PACING GUIDE
PHYSICS
CYCLES
1
(Sept)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 1
Representing Motion
Glencoe Physics- Chapter 2
Conceptual Physics- Chapter 2
 Conceptual Physics- Ch 2
 Safety plays an important role in scientific
 LAB – Constant Velocity Toy Car
 Glencoe TeacherWorks
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work and in the physics laboratory.
Describe a frame of reference.
Describe how a particle model is used to
represent a moving object in motion
diagrams.
Describe the meaning of uniform motion.
Demonstrate the ability to calculate speed
and to solve an equation involving speed,
distance, and time for an object in uniform
motion.
Define coordinate systems for motion
problems and recognize that the chosen
coordinate system affects the sign of an
object’s position.
Distinguish between a vector and a scalar.
Determine a time interval for an object’s
motion.
Distinguish displacement from distance.
Draw motion diagrams and use them to
answer questions about an object’s position
and displacement.
Create position-time graphs for moving
objects and use these graphs to determine
an object’s position and displacement.
Define velocity and differentiate between
speed and velocity.
Define average velocity and demonstrate
the ability to calculate it.
Recognize that average velocity is the slope
of a position-time graph for an object’s
motion.
Distinguish between average speed and
average velocity.
Distinguish instantaneous velocity from
average velocity.
Measure the velocity of a battery
powered toy car using a motion
detector.
---Glencoe Physics Probeware Lab 2-1
“How fast is it going?”
---Pasco Explorations in Physics
“I Can’t Drive 55!” (See Resources
For Differentiation)
& Resources

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 LAB – Motion Matching Analyze
position-time graphs of a student’s
motion matching for given positiontime graphs using motion detector.
---Vernier Physics with Calculators
Exp 1 “Graph Matching”
---Pasco Explorations in Physics
“Match Graph” (See Resources For
Differentiation)
 Laptop Computers for:
(1)
(2)
(3)
(4)
 CALCULATION – Solve uniform

motion (constant speed) problems
using: v = d/t.
CALCULATION – Determine average
velocity from given data and from
position-time graphs by calculating the
slope.
CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – It’s All Relative


Pasco Explorations in
Physics lab using motion
sensor to investigate
relative motion and frame
of reference.
LAB – Match Graph Pasco
Explorations in Physics lab
using motion sensor to
analyze Position vs. Time.
LAB – I Can’t Drive 55!
Pasco Explorations in
Physics lab to measure the
velocity of a motorized cart.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 1 of 17
PACING GUIDE
PHYSICS
CYCLES
2
(Oct)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 2
Accelerated Motion
Glencoe Physics- Chapter 3
Conceptual Physics- Chapter 2
 Conceptual Physics- Ch 2
 Define acceleration and explain the units for
 ACTIVITY – Construct a cork
 Glencoe TeacherWorks
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acceleration.
Relate velocity and acceleration to the
motion of objects.
Demonstrate an understanding of the
meaning of positive and negative
acceleration and recognize that when the
velocity and acceleration of an object are in
opposite directions, the object is slowing
down.
Define average acceleration and
demonstrate the ability to calculate it.
Create velocity-time graphs and recognize
that the average acceleration of an object is
the slope of its velocity-time graph.
Distinguish between average and
instantaneous acceleration.
Interpret position-time graphs for motion with
constant acceleration.
Apply mathematical relationships among
position, velocity, acceleration, and time to
solve constant acceleration problems using
an organized strategy.
Define acceleration due to gravity and
recognize its value near the surface of the
earth.
Describe the motion of an object in free-fall
from rest and recognize that free-fall means
falling under the action of the force of gravity
and no other forces.
Describe the motion of an object thrown
straight up until it hits the ground under
negligible air resistance.
Determine the speed and distance fallen at
any time for a free-falling object that is
dropped from rest.
accelerometer and use it to measure
and calculate acceleration.
 LAB – Acceleration of a Falling
Object Use a ticker-tape timing
device to measure the acceleration
due to gravity.
---Glencoe Physics Text
Lab (Pages 76-77)
“Acceleration Due to Gravity”
 CALCULATION – Determine average

acceleration from given data and from
velocity-time graphs by calculating the
slope.
CALCULATION – Solve constant
acceleration problems with zero initial
velocity using: v = at, d = 1/2at2,
and v2 = 2ad. Also, solve free-fall
problems where: a = -g = -9.8 m/s2.
 PROJECT – ROCKET Build model
rockets and launch them. Calculate
the velocity, acceleration, and the
maximum height of the rocket.
and Resources


CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – Pedal to the Metal
Pasco Explorations in
Physics lab investigating
the acceleration of a cart on
an inclined track using a
motion sensor.
 LAB – How does a ball
roll? Glencoe Physics Lab
Manual ( Latest Ed.) Lab
3-1 uses a photogate and
photogate timer to obtain
the acceleration of a ball
rolling down an incline.
For accelerated learners:
 Solve constant acceleration
problems with non-zero
initial conditions.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 2 of 17
PACING GUIDE
PHYSICS
CYCLES
3
(Nov)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 3
Forces in One Dimension
Glencoe Physics- Chapter 4
Conceptual PhysicsChapters 4, 5, and 6
 Conceptual Physics-
 Define force and distinguish between a
 ACTIVITY – Forces in an Elevator
 Glencoe TeacherWorks
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contact force and field force.
Interpret free-body diagrams and
understand the meaning of net force and
equilibrium.
Explain that when forces are balanced on an
object no acceleration occurs which means
that the object continues to move at a
constant speed or stays at rest ( The law of
inertia--Newton’s first law). (CT)
Use F = ma to solve one-dimensional
motion problems that involve constant
forces (Newton’s second law). (CT)
Describe how the weight of an object
depends upon the acceleration due to
gravity and the mass of the object.
Differentiate between actual weight and
apparent weight and explain the meaning of
weightlessness.
Explain that an object reaches terminal
velocity when the drag force equals the
force of gravity on the object.
Demonstrate an understanding that when
one object exerts a force on a second
object, the second object always exerts a
force of equal magnitude and in the opposite
direction (Newton’s third law). (CT)
Explain the tension in ropes and strings in
terms of Newton’s third law.
Define the normal force and determine the
value of the normal force by applying
Newton’s second law.
Explain that Newton’s laws are not exact but
provide very good approximations unless an
object is moving close to the speed of light
or is small enough that quantum effects are
important. (CT)
While standing on a bathroom scale a
student measures and records his
weight during an elevator’s
acceleration, constant velocity, and
deceleration.
---Glencoe Physics Text
Lab (Pages 108-109)
“Forces in an Elevator”
Chapters 4, 5, and 6 and
Resources


 LAB – Hooke’s Law Demonstrate
skill in graphing and calculating slope
of a straight line in order to determine
the spring constant using force and
elongation data.
---Conceptual Physics Lab Manual
(written by Paul Robinson,3rd Ed.)
Lab 43 “Stretch”
 LAB – Terminal Velocity Use motion
detectors to measure the terminal
velocity of falling coffee filters.
---Glencoe Physics Probeware Lab
4-1 “Terminal Velocity”
 CALCULATION -- Use Newton’s

second law of motion (F = ma) to
solve problems.
CALCULATION -- Using SI units,
determine the weight of an object
given its mass and vice-versa.
 PROJECT– Balloon Rocket Racer
Design a small car powered by a
balloon and explain how the third law
of motion describes its propulsion.
CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – Move it or …?
Pasco Explorations in
Physics lab investigating
Newton’s first law (no net
force) using a motion
sensor.
 LAB – It’s Mass Affect
Pasco Explorations in
Physics lab investigating
Newton’s second law
(acceleration) using motion
sensor.
 LAB – Tug-of-War Pasco
Explorations in Physics lab
investigating Newton’s third
law (equal and opposite
force) using force and
motion sensors.
For accelerated learners:
 CALCULATION - Use
Newton’s second law to
solve inclined plane
problems with friction.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 3 of 17
PACING GUIDE
PHYSICS
CYCLES
3 cont.
(Nov)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 4
Forces in Two Dimensions
Glencoe Physics- Chapter 5
Conceptual PhysicsChapters 4 and 5
 Conceptual Physics-
 Evaluate the resultant or the sum of two or
 ACTIVITY - Vector Addition Use
 Glencoe TeacherWorks
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4
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(Dec)
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more vectors in two dimensions graphically.
Determine the components of vectors.
Solve for the sum of two or more vectors,
algebraically, by adding the components of
the vectors.
Define the friction force and explain its
cause.
Distinguish between static and kinetic
friction.
Determine the coefficients of kinetic and
static friction using the equations that model
kinetic and static friction.
Determine the force (equilibrant) that
produces equilibrium when three forces act
on an object.
Analyze the motion of an object on an
inclined plane with and without friction.
graphical methods of vector addition
(tip-to-tail and parallelogram) to add 2
or more vectors together. Sticks of
different lengths may also be utilized
as the actual vectors.
 ACTIVITY – Vector Treasure Hunt
Students are to use a set of index
cards with a distance and direction on
each card (e.g. 12.5 m NORTH) in
order to locate an unknown object
somewhere in the school. The
students are to make a map of the
path from a given starting point to the
unknown object using tip-to-tail vector
addition. They are then to attempt to
find the object.
 LAB – Force Table For two forces at
some angle apart, determine the
equilibrant and resultant force. Verify
the results graphically.
---Glencoe Physics Lab Manual (1999
Ed.) Lab 4-1 “Addition of Vector
Forces” A force table with spring
scales or with pulleys and hanging
masses can be used. An alternate
method is to use two ring stands,
cross support, spring scales and a
standard mass.
 LAB – Slipping and Sliding CAPT
Lab Utilize equipment from this
standard lab in an upgrade to
determine the kinetic and static friction
force and associated coefficients of
friction for a wood block sliding along
various surfaces. Use horizontal and
inclined surfaces.
Chapters 4 and 5 and
Resources


CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – Clutch… Pasco
Explorations in Physics lab
determining friction forces
using a force sensor.
For accelerated learners:
 Use component method of
vector addition.
 Use law of cosines and law
of sines in order to add
vectors.
 Solve static equilibrium
problems.
 Solve inclined plane
problems with friction.
 LAB – Friction Force and Shoes
(Alternate Lab to Slipping and Sliding )
Determine the kinetic and static friction
force and associated coefficients of
friction for different shoes/sneakers
sliding against a surface such as
wood. Use horizontal and inclined
surfaces.
Cont.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 4 of 17
PACING GUIDE
PHYSICS
CYCLES
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
 CALCULATION – Solve vector
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practice problems using algebra and
trigonometry.
CALCULATION – Solve friction
practice problems.
CALCULATION – Solve problems
involving inclined planes.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 5 of 17
PACING GUIDE
PHYSICS
CYCLES
4 cont.
(Dec)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 5
Motion in Two Dimensions
Glencoe Physics- Chapter 6
Conceptual PhysicsChapters 3 and 9
 Conceptual Physics-
 Recognize that the vertical and horizontal
 LAB – Projectile Motion With a steel
 Glencoe TeacherWorks
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5
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(Jan)
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motions of a projectile are independent.
Relate the height, time in the air, and initial
velocity of a projectile using its vertical
motion, and then determine the range using
the horizontal motion.
Explain how the trajectory of the projectile
depends upon the frame of reference from
which it is observed.
Describe the meaning of uniform circular
motion.
Explain why an object moving in a circle at
constant speed is accelerated.
Describe how centripetal acceleration
depends upon the object’s speed and the
radius of the circle.
Explain that a force applied to an object
perpendicular to the direction of its motion
causes the object to change direction but
not speed. (CT)
Describe how circular motion requires the
application of a constant force directed
toward the center of the circle. (CT)
Identify the forces that cause centripetal
acceleration.
Explain the meaning of the centrifugal force
and why it is called a fictitious force.
ball rolling down a ramp and off a
table, measure the landing spot and
compare with calculated location. Use
stop watch or photogate timing devices
with CBL and calculator to determine
horizontal launch velocity.
---Glencoe Physics Lab Manual (1999
Ed.) Lab 7-2 “Range of a Projectile”
Chapters 3 and 9 and
Resources


 LAB – Centripetal Force A rubber
stopper is tied to a string that is fed
through a PVC tube. The stopper is
twirled with a weight hanging off the
other end of the string. The stopper is
rotated at such a rate that the string
does not move up or down in the tube.
From known weight, radius of twirled
string, and speed of rotation, the mass
of the stopper can be determined.
---Setup is similar to that shown in
Glencoe Physics Lab Manual (Latest
Ed.) Lab 6-1 “What keeps the
stopper moving in a circle?” using
free hanging weights in place of the
attached spring scale.
 CALCULATION – Determine the

range, time of flight, and maximum
height for a projectile given an initial
velocity at a specified angle.
CALCULATION – Determine the
centripetal acceleration and centripetal
force acting on objects moving in a
circular path or arc. Use the equations
ac = v2/r and Fc = mv2/r.
CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – Up and Over Pasco
Explorations in Physics lab
analyzing projectile motion
using the Pasco time of
flight accessory unit.
 LAB- What goes around
comes around Pasco
Explorations in Physics lab
using a force sensor to
analyze circular motion.
 PROJECT – Projectile Launcher
Design a projectile launcher that will hit
a target a known distance away such
as 3-5 meters.
 PROJECT – Paper Catapult
(Alternate Projectile Project) Research
the internet for paper catapult designs.
Build a working catapult out of paper
that can be used with grapes, pennies,
etc.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 6 of 17
PACING GUIDE
PHYSICS
CYCLES
5
(Jan)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 6
Gravitation
Glencoe Physics- Chapter 7
Conceptual PhysicsChapters 12, 13, and 14
 Conceptual Physics-
 List Kepler’s three laws and explain them.
 Describe how the gravitational force is
 ACTIVITY – Elliptical Motion Using
 Glencoe TeacherWorks
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
proportional to the masses of two spherical
bodies and is inversely proportional to the
square of the distance between their centers
(law of universal gravitation).
Relate Kepler’s laws to the law of universal
gravitation.
Describe the importance of Cavendish’s
experiment to measure G.
Solve orbital motion problems in order to
determine orbital periods, radius, and
speeds.
Relate weightlessness to objects in free fall.
Describe gravitational fields.
Compare inertial and gravitational mass.
Describe Einstein’s theory of gravity.
two push pins, string, pencil, and
cardboard students will draw an ellipse
and use it to explain Kepler’s laws.
---Glencoe Physics Text
Lab (Pages 186-187)
“Modeling the Orbits of Planets and
Satellites”
Chapters 12, 13, 14 and
Resources


