rade: 11th Grade
Course: AP Physics
Discipline: Science
Board Approval Date:
Course Description
The course is the follow-up to Pre-AP Physics. A student who succeeds in this course
will be well prepared for any introductory college physics course. This course will
expand the concepts of mechanics, light, sound, electricity, and magnetism covered in
Pre-AP Physics. It will additionally cover thermal physics and modern physics.
Course Rationale
Students need to become scientifically literate individuals. To do so requires scientific
investigations based on authentic real world issues. Scientific inquiry and investigations
enable a person to further the understanding of technology and science to anticipate
both beneficial and adverse effects in a personal, community and global environment.
Students need to develop a basic understanding of properties and principles of matter
and energy. An understanding of the principles and properties of motion leads to
explanations of the nature of the universe and human’s place within the universe. Study
of the universe helps students to understand the scientific and economic importance
that space exploration contributes to society. Learning more about the universe leads
to a greater understanding of the finite nature of earth and the forces in play on our
planet. Interactions among these processes impact environments and resources
needed to survive.
To recognize the patterns of similarities and differences that permeate the living world,
students need an understanding and appreciation of the diversity of life. The living
world provides opportunities for students to view the complexities of the genetic code to
the interplay of living things within the environment. Finally, knowledge of the living
environment provides students with a better means to analyze their place in the natural
world and their impact on the environment.
Paraphrased from the Missouri Assessment Annotations for the Science Curriculum Frameworks
Unit
Unit 1 - Mechanics
Local Objective
The student will solve problems using dimensional analysis.
Objective used to evaluate students
Yes
Assessment Activity
Vector Lab
Statistical Determination of Results Optional
WebAssign Cutnell and Johnson Ch1 problems.
Level of Expectation
The student will score a 3 to be considered proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Statistical Determination of Results
PE
Vector Lab
PE
Vector Manipulation
CR
Dimensional Analysis
CR
Learning Activity
a. The student will be introduced to common units used in physics based on the metric system
and asked to show how units are related to each other using a brainstorming session.
b. The student will use dimensional analysis to convert between different measurements in the
metric system by completing sample calculations.
c. The student will use vectors and scalars to show how they are similar and different.
d. The student will solve problems related to vector manipulation by using graphical and
component methods.
e. Working in a cooperative learning group, the student will perform a vector lab using vectors in
three dimensions.
Optional Lab Activity: The Statistical Determination of Results
Instructional Method
a. The teacher will engage the students in a class discussion regarding the nature of physics,
how it is important to society, and why it is important to learn.
b. The teacher will lead the students in exploration of common units and how dimensional
anyalsis is done. The teacher will also explore the use of vectors and scalars in calculations by
showing examples that are worked out.
c. The teacher will explain problem solving techniques modeling the GUESS method.
d. The teacher will elaborate how these techniques can be applied to other courses and the real
world by showing authentic applications and assigning solving real world problems in the text.
e. The teacher will evaluate student success using:, but not limited to, the vector lab, The
Statistical Determination of Results lab, and Ch1 WebAssign.
Content Standards
MA 1
Process Standards
1.2, 1.7, 1.8
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 1
Statistical Determination of Results Lab
WebAssign
Scientific Calculator
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code Discipline
MA/4/2/E/11/a
Math
Strand
Big Idea
MeasurementApply
Concept
Use
Grade
GLE
Level/Course
Grade 11 use unit
appropriate
techniques,
tools and
formulas to
determine
measurement
relationships
with a
measurement
system
analysis to
solve
problems
involving
rates, such as
speed,
density or
population
density
Unit
Unit 2 - Mechanics
Local Objective
The student will demonstrate his understanding of motion in one dimension by explaining
kinematic equations.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Using the Pasco equipment, do the Pasco motion - matching graphs lab P01 Motion.
WebAssign Cutnell and Johnson Ch2 Problems
Level of Expectation
The student will score a 3 to be considered proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
One dimensional kinematics
CR
Pasco Lab P01 Motion
PE
Learning Activity
a. The student will participate in a class discussion on the development of kinematics and use
double column Cornell notes to summarize.
b. After direct instruction, the student will explore kinematics by completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on kinematics
in one dimension by completing the Ch2 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch2 WebAssign problems.
e. The student will complete lab experiment(s) on kinematics in one dimension using Pasco P01
motion lab.
Instructional Method
a. The teacher will engage the students in a class discussion regarding kinematics and how it
was developed by Aristotle through present day.
b. The teacher will lead the students in exploration of kinematic calculations and various
methods to quantify motion by showing examples that are worked out.
c. The teacher will explain problem solving techniques related to kinematics using the Guess
method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco Lab P01 Motion, and Ch2 WebAssign.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.8
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson; Chapter 2
WebAssign
Scientific Calculator
Pasco Spark
Pasco Motion Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline
Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scope and
Sequence
Interactions
between
An object
The motion of
Energy,
that is
Properties an object is
Force, and
accelerating
and
described by its
Motion
SC/2FM/1/B/09is speeding
Science Principles of change in
Grade 9-11 Measure and
11/a
up, slowing
Force and position relative
analyze an
down, or
Motion
to another
object s
changing
object or point
motion in
direction
terms of
speed,
velocity, and
acceleration
Specify
locations and
use vectors
describe spatial
to represent
Geometric relationships
Use
and analyze
MA/3/2/A/11/a Math and spatial using coordinatecoordinate
Grade 11 problems
relationships geometry and systems
involving
other
velocity and
representational
direction
systems
Unit
Unit 3 - Mechanics
Local Objective
The student will examine and analyze kinematics in two dimension utilizing kinematic
equations.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Projectile motion range lab.
WebAssign Cutnell and Johnson Ch3 problems.
Level of Expectation
The student will score a 3 to be considered proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Kinematics In Two Dimensions
PE
Kinematics In Two Dimensions
CR
Learning Activity
a. The student will participate in a class discussion on the development of kinematics in two
dimensions and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore kinematics in two dimensions by completing
an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on kinematics
in two dimensions.
d. After direct instruction, the student will apply problem solving techniques to a real world
problem.
e. The student will complete lab experiment(s) on kinematics in two dimensions using Pasco
Sparks and associated sensors for projectile motion.
Instructional Method
a. The teacher will engage the students in a class discussion regarding kinematics in two
dimensions.
b. The teacher will lead the students in exploration of kinematics in two dimensions by viewing
projectiles in action such as one fired by a trebuchet.
c. The teacher will explain problem solving techniques related to kinematics in two dimensions
using the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco Sparks and assciated sensors for
projectile motion, and Ch3 WebAssign.
