinguish distance from displacement and
2) How to graphically represent vectors.
speed from velocity.
.
3) How to quantify a graphically represented
3) Graphically represent vectors.
vector.
4) Numerically interpret vectors that are
4) Head to tail method of vector addition.
graphically represented·
5) Parallelogram method of addition
6) Trigonometry
5) Show the ability to add and subtract vectors
7) Vector components
by graphical and algebraic methods:
8) Numerical vector addition
6) Recognize the application of geometry and
9) The concept of an equilibrant.
trigonometry to vector algebra and be able
to solve multiple vector problems.
7) Specify ihe proper method of resolving
vectors into their component vectors.
8) Recognize the application of geometry and
trigonometry to vector algebra and be able
to solve multiple vectorproblems.
Sta~e
2 . .;. Assessment Evidence
Performance Tasks:
1)
2)
3)
4)
5)
6)
7)
8)
9)
Vectors Info Sheet
Vector Worksheet 1
Vector Worksheet.2
Vector Quiz 1
Head to Tail Worksheet
Head to Tail Quiz
Parallelogram Method of Addition Worksheets 1 - 8
Parallelogram Method of Addition Quiz
Trigonometry Review
10) Trigonometry Worksheet
11) Trigonometry Quiz
12) Vector Components Worksheet
13) Vector Components Quiz
14) Numerical Vector Addition Worksheet 1 ·
15) Numerical Vector Addition Worksheet 2
16) Numerical Vector Addition Quiz
17) Unit Test
Key Criteria:
1) Passing grades on all Quizzes (Combined 25 percent of final grade)
..
2) Passing grade on the Unit Test (35 percent of final grade)
3) Participate in all class activities, complete all assign~~nts to the best of one's abilities (10 percent
..
class participation grade)
Other Evidence:
1) Answer questions in class pertaining to the topic.
© 2001 ASCD and Grant W1ggms & Jay McT1ghe
Stage 3 - Learning Plan
Learning Activities: Consider the W.H.E.R.E.T.O. elements
.,
•
•
•
Vector Activity: Vectors an trigonometry will be introduced. The main goal is
to relate learning vector math to the way the students learned regular scalar math
in the past. We will start by understanding vectors pictorially and then proceed to
a numerical study.
Solving Problems Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic.
Understanding by Design
Title:
-Physics
Topic:
Momentum/Energy
Subject/Course: Honors/College Physics
Grade(s): 11/12
Teacher(s):. __·-=R~a:::.:l.~::;p.:.:h..:;B::.:e:::.:n~o~it;_.._ __
Date(s):..;.._ _ _ _. ;.4.:. t::.::o:..:S:::.. ;.:w:.:::e;::::ek:::s;:.__ _ _ _ __
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
To recognize, understand, explain, calculate, analyze; derive, and measure the conservation laws, work,
energy, power, and the work-energy theorem. (Strands 2.1, 2.2, 2.3, 2.4; 2.5, 2.6)
Understanding(s):
Essential Question(s)
What happens when two cars collide?
I) The definition of key concepts.
2) The law conservation laws (momentum and · How does a rollercoaster work?
mass-energy).
3) Momentum and impulse.
4) Analysis of collisions.
5) Quantitative analysis of momentum and
impulse problems, inCluding the use of
vectors in the analysis and the coefficient of
restitution.
6) Work, energy, and power.
7) The work-energy theorem.
8) Simple machines including levers, pulleys,
inclined planes, screws, wedges, and the
wheel and axle.
9) Quantitative analysis of work, energy,
power problems, including the use of the
work-energy theorem.
Students will know:
I) The definitions of momentum, coefficient of
restitution, and impulse.
2) The law of conservation of linear momentum.
3) The connection between Newton's laws of
motion and momentum changes.
4) How to calculate changes in momentum, and
impulse.
5) How vectors relate to the solution of momentum
problems.
6) The conservation of angular momentum and
siniple harmonic motion;
7) The concept of work.
8) Energy in various forms.