 CONSTRUCTED RESPONSE –
Explain the following:
---“Weighing the Earth” Experiment
---Apparent weightlessness
---Inertial and gravitational mass
---Einstein’s theory of gravity (discuss
curvature of space-time continuum).
 CALCULATION – Use Newton’s law

of universal gravitation F = G m1m2/d2
to calculate the gravitational force
between two specified masses located
at some distance from one another.
CALCULATION – Calculate the orbital
periods, radius and speeds of objects
in circular orbits.
 PROJECT – Design a planet. Define
its location, mass, orbital speed,
period, etc.
CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – How can you
measure mass? Glencoe
Physics Lab Manual (Latest
Ed.) Lab 7-2 Measure the
inertial mass of an
unknown object from its
period of vibration on an
inertial balance using a
calibration graph for the
inertial balance prepared
with known masses.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 7 of 17
PACING GUIDE
PHYSICS
CYCLES
6
(Feb)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 7
Rotational Motion
Glencoe Physics- Chapter 8
Conceptual PhysicsChapters 10 and 11
 Conceptual Physics-
 Describe angular displacement, angular
 ACTIVITY – Sensing Torque A
 Glencoe TeacherWorks
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velocity, and angular acceleration.
Describe torque and the factors that
determine it.
Calculate net torque.
Calculate the moment of inertia (rotational
inertia.)
Describe Newton’s second law for rotational
motion.
Define center of mass.
Explain how the location of the center of
mass affects the stability of an object.
Define the conditions for equilibrium.
Describe how rotating frames of reference
give rise to apparent forces called the
centrifugal force and Coriolis force.
meter stick is held at one end using
one hand. The meter stick is tipped up
and down while a 500 g or 1 kg mass
(the weight) is moved to different
locations. Students are to explain why
it is harder to move the meter stick
when the mass is farther away from
the hand (fulcrum).
--- Conceptual Physics Lab Manual
(written by Paul Robinson,3rd Ed.)
Lab 32 “Torque Feeler”
 LAB – Scaffolding Torque and
Equilibrium A meter stick, spring
scales, and weights are used to model
scaffolding in order to analyze torque
under equilibrium conditions where the
sum of the clockwise torques equals
the sum of the counterclockwise
torques.
---Glencoe Physics Text
Lab (Pages 218-219)
“Translational and Rotational
Equilibrium”
---Glencoe Physics Lab Manual (Latest
Ed.) Lab 8-1 “Torques”
 CONSTRUCTED RESPONSE –
Choose a particular spinning or
rotating object (automobile tire, CD,
the Earth, etc. ) and describe its
angular displacement, angular velocity,
and angular acceleration using proper
units.
Chapters 10 and 11
and Resources


CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
For accelerated learners:
 CALCULATION – Solve
problems involving angular
velocity and angular
acceleration.
 CALCULATION – Solve
rotational motion problems.
 CONSTRUCTED RESPONSE –
Discuss how forces are necessary to
cause an object to accelerate in linear
motion, while torques are needed to
cause objects to rotate (experience
angular acceleration). Also, describe
the rotational equivalent for mass.
Provide an example to illustrate a
particular torque causing the rotation
of some object.
 CALCULATION – Determine the
moment of inertia for various objects.
 CALCULATION – Solve equilibrium
torque problems.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 8 of 17
PACING GUIDE
PHYSICS
CYCLES
6 cont.
(Feb)
LEARNER OUTCOMES
RESOURCES FOR
DIFFERENTIATION
Topic 8
Momentum and its Conservation
Glencoe Physics- Chapter 9
Conceptual PhysicsChapters 7 and 11
 Conceptual Physics-
 Define the momentum of an object.
 Calculate momentum (represented by the
 LAB – Elastic and Inelastic
 Glencoe TeacherWorks
letter p) using p = mv. (CT)
 Explain that momentum is a separately
7
INDICATORS OF
LEARNING


(Mar)