Content Standards
MA 3, SC 2
Process Standards
1.2, 1.6, 1.7, 1.8
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 3
WebAssign
Scientific Calculator
Pasco Spark
Pasco Time of Flight Pad
Pasco Accessory Photogate
Pasco Mini-Projectile Launcher
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline
Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scope and
Sequence
Interactions
between
An object
The motion of
Energy,
that is
Properties an object is
Force, and
accelerating
and
described by its
Motion
SC/2FM/1/B/09is speeding
Science Principles of change in
Grade 9-11 Measure and
11/a
up, slowing
Force and position relative
analyze an
down, or
Motion
to another
object s
changing
object or point
motion in
direction
terms of
speed,
velocity, and
acceleration
Specify
locations and
use vectors
describe spatial
to represent
Geometric relationships
Use
and analyze
MA/3/2/A/11/a Math and spatial using coordinatecoordinate
Grade 11 problems
relationships geometry and systems
involving
other
velocity and
representational
direction
systems
Unit
Unit 4 - Mechanics
Local Objective
The student will be able to apply Newton's Laws to calculate the affect of forces on systems.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Pasco smart-pulley force measurement lab. (Atwood Machine)
Optional Force Table Lab
WebAssign Cutnell and Johnson Ch4 problems
Level of Expectation
The student will score a 3 out of 4 or higher to be considered proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Non-Equilibrium Forces
CR
Non-Equilbrium Forces
PE
Forces in Equilibrium
PE
Forces in Equilibrium
CR
Learning Activity
a. The student will participate in a class discussion on the development of forces and Newton's
Laws and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore forces by completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on forces by
completing the Ch4 WebAssign.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch4 WebAssign problems.
e. The student will complete lab experiment(s) on forces using Pasco equipment to solve an
Atwood Machine problem.
f. Optional lab using force tables to calculate forces in equilibrium.
Instructional Method
a. The teacher will engage the students in a class discussion regarding forces and how their
understanding was developed over time.
b. The teacher will lead the students in exploration of forces showing forces in equilibrium and
nonequilibrium scenarios by showing examples that are worked out.
c. The teacher will explain problem solving techniques related to forces by using the GUESS
method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco Atwood Machine lab, and Ch4
WebAssign. Optional lab activity using force tables.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 4
WebAssign
Scientific Calculator
Pasco Spark
Pasco Smart Pulley
String
Assorted Masses
Force Tables (optional)
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Properties
Forces are
and
Forces classified as
SC/2FM/2/A/09Science Principles affect either contact
11/a
of Force motion (pushes, pulls,
and
friction,
Grade
Level/Course
GLE
Scope and
Sequence
Grade 9-11 Interactions
between Energy,
Force, and
Motion
buoyancy) or
non-contact
forces (gravity,
magnetism), that
can be described
in terms of
direction and
magnitude
Motion Identify
and describe the
forces acting on
an object (i.e.,
type of force,
direction,
magnitude in
Newtons)
Unit
Unit 5 - Mechanics
Local Objective
Students will be able to apply kinematics and forces to explain and solve problems related to
uniform circular motion.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Centripetal force lab.
WebAssign Cutnell and Johnson Ch5 problems.
Level of Expectation
The student will score a 3 out of 4 or higher to be considered proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Centripetal Force
PE
Centripetal Force
CR
Circular Motion
PE
Circular Motion
CR
Learning Activity
a. The student will participate in a class discussion on circular motion and centripetal force and
use double column Cornell notes to summarize.
b. After direct instruction, the student will explore circular motion and centripetal force by
completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on circular
motion and centripetal force by completing the chapter 5 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch5 WebAssign problems.
e. The student will complete lab experiment(s) on circular motion and centripetal force using the
Pasco spark and accessories.
Instructional Method
a. The teacher will engage the students in a class discussion regarding circular motion and
centripetal force.
b. The teacher will lead the students in exploration of circular motion and centripetal
force scenarios by showing examples that are worked out.
c. The teacher will explain problem solving techniques related to circular motion and centripetal
force by using the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco Sparks and accessories, Ch 5
WebAssign.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 5
WebAssign
Scientific Calculator
Pasco Spark
Pasco Rotary Motion Sensor
Pasco Smart Pulley
Assorted masses
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Properties
Perpendicular
and
Forces
SC/2FM/2/E/09forces act
Science Principles affect
11/a
independently
of Force motion
of each other
and Motion
Grade
Level/Course
GLE
Scope and
Sequence
Interactions
between Energy,
Grade 9-11 Force, and Motion
Describe the
force(s) that keep
an object traveling
in a circular path
Unit
Unit 6 - Mechanics
Local Objective
The student will apply the work-energy theorem to explain and solve problems related to work,
power, and the conservation of energy.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Pasco activity Conservation of Energy
WebAssign Cutnell and Johnson Ch6 problems
Level of Expectation
The student will score a 3 out of 4 or higher to be considered proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Work-Energy Theorem
CR
Conservation of Energy
PE
Conservation of Energy
CR
Work
PE
Work
CR
Learning Activity
a. The student will participate in a class discussion on work and energy and use double column
Cornell notes to summarize.
b. After direct instruction, the student will explore work and energy by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on work and
energy by completing the Ch6 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch6 Webassign problems.
e. The student will complete lab experiment(s) on work and energy using the Pasco Spark and
accessories.
Instructional Method
a. The teacher will engage the students in a class discussion on work and energy.
b. The teacher will lead the students in exploration of work and energy using demos and
activities and by showing examples that are worked out.
c. The teacher will explain problem solving techniques related to work and energy using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco equipment for Conservation of Energy,
and Ch6 WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 6
WebAssign
Scientific Calculator
Pasco Spark
Pasco Accessory Photogates or Motion Sensors
Pasco Track
Pasco Dynamics Tracks
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
SC/1ME/2/B/09- Science Properties Energy has a Mechanical
Grade
GLE
Level/Course
Grade 9-11 Scope and
11/a
and
Principles
of Matter
and
Energy
source, can be energy comes
transferred, from the
and can be
motion
transformed (kinetic
into various energy)
forms but is and/or
conserved
relative
between and position
within systems(potential
energy) of an
object
Sequence
Interactions
between
Energy,
Force, and
Motion Relate
kinetic energy
to an object
s mass and its
velocity
Unit
Unit 7 - Mechanics
Local Objective
The student will explain collisions verbally and mathematically by applying the impulsemomentum theorem.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Pasco elastic and inelastic collision activity utilizing Pasco 2.2 m tracks, carts, photogates and
spark interfaces.