9) The definitions and characteristicsofthe two
main types of mechanical energy: kinetic energy,
and gravitational potential energy.
10) How to calculate KE and GPE, and changes in
KEandGPE.
Students will be able to:
I) Define momentum in terms of mass, velocity
and direction.
2) Define impulse and how it relates to
momentum.
3) Define an isolated system an.d st(J.te the law
of conservation of momentum.
4) Recognize the connection between Newtons
laws of motion and momentum changes.
5) Calculate momentum of individual objects,
changes in momentum, and impulse.
6) Apply vectors. to the solution of1norrientum
problems, and extend the conservation law
to 2 dimensions.
·
7) Extend the concept ofconservation to
angular momentum and simple harmonic
motion.
8) Define the concept of work relative to the
force acting on the. object and the
I 11)
The work-energy theorem and its application.
12) The definition of power and how to calculate
power as it relates to work and energy.
13) Simple machines including levers, pulleys,
inclined planes, screws, wedges, and the wheel and
axle
14) How workforce, direction, and displacement
are related in simple machines.
displacement ofthe object.
9) Identify work as an energy transfer process
and not as a form of energy.
1,0) Calculate work done on an object and by an
object.
11) Define and differentiate between various
forms of energy. (mechanical, electrical,
internal, chemical, nuclear, and potential)
12) Define kinetic and gravitational potential
· energy, and identify similarities and
differences.
13) Understand and utilize the concept that a
change in KE or PE is equal to work done.
14J Understand and utilize the work.:.energy
·theorem and apply it in the solution of
problems.
15) Understand the difference between elastic
and inelastic collisions, and solve energy
and momentum problems for both.
16) Define power and utilize the concept of
energy change per unit time to solve
problems.
17)Recognize various simple machines and
.state what theirforce!distance trade-offs
are.
18) Understand the concept of work in terms of
applied force and distance from a fulcrum,
and utilize them in leverproblems.
19) Utilize the right hand rule in determining
the direction of the applied force, lever arm
and torque.
Stage 2 - Assessment Evidence
Performance Tasks:
1) Momentum Worksheets (2)
2) Momentum Quiz
3) Momentum Lab
4) Worlc/Energy Concept Worksheet
5) Work Worksheet
6) Work Quiz
7) Energy worksheets (2)
8) Energy Quiz
9) Power Worksheet
10) Power Quiz
11) Energy Lab
12) Simple Machines Concept worksheet
13) Simple Machines Quiz
J 4) Open Response Questions
15) Unit Test
Key Criteria:
I) Passing grades on all Quizzes (Combined 25 percent of final grade)
2) Passing grades on the Lab (Combined 30 percent of final grade)
3) Passing grade on the Unit Test (35 percent of final grade)
4) Participate in all class activities, complete all assignments to the best of one's abilities (10 percent
class participation grade)
Other Evidence:
1) Answer questions in class pertaining to the topic.
2) Answers to the open response questions on both lab reports.
© 2001 ASCD and Grant Wiggins & Jay McTighe
Stage 3 - Learning Plan
Learning Activities: Consider the WH.E.RE.T.O. elements
•
•
•
•
•
Momentum Lab: Students will conduct a micro-computer based lab where they
will be required collide carts on a horizontal air track.' The motion of the carts
before and after the collision will be analyzed. ~From the data, the students will be
able to demonstrate the conservation law for momentum.
Energy Lab: Students will construct a portion of a roller coaster. The relative ,
speeds will be measured using photo-gates and the relate heights will also be
measured. The students will then demonstrate how energy is transformed for the
motion.
Simple Machines Mini-Lab: Students will construct several simple machines
including pulleys, inclined planes, levers, and a wheel and axle. Force,
displacement, and direction will be measured. The students will be able to
demonstrate that work is constant, and how force, displacement, and direction are
related.
Solving Problems and Concept Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic.
I
-.