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
conserved quantity different from energy.
(CT)
Determine the impulse given to an object.
Discuss how an unbalanced force acting on
an object over an interval of time produces a
change in its momentum (Ft = mv).
(CT)
Explain the angular impulse-angular
momentum theorem.
State the law of conservation of momentum
and recognize the conditions under which
momentum is conserved.
Relate Newton’s third law to conservation of
momentum.
Solve non-collision type problems using the
law of conservation of momentum.
Explain how the principles of conservation of
momentum and energy can be used to solve
problems involving elastic and inelastic
collisions in one dimension. (CT)
Explain how momentum is conserved in twodimensional collisions.
Define the angular momentum of an object.
Explain the law of conservation of angular
momentum.
Collisions Use air track and gliders to
analyze collisions. A dynamics cart
track and low-friction dynamics carts
can also be used.
---Vernier Physics with Calculators
Exp. 19 “Momentum, Energy and
Collisions”
---Conceptual Physics Probeware Lab
Manual Pasco Lab 6 “An Urge to
Conserve”
 CONSTRUCTED RESPONSE – Use
the impulse-momentum theorem,
Ft = mv, to explain how air bags in
cars decrease the impact force. Use
the same theorem to explain the
purpose of the front-end crumple
zones in cars.
 CONSTRUCTED RESPONSE –
Explain how momentum is conserved
when a fire-cracker explodes or for
objects in two-dimensional collisions.
 CONSTRUCTED RESPONSE - Use
the angular impulse-angular
momentum theorem to explain how an
ice-skater uses an external torque to
begin spinning. Also, explain using
conservation of angular momentum
how the ice-skater can change the rate
of rotation.
 CALCULATION – Solve problems
using p = mv and Ft = mv.
 CALCULATION – Solve sample
problems using conservation of
momentum for non-collision and
collision-type problems.
 PROJECT – Single Egg Drop Design
a container out of 30 plastic straws
and 1 m of masking tape that will
enable one egg to be dropped from a
height of 6 feet without breaking.
Explain how the container prevents the
egg from breaking using the impulsemomentum theorem.
Cont.
Chapters 7 and 11 and
Resources


CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – Momentum is a
Momentous Phenomenon
Pasco Explorations in
Physics lab using motion
sensors to investigate
conservation of momentum.
 LAB – Don’t be so
impulsive… you locomotive! Pasco
Explorations in Physics lab
using force and motion
sensors to investigate
impulse and change in
momentum.
 LAB – What can set you
spinning? Glencoe
Physics Lab Manual (Latest
Ed.) Lab 9-1 uses a
gyroscopic bicycle wheel
and rotating stool or
platform to observe torque
and apply the law of
conservation of angular
momentum.
Cont.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 9 of 17
PACING GUIDE
PHYSICS
CYCLES
LEARNER OUTCOMES
INDICATORS OF
LEARNING
 PROJECT – Students are to design a
cart with an egg as a passenger in
some kind of holder that will enable the
egg not to break when the car rolls
down an incline and hits an object.
(This is an alternate project to the
single egg drop above.)
 PROJECT – Dozen Egg Drop
Students in groups will design a
container holding a dozen eggs that
will enable the eggs to survive without
breaking when dropped from a second
story window to the ground. Include
engineering considerations of size,
weight, and cost.
 PROJECT – Newtonian
RESOURCES FOR
DIFFERENTIATION
For accelerated learners:
 CALCULATION – Solve
two-dimensional collision
problems.
 SIMULATION – Use
simulations to analyze
various collisions. (Logal
Software: Interactive
Journey through Physics or
equiv.)
 Research Paper – Prepare
a paper and presentation
on one of the following
topics:
---Operation of spinning
tops and gyroscopes.
---How flywheels can be
used to power vehicles.
Demonstrator (Collision Balls)
Design and construct a Newtonian
demonstrator. Explain its operation
using conservation of momentum and
conservation of kinetic energy.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 10 of 17
PACING GUIDE
PHYSICS
CYCLES
7 cont.
(Mar)
LEARNER OUTCOMES
Topic 9
Energy, Work, and Simple
Machines
Glencoe Physics- Chapter 10
Conceptual Physics- Chapter 8
 Distinguish between the scientific and
 ACTIVITY – Stair Climbing