WebAssign Cutnell and Johnson Ch7 problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Conservation of Momentum
PE
Conservation of Momentum
CR
Impulse-Momentum Theorem
CR
Learning Activity
a. The student will participate in a class discussion on impulse and momentum and use double
column Cornell notes to summarize.
b. After direct instruction, the student will explore impulse and momentum by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on impulse
and mometum by completing the Ch7 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch7 WebAssign problems.
e. The student will complete lab experiment(s) on impulse and momentum using Pasco Sparks
and accessories.
Instructional Method
a. The teacher will engage the student in a class discussion regarding impulse and momentum.
b. The teacher will lead the student in exploration of impulse and momentum by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to impulse and momentum using
the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco Spark and accessories, and the Ch7
WebAssign.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 7
WebAssign
Scientific Calculator
Pasco Spark
Pasco Motion Sensors
Pasco Force Sensors
Pasco Dynamics Carts
Pasco 2.2m Track
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scope and
The motion
Sequence
of an object Momentum
Interactions
Properties is described depends on
between Energy,
and
by its
the mass of
Force, and
SC/2FM/1/C/09Principles change in the object
Motion Compare
Science
Grade 9-11
11/a
of Force position
and the
the momentum
and
relative to velocity with
of two objects in
Motion
another
which it is
terms of mass
object or traveling
and velocity (Do
point
NOT assess
calculations)
Unit
Unit 8 - Mechanics
Local Objective
The student will explain and solve problems using rotational kinematics.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Rotational motion group cooperative learning activity utilizing Pasco rotary motion sensors and
Pasco spark system.
WebAssign Cutnell and Johnson Ch8 problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Rotational Kinematics
PE
Rotational Kinematics
CR
Learning Activity
a. The student will participate in a class discussion on the development of rotational kinematics
and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore rotational kinematics by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on
rotational kinematics by completing the Ch8 WebAssign.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch8 WebAssign.
e. The student will complete lab experiment(s) on rotational kinematics using Pasco Spark and
accessories.
Instructional Method
a. The teacher will engage the student in a class discussion regarding rotational kinematics and
how it is used both in class and in society.
b. The teacher will lead the student in exploration of rotational kinematics by showing examples
that are worked out.
c. The teacher will explain problem solving techniques related to rotational kinematics using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco Spark and accessories, and the Ch8
WebAssign.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 8
WebAssign
Scientific Calculator
Pasco Spark
Pasco Rotary Motion Sensor
Pasco Power Amplifier
Pasco DC motor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Properties
Perpendicular
and
Forces
SC/2FM/2/E/09forces act
Science Principles affect
11/a
independently
of Force motion
of each other
and Motion
Grade
Level/Course
Scope and
Sequence
Interactions
between Energy,
Grade 9-11 Force, and Motion
Describe the
force(s) that keep
an object traveling
in a circular path
Unit
Unit 9 - Mechanics
Local Objective
The student will solve and explain problems using rotational dynamics.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Pasco Rotational Dynamics Lab
WebAssign Cutnell and Johnson Ch9 problems
Unit Exam on Mechanics
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
GLE
Moment of Inertia
Moment of Inertia
Torques
Torques
PE
CR
PE
CR
Learning Activity
a. The student will participate in a class discussion on rotational dynamics and use double
column Cornell notes to summarize.
b. After direct instruction, the student will explore rotational dynamics by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on rotational
dynamics by completing the Ch9 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch9 WebAssign problems.
e. The student will complete lab experiment(s) on rotational dynamics using the Pasco
Rotational Dynamics lab.
Instructional Method
a. The teacher will engage the student in a class discussion regarding rotational dynamics and
how it is used in the real world.
b. The teacher will lead the student in exploration of rotational dynamics by showing examples
that are worked out.
c. The teacher will explain problem solving techniques related to rotational dynamics using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Pasco Rotational Dynamics lab, and Ch9
WebAssign.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 9
WebAssign
Scientific Calculator
Pasco Spark
Pasco Rotary Motion Sensor
Pasco Force Sensor
Pasco Smart Pulley
Pasco Assorted Masses
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Properties
Perpendicular
and
Forces
SC/2FM/2/E/09forces act
Science Principles affect
11/a
independently
of Force motion
of each other
and Motion
Grade
Level/Course
GLE
Scope and
Sequence
Interactions
between Energy,
Grade 9-11 Force, and Motion
Describe the
force(s) that keep
an object traveling
in a circular path
Unit
Unit 1 - Fluids
Local Objective
The student will solve problems and apply the principles of static and dynamic fluids.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Fluids Activity
Unit exam on fluids.
WebAssign Cutnell and Johnson Ch11 Problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Viscous Flow
CR
Bernouilli's Principle
CR
Pascals Principle
CR
Continuity
PE
Conitinuity
CR
Pressure
PE
Pressure
CR
Mass Density
PE
Mass Density
CR
Learning Activity
a. The student will participate in a class discussion on the development of fluid theory and use
double column Cornell notes to summarize.
b. After direct instruction, the student will explore fluids by completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on fluids.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch11 WebAssign problems.
Instructional Method
a. The teacher will engage the student in a class discussion regarding fluid theory, how it is
important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of fluid theory calculations by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to fluid theory using the GUESS
method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the fluid unit exam, fluid activity, and Ch11
WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People;s Publishing, 2009); Cutnell and Johnson Chapter 11
WebAssign
Scientific Calculator
Lab TBD
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Changes in
properties
Properties
and states
and
of matter
SC/1ME/1/D/09Principles
Science
provide
11/c
of Matter
evidence of
and
the atomic
Energy
theory of
matter
Concept
Grade
Level/Course
Physical
changes in
the state of
matter that
result from
thermal
Grade 9-11
changes can
be explained
by the
Kinetic
Theory of
Matter
GLE
Scope and
Sequence
Atomic Theory
and Changes in
Matter Predict
the effect of
pressure changes
on the properties
(e.g.,
temperature,
density) of a
material (solids,
liquids, gases)
Unit
Unit 1 - Thermodynamics
Local Objective
The student will interpret phase diagrams and solve problems regarding heat and temperature.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Latent heat activity utilizing Pasco temperature probe and Pasco spark interface.
WebAssign Cutnell and Johnson Ch12 problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Equilibrium of Phases of Matter
PE
Equilibrium of Phases of Matter
CR
Latent Heat
CR
Specific Heat Capacity
CR
Volume Thermal Expansion
CR
Linear thermal expansion
CR
Temperature conversions
CR
Temperature Scales
CR
Learning Activity
a. The student will participate in a class discussion on the development of temperature and heat
theory and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore temperature and heat theory by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity
on temperature and heat by completing the Ch12 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch12 WebAssign problems.
e. The student will complete lab experiments on temperature and heat using the Pasco Spark and
accessories.