Understanding by Design
Title:
· Physics
Topic:. ___W.:. . :. . : a'"""v-=e:: . s_ __
Subject/Course: Honors/College Physics
Grade(s): 11/12
Teacher(s):.---=Ro.:.::a::.::I~Ph::..::B::.::e;:.:n~o:.:it~---
Date(s): _ _ _ __;.:4:...:t:::::o;...:::S::....w!!.e:::e:::;:k~s-------
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
· ,.
To understand the properties of waves including; reflection, refraction, interference, and dispersion. To
understand and use lasers safely. (4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9)
Understanding(s):
Essential Question(s)
1) Differentiate between wave motion and the If a tree .falls in the woods and no one is around,
motion of objects.
does it make a sound?
2) The measurable properties of waves and
their relationships. (velocity, frequency,
wavelength)
3). Transverse and longitudinal waves'.
4) Mechanical and electromagnetic waves.
5) Qualitatively the laws of reflection and
refraction ..
6) Wave interactions including; interference
patterns, nodeS, dispersion, and polarization;
7) Material affects in mechanical wave
propagation.
8) Standing wave patterns and resonance ..
Students will be able to:
Students will know:
1) All waves have the same basic properties
1) Understand that all waves have the same
basic properties and behavior, and will
and behaviors.
identify them.
.2) All terms relating to wave properties and
2) Define and utilize the terms and properties
characteristics.
of a wave such as: pulse, amplitude, time,
3) The difference betWeen wave motion and
period, wavelength, frequency.
linear motion.
3) Differentiate between wave motion and
4) The properties of mechanical waves versus
linear motion.
electromagnetic waves, and transverse
4) Distinguish between mechanical and
versus longitudinal waves.
electromagnetic. waves, longitudinal and
5) How the different waveproperties are
transverse waves.
relclted.
6) The influence that the material has on the
5) Understand and utilize the relation between
speed, wavelength, and frequency of a wave
velocity of the wave.
in solving wave problems.
7) The boundary effects associated with wave
6) Understand the relation betweenamplitude
motion.
and the energy of a wave.
8) The properties of reflection, refraction, and
7) Understand the relation between speed of a
diffraction ojwaves.
9) How to utilize the principle of superposition
wave and the type of medium through which
in defining wave interference, both
it is traveling through.
constructive and destructive.
8) Understand the behavior of a wave as it
JO)Recognize and analyze standing wave
reaches the boundary between two mediums
..
patterns.
and the effect this has on the wavelength of
the wave.
9) Understand the properties reflection,
refraction, and diffraction of waves.
10) Understand and; utilize the principle of
superposition in defining wave interference,
both constructive and destructive.
11) Understand the terms node, anti-node,
nodal line, and anti-nodal line in studying
wave interference.
12) Understand the nature of.sound waves, and
list and utilize sound properties such as,
pitch, intensity, and octave interval.
13) Solve problems relating to the frequency,
wavelength, and velocity of sound waves,
such as the Doppler Effect.
14) Describe the ori'gin of sounds from music
instruments, and to define timbre sound
quality, recognize the source of beat notes
and overtones, and to understand the
concept of resonance.
15) Understand the mathematical relation that
describes simple harmonic waves.
as
Stage 2 - Assessment Evidence
Performance Tasks:
I) Wave Concept Worksheet
2) ·Wave Concept Quiz
3) Wave Properties Worksheet
4) Wave Properties Quiz
5) Mechanical Vs. Electromagnetic Worksheet
6) .Mechanical V s. Electromagnetic Quiz ·
7) Transverse Vs. Longitudinal Worksheet
8) Transverse Vs. Longitudinal Quiz
9) Reflection Worksheet
10) Reflection Quiz
II) Refraction Worksheet
12) Refraction Quiz
13) Wave Tank Lab
I 4) Dispersion Worksheet
15) Doppler Effect Worksheet
16) Dispersion/Doppler Effect Quiz
17) Interference Worksheet
18) Standing Wave Worksheet
19) Interference/Standing Wave Quiz
20) Sound Concept Worksheet
21) Sound Quiz
22) Sound Lab
23) Open Response Question
24)Unit Test
-
'·
I
Key Criteria:
1) Passing grades on al1 Quizzes (Combined 25 percent of final grade)
2) Passing grades on all Labs (Combined 30 percent of final grade)
3) Passing grade on the Unit Test (35 percent of final grade)
4) Participate in all class activities, complete all assignments to the best of one's abilities ( 10 percent
ciass participation grade)
Other Evidence:
1) Answer questions in class pertaining to the topic.