8
(Apr)
INDICATORS OF
LEARNING


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
ordinary meaning of work. Display an
understanding that scientific work is energy
transferred to or from an object by means of
a force acting on the object.
Identify the force that results in work.
Demonstrate the ability to calculate the work
done by a constant force.
Display an understanding of the workenergy theorem (W = KE) and that it only
applies if the force acting on an object
changes only the kinetic energy of the object
and no other energy of the object.
Calculate the work done by a variable force.
Differentiate between work and power, and
calculate the power used.
Demonstrate the understanding that simple
machines do not increase the amount of
work. Describe why simple machines are
useful and recognize the six basic simple
machines.
Distinguish between the ideal and actual
mechanical advantage of a machine and
use these concepts correctly in solving
problems.
Recognize that compound machines are
simple machines linked together.
Demonstrate the ability to calculate the
efficiency of simple or compound machines
as (1) the ratio of the output work to the
input work or as (2) the ratio of the AMA to
the IMA.
RESOURCES FOR
DIFFERENTIATION
 Conceptual PhysicsChapter 8 and Resources
 Glencoe TeacherWorks
Horsepower Determine individual
student horsepower for running and/or
walking up two flights of stairs.
---Glencoe Physics Text
Lab (Pages 274-275)
“Stair Climbing and Power”
 LAB – Simple Machines Have
stations set up in the laboratory with
the simple machine systems noted
below. Students are to make
measurements and analyze these
systems.
---Inclined Plane: Low and High
Friction
---Pulleys
---Wheel and Axle System
---Gear System
---Levers
 CONSTRUCTED RESPONSE –
Students are to note the simple
machines that are used in their specific
shop and explain how they are used.
 CALCULATION – Solve sample
problems for the work done by a force.
 CALCULATION – Solve problems
involving kinetic energy and work.
 CALCULATION – Solve sample

problems for power in English and
metric units (Watts and Horsepower).
CALCULATION – Determine the ideal
and actual mechanical advantage and
efficiency of various machines.
 PROJECT – Paper Mechanism
Construct mechanisms using stiff
paper strips, paper circles and metal
fasteners. Explain what the model
represents, analyze the simple
machines used, and compute the ideal
mechanical advantage. (Students
should also be given the option of
using real simple machines.)


CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – How can pulleys
help you lift? Glencoe
Physics Lab Manual (Latest
Ed.) Lab 10-1 uses single
and double pulleys with
spring scales to investigate
mechanical advantage and
efficiency.
 PROJECT - Design a
mousetrap powered car. It
can include gears.
Evaluation will be based on
construction, operation, and
maximum distance
traveled.
For accelerated learners:
 CALCULATION Determine the work done
due to forces acting at
various angles.
Cont.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 11 of 17
PACING GUIDE
PHYSICS
CYCLES
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
 PROJECT – Toy Design Design a
toy that uses at least one simple
machine.
 PROJECT – Pulley System Design a
system that will allow a 200 lb weight
to be pulled up easily by one person
for a vertical distance represented by
the height of a typical classroom.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 12 of 17
PACING GUIDE
PHYSICS
CYCLES
8 cont
(Apr)
LEARNER OUTCOMES
Topic 10
Energy and its Conservation
INDICATORS OF
LEARNING
Glencoe Physics- Chapter 11
Conceptual Physics- Chapter 8
RESOURCES FOR
DIFFERENTIATION
 Conceptual PhysicsChapter 8 and Resources
 Glencoe TeacherWorks
 Calculate kinetic energy using the formula
2
KE = (1/2)mv . (CT)
 Calculate the changes in gravitational





potential energy near Earth using the
formula PE = mgh where PE is the
change in potential energy. (CT)
Identify how elastic potential energy is
stored.
Define the mechanical energy of a system.
Explain the law of conservation of
mechanical energy and solve problems
using this law.
Explain how mechanical energy is “lost.”
Analyze collisions to find the change in
kinetic energy.
 LAB – Pendulum Analyze the
energy conversions in a pendulum.
--- Conceptual Physics Lab Manual
(written by Paul Robinson,3rd Ed.)
Lab 24 “Conserving Your Energy”
 LAB – Bouncing Ball Analyze the
energy conversions in a bouncing ball
using motion detectors. (This is an
alternate lab to the Pendulum lab.)
---Glencoe Physics Text
Launch Lab (Pages 284-285)
“How can you analyze the energy
of a bouncing basketball?”
 CALCULATION – Solve sample
problems using the following equations
KE = (1/2)mv2 and PE = mgh and
the law of conservation of mechanical
energy.


CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 PROJECT – Roller coaster
Construct a roller coaster so that a
marble rolling down the coaster will
slow down sufficiently so as not to
break an egg located at the end. The
initial potential energy needs to be
determined as well as the kinetic
energy at some further point. A
photogate timer can be used to
measure the velocity of the marble. A
report detailing the design and results
of the project is required.
 LAB – What goes
up…When it comes
down? Pasco Explorations
in Physics lab using a
motion sensor to
investigate conservation of
energy.
 LAB – Energy of a
Tossed Ball Vernier
Physics with Calculators
Exp. 16 uses a motion
detector with CBL and
graphing calculator to
determine kinetic and
potential energy.
 LAB – Maximum GPE
Conceptual Physics
Probeware Lab Manual
Pasco Lab 9 investigates
the conversion of energy
and compares motor and
generator efficiency using
voltage and current
sensors.
 PROJECT – Design a boat
powered only by
mechanical potential
energy.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 13 of 17
PACING GUIDE
PHYSICS
CYCLES
9
(May)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 11
Thermal Energy
Glencoe Physics- Chapter 12
Conceptual PhysicsChapters 21, 22, 23 and 24
 Conceptual Physics-
 Describe how the internal energy of an
 LAB – Specific Heat Find the specific
 Glencoe TeacherWorks
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
object includes the energy of random motion
of the object’s atoms and molecules, often
referred to as thermal energy. The greater
the temperature of the object, the greater
the energy of motion of the atoms and
molecules that make up the object (CT)
Distinguish temperature from thermal
energy.
Describe the process of reaching equilibrium
and its application to the measurement of
temperature.
Describe the Celsius and Kelvin temperature
scales and demonstrate the ability to convert
between Celsius and Kelvin.
Describe the three forms of thermal energy
transfer: conduction, convection, and
radiation.
Display an understanding of specific heat
and be able to use it to calculate heat
transfer with the equation: Q = mC(Tf - Ti)
where C is the specific heat of a substance.
Explain the application of conservation of
energy to heat transfer.
Define heats of fusion and vaporization.
Describe how heat flow and work are two
forms of energy transfer between systems.
(CT)
Explain that the work done by a heat engine
that is working in a cycle is the difference
between the heat flow into the engine at
high temperature and the heat flow out at a
lower temperature (first law of
thermodynamics and an example of the law
of conservation of energy). (CT)
Define a heat engine, refrigerator, and heat
pump.
Explain how most processes tend to
decrease the order of a system over time
and that energy levels are eventually
distributed uniformly. (CT)
Demonstrate an understanding that entropy
is a quantity that measures the order or
disorder of a system and that this quantity is
larger for a more disordered system. (CT)
Explain that the statement “Entropy tends to
increase.” is a law of statistical probability
that governs all closed systems (second law
of thermodynamics). (CT)
heat of various metals. Use a hot
plate to heat water. The calorimeter
can be constructed from two
Styrofoam cups.
---Glencoe Physics Lab Manual (1999
Ed.) Lab 12-1 “Specific Heat” of
metals using a calorimeter,
temperature probe, CBL unit and
graphing calculator.
Chapters 21, 22, 23, 24
and Resources


 LAB - Heat of Fusion How much
energy does it take to melt ice?
---Glencoe Physics Lab Manual (Latest
Ed.) Lab 12-1 “How much energy
does it take to melt ice?”
---Conceptual Physics Probeware Lab
Manual Pasco Lab 12 “A Nice
Change of Phase”
 CONSTRUCTED RESPONSE –
Explain what kind of heat conductivity
is desirable for the following and why:
---An automobile radiator.
---A metal window sash.
---A soldering iron.
---A water-heater coil.
---A baseboard radiator.
---Home insulation.
---A styrofoam cooler.
 CONSTRUCTED RESPONSE –
Discuss the difference between an
insulating material that is packed firmly
and one that is packed loosely. What
does the “R” value mean. Also, how
does an insulating glass, such as
Thermopane, get its insulating
qualities?
 CALCULATION – Calculate heat
added or removed using the
temperature change of a known mass.
 PROJECT - Design and construct a
sample piece of wall using insulation
materials in order to provide the best
insulation. Also, provide measured
data as evidence.
Cont.
CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – You Look Radiant
Pasco Explorations in
Physics lab using
temperature sensors to
determine transfer of
energy.
 LAB – Conduction,
Convection, and
Radiation: It’s All Heat
Transfer Conceptual
Physics Probeware Lab
Manual Pasco Lab 10 using
temperature sensors.
 LAB – A Watched Pot
Never Boils Conceptual
Physics Probeware Lab
Manual Pasco Lab 11 using
temperature sensors to
measure the temperature of
boiling water, steam, and
condensing water vapor.
Cont.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 14 of 17
PACING GUIDE
PHYSICS
CYCLES
LEARNER OUTCOMES
INDICATORS OF
LEARNING
 PROJECT – Heat Loss and Insulation
Investigate how heat is lost through
different coffee containers used by
various restaurants. Use an identical
amount of hot water in each and
record time and temperature data.
Make a graph of time vs. temperature.
Analyze results and prepare a
conclusion. Also, investigate what
effect using a container top would
have on the rate of cooling.
RESOURCES FOR
DIFFERENTIATION
 LAB – How efficient are
solar collectors? Glencoe
Physics Probeware Lab 121 Design and build a simple
solar collector. Use a
temperature probe with
CBL and graphing
calculator to measure heat
collected by various cover
materials.
 PROJECT – Design and construct a
simple solar water heater and prepare
a short report detailing its design and
principles of operation.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 15 of 17
PACING GUIDE
PHYSICS
CYCLES
10
(June)
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
Topic 12
States of Matter
Glencoe Physics- Chapter 13
Conceptual PhysicsChapters 17, 18, 19, 20 and 23
 Conceptual Physics-
 Demonstrate an understanding of the
 ACTIVITY – Pressure Exerted by a
 Glencoe TeacherWorks