Instructional Method
a. The teacher will engage the student in a class discussion regarding temperaturer and heat
theory, how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of temperature and heat theory calculations
by showing examples that are worked out.
c. The teacher will explain problem solving techniques related to temperature and heat theory
using the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Pasco Spark and accessories, and Ch12
WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People;s Publishing, 209); Cutnell and Johnson Chapter 12
WebAssign
Scientific Calculator
Pasco Spark
Pasco Temperature Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
Physical
changes in
Changes in
the state of
properties
matter that
Properties and states
result from
and
of matter
thermal
SC/1ME/1/D/09Principles provide
Science
changes
Grade 9-11
11/a
of Matter evidence
can be
and
of the
explained
Energy atomic
by the
theory of
Kinetic
matter
Theory of
Matter
GLE
Scope and Sequence
Atomic Theory
and Changes in
Matter Using the
Kinetic Theory
model, explain the
changes that occur
in the distance
between
atoms/molecules
and temperature of a
substance as energy
is absorbed or
released during a
phase change
Unit
Unit 2 - Thermodynamics
Local Objective
The student will analyze heat transfer mechanisms to solve problems regarding heat flow.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
WebAssign Cutnell and Johnson Ch13 problems
Cooperative learning acitivity with ratio of Pasco specific heat apparatus utilizing Pasco Spark
interface.
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept Evaluation Type
Heat Transfer
PE
Heat Transfer
CR
Learning Activity
a. The student will participate in a class discussion on the development of heat transfer and use
double column Cornell notes to summarize.
b. After direct instruction, the student will explore kinematics by completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on heat
transfer by completing the Ch13 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch13 WebAssign problems.
e. The student will complete lab experiments on heat transfer using the Pasco Spark and
accessories.
Instructional Method
a. The teacher will engage the student in a class discussion regarding heat transfer, how it is
important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of heat transfer by showing examples that are
worked out.
c. The teacher will explain problem solving techniques related to heat transfer using the GUESS
method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Pasco Spark interface with accessories,
and Ch13 WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 13
WebAssign
Scientific Calculator
Pasco Spark
Pasco Temperature Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scope and
Sequence
Energy Forms and
Transfer
Differentiate
between thermal
energy (the total
Energy has a
internal energy of
source, can be Forms of
a substance which
transferred, energy
Properties
is dependent upon
and can be have a
and
mass), heat
transformed source, a
SC/1ME/2/A/09Principles
(thermal energy
Science
into various means of Grade 9-11
11/a
of Matter
that transfers from
forms but is transfer
and
one object or
conserved
(work and
Energy
system to another
between and heat), and
due to a difference
within
a receiver
in temperature),
systems
and temperature
(the measure of
average kinetic
energy of
molecules or
atoms in a
substance)
Unit
Unit 3 - Thermodynamics
Local Objective
The student will apply the Kinetic Theory to solve problems regarding the Ideal Gas Law.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
WebAssign Cutnell and Johnson Ch 14 WebAssign
Pasco ideal gas law syringe and Pasco Spark interface lab.
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept Evaluation Type
Kinetic Theory
PE
Kinetic Theory
CR
Ideal Gas Law
CR
Learning Activity
a. The student will participate in a class discussion on the development of the kinetic theory
and the Ideal Gas Law and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore the kinetic theory and Ideal Gas Law by
completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on the kinetic
theory and Ideal Gas Law by completing the Ch14 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch14 WebAssign problems.
e. The student will complete lab experiments on the kinetic theory and Ideal Gas Law using the
Pasco Spark with accessories.
Instructional Method
a. The teacher will engage the student in a class discussion regarding the nature of the kinetic
theory and Ideal Gas Law, how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of the kinetic theory and Ideal Gas Law by
showing examples that are worked out.
c. The teacher will explain problem solving techniques related to the kinetic theory and Ideal
Gas Law using the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Pasco Spark with accessories, and Ch14
WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 14
WebAssign
Scientific Calculator
Pasco Spark
Pasco Pressure Sensor
Pasco Temperature Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
SC/1ME/1/D/09- Science Properties Changes in Physical
Grade
GLE
Level/Course
Grade 9-11 Scope and
11/b
and
Principles
of Matter
and
Energy
properties changes in
and states of the state of
matter
matter that
provide
result from
evidence of thermal
the atomic changes can
theory of be explained
matter
by the
Kinetic
Theory of
Matter
Sequence
Atomic Theory
and Changes in
Matter Predict
the effect of a
temperature
change on the
properties (e.g.,
pressure,
density) of a
material (solids,
liquids, gases)
Unit
Unit 4 - Thermodynamics
Local Objective
The student will apply the laws of thermodynamics to solve problems related to heat engines and
the effect of these systems on our surroundings.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
WebAssign Cutnell and Johnson Ch15 problems
Unit exam over heat engines and the effect on these systems.
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Entropy
CR
Heat Engines
CR
Thermal Processes
CR
Thermodynamic Laws
CR
Learning Activity
a. The student will participate in a class discussion on the development of thermodynamics and
use double column Cornell notes to summarize.
b. After direct instruction, the student will explore kinematics by completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on
thermodynamics by completing the Ch15 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch15 WebAssign problems.
e. The student will complete the unit exam over thermodynamics.
Instructional Method
a. The teacher will engage the student in a class discussion regarding thermodynamics, how it is
important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of thermodynamic calculations by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to thermodynamics by using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the thermodynamic unit exam, and Ch15
WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 15
WebAssign
Scientific Calculator
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Energy has a
source, can
be
Properties transferred,
and
and can be
SC/1ME/2/A/09Principles transformed
Science
11/e
of Matter into various
and
forms but is
Energy conserved
between and
within
systems
Unit
Concept
Grade
Level/Course
Scope and
Sequence
Forms of
Energy Forms and
energy
Transfer Describe
have a
sources and
source, a
common uses of
means of Grade 9-11
different forms of
transfer
energy (i.e.,
(work and
chemical, nuclear,
heat), and
thermal,
a receiver
mechanical,
electromagnetic)
Unit 1 - Electricity and Magnetism
Local Objective
The student will analyze and interrupt electric forces and fields.
Objective used to evaluate students
Yes
Objective is A+
Yes
GLE
Assessment Activity
WebAssign Cutnell and Johnson Ch18 problems
Pasco Electric Field mapping lab
Level of Expectation
The student will score a 3 to be considered proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Electric Field
PE
Gauss' Law
CR
Electric Field
CR
Coulomb's Law
CR
Conductors and Insulators
CR
Learning Activity
a. The student will participate in a class discussion on the development of static electric
theory and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore static electric theory by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on static
electricity by completing the ch 18 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch18 WebAssign problems.
e. The student will complete lab experiments on static electricity in one dimension using the
Pasco field mapping kit.