2) Answers to the open response questions on both lab reports.
© 2001 ASCD and Grant Wiggins & Jay McTighe
Stag_e 3 - Learnine Plan
Learning Activities: Consider the W.H.E.R.E.T.O. elements
•
•
•
•
•
Wave Activity: Students will view a series of transverse and longitudinal waves
propagated through slinkie's, and strings. Wave properties and characteristics
will be emphasized and a comparison of the direction that the wave moves to the
direction that the material moves will be illustrated.
Wave Tank Lab: Students· will conduct a lab using wave tanks to view a variety
of wave properties. First, a simple wave will be propagated and frequency,
period, and wavelength will be measured. Second, a solid object will be added to
the tank. The property of reflection will be measured. Also, we will note what
happens to the wave as it goes by the edge of the impediment. Third, wave
interference patterns, and standing waves will be made and studied.
Sound Lab: Students will conduct a micro-computer based lab where they will
see graphical representations of saund waves. Wave properties will be measured.
The concepts of timbre, pitch, tone, and resonance will be studied.
Solving Problems Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic.
Understanding_ by Deszgn
Title:
Physics
Topic:
Light/Optics
Subject/Course: Honors/College Physics
Grade(s): 11/12
Teaclier(s):._--:R:.:.;a::.:l;~::p.:.:.h...:B~e:;::.:n:..::o~it:-_ __
Date(s): _ _ _ _-::S::;...:;:to:<.-8:::-.:.;w:.=e:.:::ek:.::;s~------
Stage 1 - Desired Results
Established Goal(s) I Content Standard(s):
· il<
To understand theproperties of light including; reflection, refraction, interference, polarization, and
dispersion. To understand and use lasers safely. (6.1, 6.2, 6.3, 6.4)
Understanding(s):
Essential Question(s)
1) The particle/wave nature of light.
Why cag a magician saw a lady in half?
2) Maxwell's principles of electromagnetism,
3) Electromagnetic Spectrum and visible light.
4) The uses of different wavelengths of light
and their uses.
5) The properties arid characteristics of
electromagnetic waves.
6) The parts of a laser and how it works.
7) Dispersion of light.
8) Reflection of light off plane and curved
mirrors.
9) Refraction (Snell's Law).
10) Total internal reflection
I I) Polarization of light.
12) Thin lens laws.
Studen.ts will be able to:
Students will know:
·1) Analyze and understand the nature of light.
1) The particle/wave nature of light.
2) Maxwells principles of electromagnetism.
2) Describe, understand, and utilize Maxwell's
3) How wavelength and frequency relate to the
principles of electromagnetism.
3) Compare wavelengths and frequencies for
EM spectrum.
4) Uses for different types of EM waves.
different forms of electromagnetic
radiation.
5) The parts of a laser.
4) Recognize that light is an electromagnetic
6) The theory behind lasers.
wave and know its characteristic range of
7) . Laser Safety.
wavelength and frequency.
8) The law of reflection.
5) Know and utilize the full range of energy in
9) The wave properties that cause refraction
the electromagnetic spectrum.
and Snell's law.
I 0) The affect the medium has on refraction.
6) Understand and utilize the concept of
electromagnetic wave and to know the tools
11) Total internal reflection, critical angle, and
used to d{'!tect each type.
fiber optics.
12) Thin lens laws for concave and convex
7) Understand the theory of color.
lenses.
8) State and understand the law ofReflection
13) Real and virtual images and focal points.
of light.
14) Magnification of images.
9) State different uses for various EM waves.
10) State the various parts of a laser and what
15) Ray diagrams.