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
concept of pressure and the meaning of the
SI unit for pressure, the pascal.
Show the ability to calculate pressure.
Describe how fluids create pressure.
Demonstrate an understanding of Boyle’s
law, Charles’s law and the combined gas
law.
Explain the meaning of the ideal gas law.
Explain how thermal expansion occurs in
fluids and give examples.
Plasmas, the fourth state of matter, contain
ions or free electrons or both and conduct
electricity. (CT)
Compare gases and plasma and give
examples of plasmas in nature.
Explain how cohesive forces cause surface
tension.
Describe the meaning of viscosity.
Explain how adhesive forces cause capillary
action.
Discuss evaporative cooling and the role of
condensation in cloud formation.
Describe Pascal’s principle and its
application in various machines.
Define density and be able to calculate it.
Show the ability to calculate the pressure of
a fluid on an object submerged in the fluid at
any depth.
Show an understanding of Archimedes’
principle and demonstrate the ability to
calculate the buoyant force.
Demonstrate an understanding of Bernoulli’s
principle to airflow and provide some
common applications of it.
Relate the properties of solids to their
structures.
Explain why solids expand and contract
when the temperature changes.
Explain the importance of thermal expansion
give examples of some applications.
Human Foot Trace the outline of one
shoe and determine its area. Graph
paper may be used. Determine
pressure using the area and one-half
of the student’s weight.
---Glencoe Physics Text
Mini Lab (Page 345)
“Pressure”
Chapters 17, 18, 19, 20
and Resources


 ACTIVITY – Archimedes Principle
Using a spring scale, determine the
buoyant force on various objects
immersed in water.
---Glencoe Physics Lab Manual (Latest
Ed.) Lab 13-1 “Why does a rock
feel lighter in water?”
 CONSTRUCTED RESPONSE –
Provide explanations for the following:
---What is the purpose of a safety valve
on a steam boiler?
---What is a pressure cooker and how
does it work?
---What effect does pressure have on a
refrigerant?
---Why shouldn’t containers with
volatile substances be stored in hot
areas and how can this problem be
overcome?
 CONSTRUCTED RESPONSE –
Provide explanations for the following:
---What effect does temperature have
when making measurements with a
steel tape measure?
---What effect does temperature have
on steel or aluminum siding? What
precautions should be taken?
---What effect does temperature have
on plastic water pipe, such as PVC?
What installation precautions should
be taken?
---Why is Pyrex glass used for cooking
or baking while ordinary glass is not?
---Explain why flexible silicone is now
being used for bake ware.
 CONSTRUCTED RESPONSE –
CD-ROM with chapter
resources.
Glencoe Interactive
Chalkboard CD-ROM with
multi-media resources and
links to the physics web
site: physicspp.com.
Glencoe Answer Key
Maker CD-ROM and Pro
Testmaker CD-ROM.
 Laptop Computers for:
(1)
(2)
(3)
(4)
Internet Research
Reports/Projects
Power Point Presentations
Experiments using USB
connection with Pasco
data collection probes.
Graphical results shown
with Pasco DataSudio
software.
 LAB – You Lucky Ducky
Pasco Explorations in
Physics lab using force
sensor to investigate
Archimedes’ principle.
 LAB – Why do your ears
hurt under water?
Glencoe Physics Lab
Manual (Latest Ed.) Lab
13-2
 LAB – Evaporative
Cooling Glencoe Physics
Text Lab (Page 364-365)
that compares the rates of
evaporation of various
liquids.
 PROJECT – Design and
build a simple U-Tube
Manometer and use it to
measure pressure.
Explain how a bi-metallic strip in a
thermostat operates.
Cont.
Cont.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 16 of 17
PACING GUIDE
PHYSICS
CYCLES
LEARNER OUTCOMES
INDICATORS OF
LEARNING
RESOURCES FOR
DIFFERENTIATION
 CALCULATION - Calculate pressure
For accelerated learners:
 CALCULATION –
Determine the expansion of
solids.


with given conditions of force and
area.
CALCULATION – Show the ability to
calculate density. Use density to
determine pressure that a fluid exerts
on a submerged object at any depth.
CALCULATION - Solve problems
related to the buoyant force.
Significant Learner Outcomes are highlighted. Also, any Learner Outcome noted with a “(CT)” is a State of Connecticut
Enrichment Science Content Standard for Physics.
Page 17 of 17