Instructional Method
a. The teacher will engage the student in a class discussion regarding static electric theory, how
it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of static electric theory by showing
demonstrations and examples that are worked out.
c. The teacher will explain problem solving techniques related to static electricity using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco electric field mapping lab, and Ch18
WebAssign.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 18
WebAssign
Scientific Calculator
Pasco Electric Field Mapping Kit
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Properties
Forces are
and
Forces classified as
SC/2FM/2/A/09Science Principles affect either contact
11/a
of Force motion (pushes, pulls,
and
friction,
Grade
Level/Course
GLE
Scope and
Sequence
Grade 9-11 Interactions
between Energy,
Force, and
Motion
buoyancy) or
non-contact
forces (gravity,
magnetism), that
can be described
in terms of
direction and
magnitude
Motion Identify
and describe the
forces acting on
an object (i.e.,
type of force,
direction,
magnitude in
Newtons)
Unit
Unit 2 - Electricity and Magnetism
Local Objective
The student will explain and solve problems related to electrical potential energy and voltage.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Pasco AC/DC electronics lab with the Pasco Spark interface.
WebAssign Cutnell and Johnson Ch19 Problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Equipotential Surfaces
PE
Capacitors and Dielectrics
CR
Equipotential Surfaces
CR
Potential Difference
CR
Learning Activity
a. The student will participate in a class discussion on the development of electric potential and
use double column Cornell notes to summarize.
b. After direct instruction, the student will explore electric potential by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on electric
potential by completing the Ch19 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch19 WebAssign problems.
e. The student will complete lab experiments on kinematics in one dimension using
Pasco equipotential surfaces lab.
Instructional Method
a. The teacher will engage the student in a class discussion regarding electric potential, how it is
important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of electric potential by showing sample
calculations worked out.
c. The teacher will explain problem solving techniques related to electric potential using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Pasco equipotential field mapper lab, and
Ch19 WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publsihing, 2009); Cutnell and Johnson Chapter 19
WebAssign
Scientific Calculator
Pasco Equipotential Field Mapper Kit
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scope and
Sequence
Mechanical
Energy has a
Interactions
energy
source, can be
between
comes from
transferred,
Energy, Force,
Properties
the motion
and can be
and Motion
and
(kinetic
transformed
Distinguish
SC/1ME/2/B/09Principles
energy)
Science
into various
Grade 9-11 between
11/c
of Matter
and/or
forms but is
examples of
and
relative
conserved
kinetic and
Energy
position
between and
potential energy
(potential
within
(i.e.,
energy) of an
systems
gravitational,
object
elastic) within a
system
Unit
Unit 3 - Electricity and Magnetism
Local Objective
The student will analyze electric circuits to solve problems for current and voltage.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Ohm's law lab activity utilizing Pasco current sensors and Pasco Spark interface.
WebAssign Cutnell and Johnson Ch20 Problems
Electricity Unit Exam
Optional Chaney Electronics Project
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Series and Parallel Wiring
PE
RC Circuits
CR
Kirchoffs Rules
CR
Internal Resistance
CR
Series and Parallel Wiring
CR
Alternating Current
CR
Electric Power
CR
Resistance and Resisitivity
CR
Ohm's Law
CR
EMF and Current
CR
Learning Activity
a. The student will participate in a class discussion on the development of circuits and use
double column Cornell notes to summarize.
b. After direct instruction, the student will explore circuits by completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on circuits by
completing the Ch20 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch20 WebAssign problems.
e. The student will complete lab experiments on circuits using the Pasco Spark with current and
voltage sensors.
f. Optional Chaney Electronics Project
Instructional Method
a. The teacher will engage the student in a class discussion regarding circuit theory, how it is
important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of circuit calculations by showing examples
thtat are worked out.
c. The teacher will explain problem solving techniques related to circuits using the GUESS
method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the electricity unit exam, the Pasco Spark
and accessories, and Ch20 WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 20
WebAssign
Scientific Calculator
Pasco Spark
Pasco Voltage Sensor
Pasco Current Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Energy has a
source, can
be
Properties transferred,
and
and can be
SC/1ME/2/A/09Principles transformed
Science
11/d
of Matter into various
and
forms but is
Energy conserved
between and
within
systems
Concept
Grade
Level/Course
Scope and
Sequence
Energy Forms and
Forms of
Transfer
energy
Differentiate
have a
between the
source, a
properties and
means of
Grade 9-11 examples of
transfer
conductors and
(work
insulators of
and heat),
different forms of
and a
energy (i.e.,
receiver
thermal,
mechanical,
electromagnetic)
Unit
Unit 4 - Electricity and Magnetism
Local Objective
The student will analyze and interrupt magnetic forces and fields.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
GLE
Map magnetic fields utilizing Pasco Spark and magnetic field sensors.
WebAssign Cutnell and Johnson Ch21 Problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Magnetic Fields
PE
Ampere's Law
CR
Magnetic fields produced by currents
CR
Torque on a current carrying coil
CR
Force on a current in a magnetic field
CR
Mass Spectrometer
CR
Motion of a charged particle in a magnetic field
CR
Motion of a charged particle
CR
Magnetic Fields
CR
Learning Activity
a. The student will participate in a class discussion on the development of magnetic field
theory and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore magnetic field theory by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on magnetic
field theory by completing the Ch21 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch21 WebAssign problems.
e. The student will complete lab experiments on magnetic fields using the Pasco Spark and
magnetic field sensors.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 21
WebAssign
Scientific Calculator
Pasco Spark
Pasco Magnetic Field Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Grade
Level/Course
GLE
Scope and
Sequence
Interactions
between Energy,
Magnetic forces
Force, and
Properties
are related to
Motion
and
Forces electrical forces as
Recognize
SC/2FM/2/C/09Principles
Science
affect different aspects
Grade 9-11 changing
11/a
of Force
motion of a single
magnetic fields
and
electromagnetic
can produce
Motion
force
electrical current
and electric
currents can
produce
magnetic forces
Unit
Unit 5 - Electricity and Magnetism
Local Objective
The student will explain and analyze how a current is induced utilizing a magnetic field.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
WebAssign Cutnell and Johnson Ch22 Problems
Pasco RLC Circuit lab
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Induced EMF and Current
PE
Transformers
CR
Lenz's Law
CR
Faraday's Law
CR
Induced EMF and Current
CR
Learning Activity
a. The student will participate in a class discussion on the development of electromagnetic
induction and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore electromagnetic induction by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on
electromagnetic induction by completing the Ch22 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch22 WebAssign problems.
e. The student will complete lab experiments on electromagnetic induction using the Pasco
Spark and RLC circuit board.