16) Polarization of light.
their functions are.
I7) Light intensity.
II) State how laser light is produced and the
properties of laser light.
I2) Know and obey all laser safety rules.
13) State and understand the law of Reflection
of light.
I4) Describe and understand the phenomenon
of refraction in terms ofwave behavior.
15) Understand and utilize Snell's Law in
solving refraction problems.
16) Understand and utilize the index of
refraction property of materials and how it
is related to the velocity of light.
17) Understand the effects caused by refraction
of light in various medium.
18) Understand the concept'oftotal internal
reflection, criticq.l angle, and their .
application to fiber optics.
19) Understand and utilize the Thin Lens Law
in determining the location· of an image.
20) Define, understand, and utilize the terms;
focal point, real and virtual images, object
and z'mage distance, power of a lens,
positive and negative curvature, and
magnification.
21) Understand and utilize the ray tracing
procedure as applied to mirrors andlenses
during the formation of real and virtual
images, and to calculate the. location and
size ofthe·images.
22) Understand the derivation of the thin lens
law in terms of curvature and to utilize this
law to solvefor single and double lens
systems.
23) Understand the concept of polarized light
and its application.
24) Understand the difference between parallel
and curved light and recognize sources of
each type.
25) Understandthe concepts and units of
luminous intensity, luminous flux, and
luminance.
26) Understand the terms opaque, transparent,
and translucent.
Stage 2- AssessmentEvidence
.Performance Tasks:
1) Llght Concept Worksheet
2) Light Concept Quiz
3) Properties of Light Worksheet
4) Properties of Light Quiz
5) Laser Concept Worksheet
6) Laser Concept Quiz
7) Laser Mini-lab Dispersion of light
8) Reflection Lab
9) Reflection Worksheet
I 0) Reflection Quiz
I 1) Refraction Lab
12) Refraction Worksheet
13) Total Internal Reflection Mini-lab
I 4) Refraction Quiz
15) Thin Lens Lab
16) Thin lens worksheet
I 7) Thin Lens Quiz
I 8) Polarization and Intensity Worksheet
19) Polarization and Intensity Quiz
2Q) Open Response Question
21) Unit Test
.
.._
l{ey Criteria:
1) Passing grades on all Quizzes (Combined 25 percent of final grade) ·
2) Passing grades on all Labs (Combined 30 percent of final grade)
3) Passing grade on the Unit Test (35 percent of final grade)
4) Participate in all class activities, complete all assignments to the best of one's abilities (10 percent
·class participation grade)
·
Other Evidence:
1) Answer questions in class pertaining to the topic.
2) Answers to the open response questions on both lab reports.
© 2001 ASCD and .Grant Wiggins & Jay McTighe
Stage 3 - Learning Plan
Learning Activities: Consider the W.H.E.R.E. T. 0. elements
•
•
•
•
•
Dispersion Mini-Lab: Students will conduct a Laser based min-lab where they
will be required to measure the amount of beam dispersion experience by the
Helium-Neon Lasers.
Reflection Lab: Students will conduct a laser based rab where they will be use a .
laser beam to produce a ray diagram depicting the· image formation on a plane
mirror. The students will also calculate the real and virtual foci for concave and
convex mirrors .. They will draw ray diagrams depicting real and virtual images
and the magnification factor.
RefraCtion Lab: Students will conduct a laser based lab where they will be use a
laser to produce ray diagrams for several shapes (rectangle, prisms, semi-circle)
and materials (water, glass, plastic).
Total Internal Reflection Mini-Lab: Students will conduct a laser based minilab where they will determine the critical angle for water and glass.
Thin Lens Lab: Students will conduct a laser based lab where they will be use a
.
•
•
laser beam to produce a ray diagram depicting the image formation from simple
concave and convex lenses. The students will also calculate the real and virtual
foci for concave and convex lenses, and they will draw ray diagrams depicting
real and virtual images and the magnification factor.
Solving Problems Worksheets (covering ALL topics)
Open Response Question: Students will answer an open response question
based on the topic.