Instructional Method
a. The teacher will engage the student in a class discussion regarding electromagnetic induction,
how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of electromagnetic induction calculations by
showing examples that are worked out.
c. The teacher will explain problem solving techniques related to electromagnetic induction
using the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Pasco RLC circuit lab, and Ch22
WebAssign.
Content Standards
SC 2
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 22
WebAssign
Scientific Calculator
Pasco Spark
Pasco RLC circuit board
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Grade
Level/Course
GLE
Scope and
Sequence
Interactions
between Energy,
Magnetic forces
Force, and
Properties
are related to
Motion
and
Forces electrical forces as
Recognize
SC/2FM/2/C/09Principles
Science
affect different aspects
Grade 9-11 changing
11/a
of Force
motion of a single
magnetic fields
and
electromagnetic
can produce
Motion
force
electrical current
and electric
currents can
produce
magnetic forces
Unit
Unit 6 - Electricity and Magnetism
Local Objective
The student will demonstrate and analyze alternating current circuits.
Objective is A+
Yes
Assessment Activity
Unit test over alternating current circuits (chapters 21-23).
WebAssign Cutnell and Johnson Ch23 Problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Resonance in Circuits
CR
RLC Circuits
CR
Learning Activity
a. The student will participate in a class discussion on the development of alternating current
circuits and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore alternating current circuits by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on alternating
current circuits by completing the Ch23 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch23 WebAssign problems.
e. The student will complete the unit assessment of chapters 21-23.
Instructional Method
a. The teacher will engage the student in a class discussion regarding alternating current circuits,
how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of alternating current circuit calculations by
showing examples that are worked out.
c. The teacher will explain problem solving techniques related to alternating current circuits
using the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the chapter 21-23 unit exam, and Ch23
WebAssign.
Content Standards
SC 2
Process Standards
1.6, 3.4, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 23
WebAssign
Scientific Calculator
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big
Idea
Concept
Magnetic forces
Properties
are related to
and
electrical forces
Forces
SC/2FM/2/C/09Principles
as different
Science
affect
11/b
of Force
aspects of a
motion
and
single
Motion
electromagnetic
force
Grade
Level/Course
GLE
Scope and
Sequence
Interactions
between Energy,
Force, and Motion
Grade 9-11 Predict the effects
of an
electromagnetic
force on the
motion of objects
(attract or repel)
Unit
Unit 1 - Waves
Local Objective
The student will analyze, interpret, and explain simple harmonic motion using mathematical
formulas and integrating Hooke's Law.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Pasco Lab SHM Prelab Hooke's Law
Pasco Lab Simple Harmonic Motion.
WebAssign Cutnell and Johnson Ch10 Problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Simple Harmonic Motion
CR
Simple Harmonic Motion
PE
Hooke's Law
CR
Hooke's Law
PE
Learning Activity
a. The student will participate in a class discussion on the development of simple harmonic
motion and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore simple harmonic motion by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on simple
harmonic motion by completing the Ch10 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch10 WebAssign problems.
e. The student will complete lab experiments on simple harmonic motion using the Pasco Spark
and accessories.
Instructional Method
a. The teacher will engage the student in a class discussion regarding simple harmonic motion,
how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of simple harmonic motion calculations by
showing examples that are worked out.
c. The teacher will explain problem solving techniques related to simple harmonic motion using
the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: Pasco SHM prelab and lab, and Ch10
WebAssign.
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 10
WebAssign
Scientific Calculator
Pasco Spark
Pasco Force Sensor
Pasco Motion Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Energy has a
source, can
be
Properties transferred,
and
and can be
SC/1ME/2/A/09Principles transformed
Science
11/c
of Matter into various
and
forms but is
Energy conserved
between and
within
systems
Scope and
Forms of
Sequence
energy
Energy Forms and
have a
Transfer Describe
source, a
the relationship
means of Grade 9-11 among wavelength,
transfer
energy, and
(work and
frequency as
heat), and
illustrated by the
a receiver
electromagnetic
spectrum
Energy has a
source, can
be
Properties transferred,
and
and can be
SC/1ME/2/F/09Principles transformed
Science
11/a
of Matter into various
and
forms but is
Energy conserved
between and
within
systems
Scope and
Sequence
Energy Forms and
Transfer Describe
the transformations
that occur as
energy changes
from kinetic to
Grade 9-11
potential within a
system (e.g., car
moving on
rollercoaster track,
child swinging,
diver jumping off a
board) (Do NOT
assess calculations)
Energy
can
change
from one
form to
another
within
systems,
but the
total
amount
remains
the same
Unit
Unit 2 - Waves
Local Objective
The student will explain and interpret wave phenomena to solve problems regarding sound and
its applications in fields such as medicine.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Oscilloscope Lab
WebAssign Cutnell and Johnson Ch16 Problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Sound Intensity
PE
Doppler Effect
CR
Decibels
CR
Sound Intensity
CR
Speed of Sound
CR
Mathematical Description of Waves
CR
Learning Activity
a. The student will participate in a class discussion on the development of waves and sound and
use double column Cornell notes to summarize.
b. After direct instruction, the student will explore waves and sound by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on waves and
sound by completing the Ch16 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch16 WebAssign problems.
e. The student will complete lab experiments on waves and sound using oscilloscopes, speakers,
and wave function generators.
Instructional Method
a. The teacher will engage the student in a class discussion regarding waves and sound,
how they are important to society, and why they are important to learn.
b. The teacher will lead the student in exploration of wave and sound calculations by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to waves and sound using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the oscilloscope lab, and Ch16 WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 16
WebAssign
Scientific Calculator
Speakers
Oscilloscopes
Wave Function Generators
Pasco Spark
Pasco Sound Sensor
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
SC/1ME/2/F/09- Science Properties Energy has a Energy
Grade
GLE
Level/Course
Grade 9-11 Scope and Sequence
11/c
and
source, can
Principles be
of Matter transferred,
and
and can be
Energy transformed
into various
forms but is
conserved
between and
within
systems
can
change
from one
form to
another
within
systems,
but the
total
amount
remains
the same
Energy Forms
and Transfer
Classify the
different forms of
energy (i.e.,
chemical, nuclear,
thermal, mechanical,
electromagnetic)
that can be observed
as energy is
transferred and
transformed within a
system when given a
scenario (e.g.,
dynamite explosion,
solar radiation
interacting with the
Earth,
electromagnetic
motor doing work,
energy generated by
nuclear reactor)
Unit
Unit 3 - Waves
Local Objective
The student will analyze wave motion to apply the Principle of Linear Superposition and
Interference Phenomena.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Vitual Labs and Simulations lab
WebAssign Cutnell and Johnson Ch17 Problems
Unit exam ch10, 16, and 17
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Principle of Linear Superposition
PE
Principle of Linear Superposition
CR
Learning Activity
a. The student will participate in a class discussion on the development of the principle of linear
superposition and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore the principle of linear superposition by
completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on the
principle of linear superposition by completing the Ch17 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch17 WebAssign problems.
e. The student will complete lab experiments on simple harmonic motion using the Virtual Labs
and Simulations website.
Instructional Method
a. The teacher will engage the student in a class discussion regarding the principle of linear
superposition, how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of linear superposition calculations by
showing examples that are worked out.
c. The teacher will explain problem solving techniques related to linear superposition using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the SHM and Wave unit exam, and the
Virtual Labs and Simulations lab.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson; Chapters 10, 16, and 17
WebAssign
Scientific Calculator
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Energy has
a source,
can be
Properties transferred, Electromagnetic
and
and can be energy from the
SC/1ME/2/C/09Principles transformed Sun (solar
Science
11/b
of Matter into various radiation) is a
and
forms but is major source of
Energy conserved energy on Earth
between
and within
systems
Grade
Level/Course
GLE
Scope and
Sequence
Energy Forms
and Transfer
(Objects in the
Universe and
Their Motion)
Describe how
Grade 9-11
electromagnetic
energy is
transferred
through space
as
electromagnetic
waves
(radiating
charged
particles) of
varying
wavelength and
frequency
Unit
Unit 4 - Waves
Local Objective
The student will describe and analyze the characteristics of all electromagnetic waves.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Gas tube spectrum lab
WebAssign Cutnell and Johnson Ch24 problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Electromagnetic Spectrum
PE
Polarization
CR
Doppler Effect
CR
Speed of Light
CR
Electromagnetic Spectrum
CR
The Nature of Electromagnetic Waves
CR
Learning Activity
a. The student will participate in a class discussion on the development of light theory and use
double column Cornell notes to summarize.
b. After direct instruction, the student will explore light theory by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on light
theory by completing the Ch24 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch24 WebAssign problems.
e. The student will complete lab experiments on the electromagnetic spectrum using gas
spectrum tubes.
Instructional Method
a. The teacher will engage the student in a class discussion regarding the electromagnetic
spectrum, how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of electromagnetic spectrum calculations by
showing examples that are worked out.
c. The teacher will explain problem solving techniques related to the electromagnetic
spectrum using the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Gas spectrum tube lab, and Ch24
WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 24
WebAssign
Scientific Calculator
Gas spectrum Tubes
Spectrometers
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Energy has
a source,
can be
Properties transferred, Electromagnetic
and
and can be energy from the
SC/1ME/2/C/09Principles transformed Sun (solar
Science
11/b
of Matter into various radiation) is a
and
forms but is major source of
Energy conserved energy on Earth
between
and within
systems
Grade
Level/Course
GLE
Scope and
Sequence
Energy Forms
and Transfer
(Objects in the
Universe and
Their Motion)
Describe how
electromagnetic
energy is
Grade 9-11 transferred
through space
as
electromagnetic
waves
(radiating
charged
particles) of
varying
wavelength and
frequency
Unit
Unit 5 - Waves
Local Objective
The student wil explain how waves interact with each other and their environment.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Unit exam on light and optics
WebAssign Cutnell and Johnson Ch25-27 (Optics)
Pasco Optics Bench Lab
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept Evaluation Type
Diffraction
PE
Diffraction
CR
interference
CR
Dispersion
CR
Polarization
CR
Refraction
PE
Refraction
CR
Reflection
PE
Reflection
CR
Learning Activity
a. The student will participate in a class discussion on the development of optics and use double
column Cornell notes to summarize.
b. After direct instruction, the student will explore optics by completing an inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on optics by
completing the Optics WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Optics WebAssign problems.
e. The student will complete lab experiments on optics using the Pasco optics bench and
accessories.
Instructional Method
a. The teacher will engage the student in a class discussion regarding optics, how it is important
to society, and why it is important to learn.
b. The teacher will lead the student in exploration of optical calculations by showing examples
that are worked out.
c. The teacher will explain problem solving techniques related to optics using the GUESS
method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the light and optics unit exam, the Pasco
optics bench and accessories, and Optics WebAssign.
Content Standards
SC 1
Process Standards
1.6, 3.5, 3.7
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapters 24-27
WebAssign (Optics)
Scientific Calculator
Pasco Optics Bench
Pasco optics accessories (mirrors, lenses, light sources)
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Energy has
a source,
can be
Properties transferred, Electromagnetic
and
and can be energy from the
SC/1ME/2/C/09Principles transformed Sun (solar
Science
11/b
of Matter into various radiation) is a
and
forms but is major source of
Energy conserved energy on Earth
between
and within
systems
Grade
Level/Course
GLE
Scope and
Sequence
Energy Forms
and Transfer
(Objects in the
Universe and
Their Motion)
Describe how
electromagnetic
energy is
Grade 9-11 transferred
through space
as
electromagnetic
waves
(radiating
charged
particles) of
varying
wavelength and
frequency
Unit
Unit 1 - Nuclear
Local Objective
Students will describe and analyze current and early models of the structure of the atom.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Gas tube spectrum lab (variation)
WebAssign Cutnell and Johnson Ch30 Problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Emission Spectra
PE
Quantum Mechanics
CR
Emission Spectra
CR
Bohr Model of the Atom
CR
Learning Activity
a. The student will participate in a class discussion on the development of nuclear theory and use
double column Cornell notes to summarize.
b. After direct instruction, the student will explore nuclear theory by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on nuclear
theory by completing the Ch30 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch30 WebAssign problems.
e. The student will complete lab experiments on emission spectra using gas spectrum tubes and
sectroscopes.
Instructional Method
a. The teacher will engage the student in a class discussion regarding nuclear theory, how it
is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of nuclear theory calculations by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to nuclear theory using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: gas spectrum tube lab, and Ch30 WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 24
WebAssign
Scientific Calculator
Gas spectrum Tubes
Spectroscopes
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
Changes in The atomic
Properties
properties model
and
SC/1ME/1/E/09and states of describes
Science Principles
Grade 9-11
11/a
matter
the
of Matter
provide
electrically
and Energy
evidence of neutral atom
GLE
Scope and
Sequence
Atomic Theory
and Changes in
Matter Describe
the atom as
the atomic
theory of
matter
having a dense,
positive nucleus
surrounded by a
cloud of
negative
electrons
Unit
Unit 2 - Nuclear
Local Objective
Students will explain how binding forces are related to radioactive decay.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
WebAssign Cutnell and Johnson Ch31 and 32 problems
Nuclear unit exam
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Nuclear Fusion
CR
Nuclear Fission
CR
Radioactive Decay
CR
Radioactive Dating
CR
Learning Activity
a. The student will participate in a class discussion on the development of nuclear physics and
use double column Cornell notes to summarize.
b. After direct instruction, the student will explore nuclear physics by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on nuclear
physics by completing the Ch31-32 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch31-32 WebAssign problems.
e. The student will complete a unit exam on nuclear physics.
Instructional Method
a. The teacher will engage the student in a class discussion regarding nuclear physics, how it
is important to society, and why it it important to learn.
b. The teacher will lead the student in exploration of nuclear physics calculations by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to nuclear physics using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: nuclear physics unit exam.
Content Standards
SC 1
Process Standards
1.6, 3.4, 3.5, 3.6
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapters 31-32
WebAssign
Scientific Calculator
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
GLE
Scope and
Sequence
Energy Forms
Energy has a
and Transfer
source, can be
Nuclear
Describe how
Properties transferred, and
energy is a
changes in the
and
can be
major
nucleus of an
SC/1ME/2/E/09Principles transformed
Science
source of
Grade 9-11 atom during a
11/a
of Matter into various
energy
nuclear
and
forms but is
throughout
reaction (i.e.,
Energy
conserved
the universe
nuclear decay,
between and
fusion, fission)
within systems
result in
emission of
radiation
Unit
Unit 1 - Advanced Topics
Local Objective
Students will explain and analyze how particles behave when interacting with electromagnetic
radiation or with other particles.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Phet online lab experiment Photoelectric Effect
WebAssign Cutnell and Johnson Ch29
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
Concept
Evaluation Type
Photoelectric Effect
PE
Photoelectric Effect
CR
Wave-Particle Duality
CR
Learning Activity
a. The student will participate in a class discussion on the development of wave-particle
theory and use double column Cornell notes to summarize.
b. After direct instruction, the student will explore wave-particle theory by completing an
inquiry activity.
c. The student will use problem solving techniques to complete an inquiry activity on waveparticle theory by completing the Ch29 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch29 WebAssign problems.
e. The student will complete lab experiments on the photoelectric effect utilizing the Phet
website and corresponding labs.
Instructional Method
a. The teacher will engage the student in a class discussion regarding waves-particle theory,
how it is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of wave-particle calculations by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to waves-particle theory using
the GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: the Phet website and corresponding lab on
the photoelectric effect, and Ch29 WebAssign.
Content Standards
SC 1
Process Standards
1.2, 1.6, 1.7, 1.8, 3.5
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 29
WebAssign
Scientific Calculator
Phet website http://phet.colorado.edu/index.php
Lab worksheet http://phet.colorado.edu/teacher_ideas/viewcontribution.php?contribution_id=631
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Properties Energy has a
and
source, can
SC/1ME/2/F/09Science Principles be
11/c
of Matter transferred,
and
and can be
Concept
Grade
Level/Course
Energy
can
change
Grade 9-11
from one
form to
GLE
Scope and Sequence
Energy Forms
and Transfer
Classify the
different forms of
Energy
transformed
into various
forms but is
conserved
between and
within
systems
another
within
systems,
but the
total
amount
remains
the same
Unit
Unit 2 - Advanced Topics
Local Objective
Students will explain how mass, time and energy vary at relativistic speeds.
Objective used to evaluate students
Yes
Objective is A+
Yes
Assessment Activity
Unit Exam Advanced Topics
WebAssign Cutnell and Johnson Ch28 problems
Level of Expectation
The student will score a 3 to be proficient.
List of concepts and Evaluation Types
energy (i.e.,
chemical, nuclear,
thermal, mechanical,
electromagnetic)
that can be observed
as energy is
transferred and
transformed within a
system when given a
scenario (e.g.,
dynamite explosion,
solar radiation
interacting with the
Earth,
electromagnetic
motor doing work,
energy generated by
nuclear reactor)
Concept Evaluation Type
Relativity
PE
Relativity
CR
Learning Activity
a. The student will participate in a class discussion on the development of relativity theory and
use double column Cornell notes to summarize.
b. After direct instruction, the student will explore relativity theory by completing an inquiry
activity.
c. The student will use problem solving techniques to complete an inquiry activity on relativity
theory by completing the Ch28 WebAssign problems.
d. After direct instruction, the student will apply problem solving techniques to real world
problems within the Ch28 WebAssign problems.
e. The student will complete a unit exam on advanced topics.
Instructional Method
a. The teacher will engage the student in a class discussion regarding relativity theory, how it
is important to society, and why it is important to learn.
b. The teacher will lead the student in exploration of relativistic calculations by showing
examples that are worked out.
c. The teacher will explain problem solving techniques related to relativity theory using the
GUESS method.
d. The teacher will elaborate as to how these techniques can be applied to other courses and the
real world by showing authentic applications and assigning real world problems in the text.
e. The teacher will evaluate student success using: advanced topics unit exam, and Ch28
WebAssign.
Content Standards
SC 1
Process Standards
1.6, 3.5, 3.6
Resources
Physics 8e. (People's Publishing, 2009); Cutnell and Johnson Chapter 28
WebAssign
Scientific Calculator
Correction Exercise
Using WebAssign, students will have 5 attempts per problem to gain mastery. Students have
immediate feedback after a submission is recorded.
Enrichment Exercise
The student will have the ability to go online and take Self-Assessment Tests. These tests are
linked to specific textbook sections. www.wiley.com/college/cutnell
Special Needs
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
English Language Learner
The teacher will provide modifications and adaptations based on the student's IEP or 504 plan.
GLEs v1.0
GLE Code
Discipline Strand
Big Idea
Concept
Grade
Level/Course
Mechanical
Energy has a energy comes
source, can be from the
Properties transferred, motion
and
and can be
(kinetic
SC/1ME/2/B/09Principles transformed energy)
Science
Grade 9-11
11/a
of Matter into various and/or
and
forms but is relative
Energy
conserved
position
between and (potential
within systemsenergy) of an
object
GLE
Scope and
Sequence
Interactions
between
Energy,
Force, and
Motion Relate
kinetic energy
to an object
s mass and its
velocity